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This cross-sectional study aims to respond three research questions: (1) Do perceived teaching styles predict students' motivation, academic engagement, and disaffection? (2) Does students' motivation predict engagement and disaffection? (3) Does motivation mediate the influence of teaching styles in students' engagement and disaffection? A convenience sample of 409 social work undergraduates from Spain (80.9% females) completed a questionnaire with these constructs. Structural equation modeling analyses showed that perceived teaching styles directly only predicted students' autonomous and controlled motivation. These two modalities of motivation predicted engagement and disaffection and mediated the influence of teaching styles on engagement and disaffection. These findings highlight the need for interventions enhancing teachers' autonomy-support and structure and reducing control. [ABSTRACT FROM AUTHOR]

Summary: The indirect exposure to patients' traumatic experiences may generate contrasting reactions in helping professionals, such as vicarious trauma and vicarious resilience. Theoretical models predict that job stressors facilitate vicarious trauma and reduce vicarious resilience and that personal resources may mediate this relationship. However, there is little empirical research linking some of these variables. This study aims to test: (a) Whether job stressors (family-work conflict, work-family conflict and role conflict) predict personal resources (coping strategies and self-care practices) and reactions to indirect exposure to trauma (vicarious trauma and vicarious resilience); and (b) whether personal resources predict these reactions and mediate their association with job stressors. A convenience sample of 448 social workers from Spain completed an online questionnaire between October 2020 and January 2021. Findings: Structural equation modelling revealed that job stressors generally hindered problem-focused coping and self-care and enabled emotion-focused coping; only vicarious trauma was directly associated with role conflict. Primarily, personal resources predicted the reactions to indirect exposure to trauma and mediated the influence of job stressors in these reactions. Applications: In line with previous research, results support the need for personal and organizational interventions to decrease vicarious trauma and promote vicarious resilience. [ABSTRACT FROM AUTHOR]

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The treatment of the mentally ill people is a challenge across the world, and different professionals, such as doctors, social workers, psychologists, or nurses, take care of this group. Nonetheless, mental health is not a vocational sector preferred by students and professionals of many of these careers. Research has proposed that professional preference for a patient group would be positively influenced by intergroup contact (quantity and quality) and empathy (perspective‐taking), and negatively associated with intergroup anxiety and social distance. However, the evidence testing this proposal was partial and mainly referring to other patient groups such as minorities or immigrants. The major aim of this cross‐sectional study was to clarify two research questions referring to mentally ill persons: Do contact and empathy protect undergraduates from intergroup anxiety and social distance and promote professional preference? Do intergroup anxiety and social distance predict professional preference and mediate the influence of contact and empathy in professional preference? A convenience sample of 409 Social Work undergraduates (81% females) from three Spanish universities completed a questionnaire between February and June 2020. Concerning direct relationships, the structural equation model showed that the quantity of contact only predicted intergroup anxiety negatively; quality of contact and empathy negatively predicted intergroup anxiety and social distance; intergroup anxiety positively predicted social distance; intergroup anxiety and social distance negatively predicted professional preference. Concerning mediated relationships, the influence of quality of contact and empathy on social distance was mediated by intergroup anxiety; social distance mediated the relationship of intergroup anxiety with professional preference; both anxiety and distance mediated the influence of quality of contact and empathy in professional preference. These results encourage interventions aimed at enhancing professional preference for mental illness by improving contact, knowledge, and empathy and reducing stigma in students and workers from diverse mental health careers. [ABSTRACT FROM AUTHOR]

Due to the indirect exposure to traumatic realities, social workers may experience emotional responses of vicarious traumatisation or vicarious resilience. Previous research indicated that risk factors (workload and trauma caseload) provoke vicarious traumatisation and that protection factors (recovery experiences and organisational support) can buffer this relationship. However, the empirical testing of these associations was scarce amongst social workers. This cross-sectional study aims to answer two main research questions: (i) can workload and trauma caseload predict vicarious resilience and vicarious trauma? (ii) Can recovery experiences and organisational support mediate the influence of risk factors on emotional responses? A sample of 373 Spanish social workers (87 per cent females) completed a questionnaire online. The structural equation modelling analyses showed that workload and trauma caseload make recovery experiences and organisational support less likely, facilitating the emergence of vicarious trauma. Recovery experiences and organisational support protect people from vicarious trauma and promote vicarious resilience, both directly and by limiting the influence of workload and trauma caseload. These results highlight the need for interventions enhancing recovery experiences and organisational support as a means to promote vicarious resilience and to decrease vicarious trauma. The need to reduce other risk factors, enhancing protective factors, is also noted. [ABSTRACT FROM AUTHOR]