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Author(s): Usue De la Barrera [sup.1] , Lidón Villanueva [sup.2] , Inmaculada Montoya-Castilla [sup.1] , Vicente Prado-Gascó [sup.3] Author Affiliations: (1) grid.5338.d, 0000 0001 2173 938X, Department of Personality, Assessment [...], Emotional intelligence and subjective well-being may contribute to preventing perceived and physiological stress in adolescents. To provide an overall picture of the relations of emotional intelligence and well-being, both the traditional monotonic effects and the non-monotonic effects of emotional attention on well-being were explored in relation to stress prediction. The purpose was to develop an accurate understanding of the different emotional conditions and states of well-being that may be associated with adolescents' stress. The participants included 132 adolescents (mean = 12.73 years, standard deviation = 0.72, 51.5% girls) who completed the Trait Meta-Mood Scale-24, the Satisfaction With Life Scale, the Scale of Positive and Negative Experiences, and the Perceived Stress Scale-4. Hair samples were collected to assess physiological stress. Emotional intelligence and well-being explained between 36% and 39% of the variance in perceived and physiological stress. Emotional attention seems to operate in the same way regardless of its conceptualisation as monotonic or non-monotonic. In general, decreased attention and increased clarity and well-being should be the aim of adolescent interventions to achieve better health.

Author(s): Marian Guasp-Coll [sup.1] , Diego Navarro-Mateu [sup.1] , Laura Lacomba-Trejo [sup.2] , María del Carmen Giménez-Espert [sup.3] , Vicente Javier Prado-Gascó [sup.4] Author Affiliations: (1) grid.440831.a, 0000 0004 1804 [...], Promoting tolerance of diversity in schools is essential for improving students' mental health outcomes and has an impact on their quality of life. There are sociodemographic and emotional variables (empathy and emotional intelligence) that seem to be related to being more tolerant of personal diversity, whether due to culture, political ideas, social class or physical or psychological conditions. A transversal study was conducted to examine these relationships, using hierarchical regression models (HRM) and qualitative comparative analysis of fuzzy sets (fsQCA) with a convenience sample of 1069 adolescents from six Spanish schools (47.4% were male). The inclusion criteria were studying in the selected compulsory secondary education or high schools. The parents voluntarily signed the informed consent so that the students could participate. The participants completed self-reported questionnaires to evaluate their tolerance to diversity the Diversity Tolerance Scale and the Trait of Meta-Mood Scale 24 were used to measure emotional intelligence, and the Basic Empathy Scale to assess empathy. The results suggest the emotional intelligence variable, specifically emotional repair, is more predictive of tolerance for diversity in adolescents. In the fsQCA model, the interaction of sex, emotional repair and emotional empathy is better predictor for a tolerant attitude. Finally, the development of emotional skills intervention programmes for adolescents will have a direct and positive impact on tolerance of diversity in schools. These findings are important and useful because tolerance of diversity in the classroom seem to have a positive effect on the reduction of prejudice or discrimination, promoting more inclusive environments.

This study aims to assess the effect of psychosocial risks and resources on burnout, psychosomatic disorders, and job satisfaction using Hierarchical Regression Modelling (HRM) and Qualitative Comparative Analysis (QCA). Method. The sample consisted of 9020 non-university public education teachers (Mage = 45.33 years, SD = 9.15; 72.5% women). Results. Demands variables (Workload, Emotional labour, Imbalance, and Interpersonal conflict) were better predictors than resources variables (Job autonomy, Social support, and Resources at work). Resources also significantly improved the model's predictive capacity, except in the case of Indolence. In the QCA results, none of the conditions seems to be necessary. Regarding sufficiency, the combination of the different conditions explains between 44–49% of high levels of Burnout and between 40–47% of low levels of Burnout; between 44–47% of high levels of Psychosomatic disorders and 40–47% of low levels of Psychosomatic disorders; 49% of high Job satisfaction levels and 45–56% of low Job satisfaction levels. Conclusions. The results show that QCA models have better explanatory capacity than HRM. Some variables were not significant in HRM, but they were present in combination with other QCA model variables. The findings contribute to understanding how psychosocial risks affect workers' health and job satisfaction. [ABSTRACT FROM AUTHOR]

Background: Attitudes toward the communication of nurses and nursing students with patients can influence the health outcomes of their patients. The present study aimed to develop and validate an abbreviated form of the Attitudes Toward Communication (ACO) scale for nurses and nursing students. Methods: Two types of participants were included in this study, 385 nurses and 1408 nursing students (67.30% of the nurses and 82.10% of the students were women). After obtaining their informed consent. Attitudes toward communication (ACO) of nurses and nursing students with patients were evaluated. Results: Internal consistency and construct validity analyses were conducted. A 12-item instrument (ACO-R) was obtained that maintained the factorial structure and ensured the homogeneous distribution of items in the different subscales. The same solution was found for both samples. Conclusions: The instrument showed adequate internal consistency and validity indices. The ACO-R instrument is an efficient, valid, and reliable measure to assess ACO among nursing students and nurses. [ABSTRACT FROM AUTHOR]

Psychosocial risks seem to have a great impact on non-university teachers, giving rise to consequences such as burnout, health problems, and lack of engagement. These consequences result from high levels of stress, caused by an imbalance between demands and resources at work. Socio-cultural differences between Spain and Mexico, such as fewer educational resources and higher job insecurity in Mexico, can lead to a disparity in burnout rates, disproportionately impacting the occupational health in teachers from these countries. Thus, this study aims to (1) analyse psychosocial risks in two samples; (2) evaluate the relationships between demands, resources, and consequences; and (3) study the moderating effect of country on these relationships. Participants were 169 Spanish teachers and 218 Mexican teachers. Results showed that Spanish teachers experienced more role conflict, interpersonal conflict, work overload, and job insecurity. In both countries, work overload was the strongest predictor of burnout and health problems. Engagement was positively influenced by social support and autonomy in both contexts, with autonomy being the strongest predictor in Mexico. The type of country only moderated the relationship between job insecurity and burnout, being stronger in the case of Mexico. These findings provide crucial insights for the development of intervention programs aimed at reducing workload, managing conflicts, and enhancing social support, thus contributing to the social sustainability of the teaching profession. [ABSTRACT FROM AUTHOR]

In this study, we aimed to develop and psychometrically examine a self-efficacy scale for high-performance volleyball athletes. A literature review and interviews with 16 experts led to construction of item content. A preliminary version of the scale was then administered to 24 high-performing adult athletes, followed by administration of the scale to 300 Brazilian high-performing volleyball athletes (M age = 24.88, SD = 5.51 years; 55% male; 45% female). The definitive model contained 19 items, grouped into three factors (Self-Efficacy in the Game, Defensive Self-Efficacy in Volleyball, and Offensive Self-Efficacy in Volleyball). A Global Self-Efficacy score was evaluated through several statistical procedures that provided evidence of an adequate fit of the model to the data, and we showed internal reliability of the item content and invariance of the instrument for both sexes. These results support the instrument's test content, internal structure, and relation to other variables, indicating that the Volleyball Self-Efficacy Scale (VSES) can now be used to assess the self-efficacy of high performing Brazilian volleyball athletes. [ABSTRACT FROM AUTHOR]