Search

Coaching-based leadership (CBL) is becoming increasingly popular in organizations because of its potential benefits for employees' growth, well-being, and performance. For these reasons, valid and reliable assessment instruments of CBL are necessary. Two related studies were conducted. Study 1 reports the development and validation of the CBL Scale (CBLS) with a sample of 706 employees and leaders from Spain and Latin American countries. The final instrument consists of 16 items, distributed in four factors: working alliance, open communication, learning and development, and progress and results. The instrument offers adequate evidence of reliability and validity. Study 2 examines the relationships between CBL and work-related outcomes in a sample of 252 employees. Results from structural equation modeling revealed that CBL is positively related to work engagement through the mediation of psychological capital and to in- and extra-role performance through work engagement. Findings help answer important questions about the value of CBL as a promising job resource that can positively impact well-being and performance in the workplace. Practical implications are discussed on the potential of CBLS to be used for assessment and training., Author(s): María Josefina Peláez Zuberbühler [sup.1] , Cristián Coo Calcagni [sup.1] , Isabel M. Martínez [sup.1] , Marisa Salanova [sup.1] Author Affiliations: (1) grid.9612.c, 0000 0001 1957 9153, WANT Research [...]

This study explores the mediating role of psychological capital (PsyCap) in the association between learning goal orientation (LGO), academic satisfaction, and performance among college students. We suggest that PsyCap provides positive psychological resources through which learning-oriented students sustain the effort in academic achievement situations, contributing to academic satisfaction and performance. Seven hundred and sixty-eight (n = 768) college students completed an academic well-being survey, including LGO, PsyCap, and academic satisfaction measures. Academic performance was collected 5 months later from the University academic records of students. Path analysis results showed that LGO was directly related to academic satisfaction and performance and indirectly related through PsyCap. Statistically significant indirect effects showed a partial mediation. These results highlight the importance of positive education through investment in psychological resources to increase performance and satisfaction among college students.

This longitudinal study examines how academic psychological capital mediates between parent-child relationships and academic performance in a group of high school students. The sample consisted of 402 students (217 girls and 187 boys) aged between 12 and 17 years. Using a three-wave design, as hypothesized, a significant indirect effect was found between (good) parent-child relationships (assessed at time 1) and academic performance (assessed at time 3) via academic PsyCap (assessed at time 2). Students who perceived high-quality relationships with their parents reported high levels of academic psychological capital and obtained better objective academic performance over time. Theoretical and practical implications of the results are discussed, as well as strengths and weaknesses and future research directions., Author(s): Marcos Carmona-Halty [sup.1] , Marisa Salanova [sup.2] , Wilmar B. Schaufeli [sup.3] [sup.4] Author Affiliations: (1) grid.412182.c, 0000 0001 2179 0636, Escuela de Psicología y Filosofía, Universidad de Tarapacá, [...]

Using Social Cognitive Theory as our theoretical framework, we analyse how beliefs about group efficacy among team members, together with transformational leadership are two group-level constructs (aggregated members' shared beliefs), which predicts individual members self-efficacy over time. We conducted a three-wave longitudinal study with 456 participants that were randomly distributed in 112 groups working in three simulated creative collective tasks. We computed random coefficient models in a lagged-effects design. Findings were as expected and group efficacy beliefs and group-level transformational leadership were relevant cross-level predictors of individual self-efficacy over time (even after controlling for baseline levels of individual self-efficacy). Results suggested that these group-level factors are relevant cross-level constructs that explain how individual self-efficacy among group members is developed over time., Author(s): Marisa Salanova [sup.1] , Alma M. Rodríguez-Sánchez [sup.2] , Karina Nielsen [sup.3] Author Affiliations: (1) grid.9612.c, 0000 0001 1957 9153, WANT Research Team, Universitat Jaume I, , Castelló, Spain [...]

Introduction: In a post-pandemic environment, characterized by volatility and uncertainty, organizations need to adapt to it for their survival. Methods: Following a systematic review method, the aim of this study is to assess the relationship between talent management practices, employee engagement, and turnover intention. Carried out using PRISMA guidelines, this systematic review includes 43 studies. Results: Results showed a lack of consensus on the talent management concept, definition, and measurement. Also, talent management practices seem to increase employee engagement and decrease turnover intentions. That is, when organizations provide eective talent management practices to employees, they become more engaged and less likely to abandon the company. It is important to highlight the mediating role of engagement in the relation between talent management and turnover intention. Furthermore, the most studied talent management practices for promoting engagement and reducing turnover intention were identified. Regarding control variables, data highlighted the importance of age and organizational tenure in the aforementioned relationships. Discussion: This review draws attention to the need of designing and implementing talent management practices in an effective way in order to generate a healthy and engaged workforce that is willing to remain in an organization. [ABSTRACT FROM AUTHOR]

Introduction: Research in the field of work and organizational psychology increasingly highlights the role of meaningful work as a protector of well-being at work. This study tests the role of strengths knowledge and use as new pathways through which meaningful work may have a positive effect on work engagement and mental health. Methods: Study 1 and Study 2 report the validation of the Spanish Strengths Use and Knowledge Scales respectively, with samples of N = 617 (Study 1) and N = 365 (Study 2) employees. Study 3 tests the mediating effects of strengths use and knowledge in a model with different work-related constructs in another sample of N = 798 employees. Results: Findings from Studies 1 and 2 indicate that the instruments offer adequate evidence of reliability and validity. Results from Study 3 revealed that strengths knowledge is a mediator in the relationship between meaningful work and strengths use. Findings also confirmed the mediating roles of strengths use in the relationship between meaningful work and work engagement, and between meaningful work and mental health. Discussion: This study highlights the ability to be aware of and apply signature strengths as effective and novel pathways to foster well-being at work through the cultivation of meaningful work. [ABSTRACT FROM AUTHOR]

Positive Organisational Psychology (POP) has experienced significant growth in the past two decades, contributing to our understanding of work-related well-being and performance. However, the discipline is now on the cusp of a new wave of research and innovation that may reshape its discourse. This paper introduces the concept of 'Positive Organisational Psychology 2.0' (POP 2.0) as an evidence-based, data-driven field that utilizes technological advancements and human-centred design to understand and enhance positive characteristics of individuals, organisations, and society for optimal psychological functioning, wellbeing, and performance. The paper begins with an overview of POP's emergence, highlighting its key characteristics and exploring the factors behind its rapid growth and declining relevance. We then conceptualize POP 2.0, outline its defining features, and advocate for a broader scope, expanded focal audience, enhanced methodologies, and transformative role shifts for practitioners. We conclude by outlining opportunities, challenges and perspectives for the next wave of innovative research. [ABSTRACT FROM AUTHOR]

The present study examined the relationship between positive emotions and academic performance, and the mediated role played by academic psychological capital and academic engagement, in a sample of 497 Chilean high school students. Participants' ages ranged from 14 to 17 years old, with a mean of 15.71 (SD = 1.15). Findings supported our hypothesized model that academic psychological capital and academic engagement mediate the relationship between positive emotions and academic performance (GPA). The proposed model has theoretical implications for future research and practical implications for school settings. The promotion of positive emotions in students is a relevant challenge for principals, teachers, and parents in attempting to build academic psychological capital and academic engagement, which in turn may lead to higher academic performance., Author(s): Marcos Carmona-Halty [sup.1] , Marisa Salanova [sup.2] , Susana Llorens [sup.2] , Wilmar B. Schaufeli [sup.3] [sup.4] Author Affiliations: (1) grid.412182.c, 0000 0001 2179 0636, Escuela de Psicología y [...]

Abstract The aim of this article is twofold: (a) to validate the psychometric properties of the Academic Resilience Scale (AR-S) in a Spanish university context; and (b) to test a model where different coping strategies are antecedents of AR, and where academic satisfaction and performance are its consequences. The studies were conducted with 185 (study 1) and 780 (study 2) students. In study 1, the construct validity, reliability, and convergent and divergent validity of the AR-S were analyzed. The hypothesized model (study 2) was tested using structural equation modeling. The results confirmed the good psychometric properties of the AR-S in the Spanish context, providing evidence of its validity. Furthermore, the distinctive role of different coping strategies in resilience was confirmed, as well as the relationship between resilience and academic satisfaction. No direct relationship between resilience and performance was found, highlighting the full mediation of satisfaction.

This study explores the predictive relationships between psychological capital (PsyCap), meaning-focused coping, satisfaction and performance among undergraduate students. Six hundred and eighty two (n = 682) college students from 29 different academic programmes completed an academic well-being survey, which included measures of PsyCap, coping strategies, and academic satisfaction (time 1). Performance data was collected five months later (time 2), at the end of the year. Path analysis results provided support for a sequential mediation model where PsyCap was directly related to performance, and indirectly related to performance through meaning-focus coping and satisfaction. In addition, PsyCap was directly associated with satisfaction, highlighting the importance of this psychological construct in academic settings. Understanding the role that meaning-focused coping and satisfaction play in the relationship between psychological capital and performance may be useful for scholars and lecturers to design optimal evidenced-based interventions to increase both well-being and academic achievement.

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In a context of economic and social crisis, healthy and resilient organizations are characterized by carrying out healthy organizational practices in a systematic, planned and proactive manner. These practices influence the development of healthy employees and groups, as well as the achievement of organizational success. Following the Healthy and Resilient Organization Model, it is important to understand the role of organizational practices as developers of group positive affect (i.e., high or low intensity pleasant emotions resulting from emotional contagion), with the capacity to develop resources whose effects generate wellbeing and good performance in groups. The main objective of this work is to analyze the relationship between healthy organizational practices and group positive affect (i.e., optimism, enthusiasm, satisfaction, comfort, relaxation). The sample is composed of 374 employees (69 work teams) from 34 Spanish SMEs. The results determined a positively significant relationship between healthy organizational practices and group positive affect. Specifically, practices aimed at mobbing prevention, career development, communication promotion, and Corporate Social Responsibility allow to develop group positive affect. [ABSTRACT FROM AUTHOR]

Using the Social Cognitive Theory as a theoretical framework, this study evaluated a 4-month, individual cognitive-behavioral intervention program to decrease burnout and increase self-efficacy, engagement, and performance among university students. The main objective of the intervention was to decrease the anxiety the students coped with before exams in order to increase their beliefs of self-efficacy. Besides the study group intervened, two control groups were involved (i.e., a "stressed" control group and a "healthy" control group). All 3 groups filled out a questionnaire before the intervention and then again 6 months later (2 months after the intervention was completed). The results show that self-efficacy, engagement and performance increased in the intervened group when compared to both control groups. Regarding burnout, decreases were noted in both the intervened and stressed control groups but not in the healthy control group. The implications of the study are discussed, together with its limitations and suggestions for future research. (Contains 7 figures and 2 tables.)

Introduction: The main aim of this study is to test whether different university faculty work profiles (i.e., teaching, research and management) relate with the experience of well-being at work (i.e., burnout, work engagement and intrinsic satisfaction). Method: Hypotheses were tested through a K-means cluster, ANOVA, and confirmatory factor analysis in a sample of 170 Spanish university faculty members. Results: The results show the existence of four work patterns in university faculty which take into account their triple work profile (i.e., teaching cluster, research cluster, management cluster and teaching and research cluster). Moreover, ANOVA analyses indicate that there are significant differences in absorption and intrinsic satisfaction, depending on the cluster they belong to. So far, the research cluster offers the lowest value in burnout and the highest value in engagement and intrinsic satisfaction. In contrast, the management cluster presents the highest value in burnout, and the lowest in engagement and intrinsic satisfaction. Finally, the confirmatory factor analyses showed that burnout consists of the four expected dimensions (i.e., exhaustion, cynicism, depersonalization and lack of professional efficacy). Discussion and Conclusions: University faculty members whose work profile is predominated by research tasks are the ones who enjoy better levels of well-being, while faculty whose work profile is predominated by management tasks suffer the lowest degrees of well-being. (Contains 4 tables and 2 figures.)

This article reports on the development of a short questionnaire to measure work engagement--a positive work-related state of fulfillment that is characterized by vigor, dedication, and absorption. Data were collected in 10 different countries (N = 14,521), and results indicated that the original 17-item Utrecht Work Engagement Scale (UWES) can be shortened to 9 items (UWES-9). The factorial validity of the UWES-9 was demonstrated using confirmatory factor analyses, and the three scale scores have good internal consistency and test-retest reliability. Furthermore, a two-factor model with a reduced Burnout factor (including exhaustion and cynicism) and an expanded Engagement factor (including vigor, dedication, absorption, and professional efficacy) fit best to the data. These results confirm that work engagement may be conceived as the positive antipode of burnout. It is concluded that the UWES-9 scores has acceptable psychometric properties and that the instrument can be used in studies on positive organizational behavior. (Contains 4 tables.)

This article investigated whether cynicism and depersonalization are two different dimensions of burnout or whether they may be collapsed into one construct of mental distance. Using confirmatory factor analyses in two samples of teachers (n = 483) and blue-collar workers (n = 474), a superior fit was found for the four-factor model that contained cynicism, depersonalization, exhaustion, and professional efficacy as dimensions of burnout. In particular, cynicism and depersonalization emerged as unique burnout dimensions. Moreover, it appeared from multigroup analyses that this four-dimensional structure of burnout is partially invariant across both samples. Cynicism and depersonalization seemed to play a different role in both samples, particularly as far as their relationship with professional efficacy is concerned. It is recommended that future research on burnout should include the cynicism and depersonalization constructs.