Search

Literature indicates that teachers and students who experience trust and belongingness in their school communities have higher levels of indicators of positive quality of life, such as performance, innovation, and creativity. Also, they are open to creating more authentic relationships and fostering an environment based on psychological safety with implications on their well-being, quality of life, self-efficacy, and their general mental health. This quantitative study aims to investigate the impact of an online training program called "Development of trust and belongingness in interpersonal relationships of school teachers" on several psychological variables related to the individual wellbeing. A number of 475 school teachers participated in the study, from several schools located in different regions of Romania. Data were collected pre- and post-intervention with an online form composed of three different questionnaires addressing the following variables: belongingness, connectedness and teacher's self-efficacy. The findings indicate significant effects of the online intervention program on all the target variables.

Given the widespread use of collaborative learning as an instructional practice in education, our study focuses on teamwork engagement, a key factor influencing the success of collaborative efforts. We use a longitudinal multi-level approach to test the impact of social context and engagement in student groups and examine the effect of social interdependence and type of humor on teamwork engagement. We collected data at six-time lags in a sample of 435 students organized in 97 groups. Our results show that positive interdependence has a positive influence on teamwork engagement, while negative interdependence as well as social independence have a negative effect on teamwork engagement. Moreover, affect mediates the influence of affiliative and aggressive humor communication on teamwork engagement. Practical implications are discussed., Author(s): Andreea Gheorghe [sup.1] , Oana Catalina Fodor [sup.1] , Petru Lucian Curòeu [sup.1] [sup.2] , Sabina Trif [sup.1] , Lavinia Cirebea [sup.1] Author Affiliations: (1) grid.7399.4, 0000 0004 1937 [...]

Purpose: Our study aims to explore the interplay between dysfunctional cognitive schemas and rationality for decision comprehensiveness in organizational strategic decisions. Design/methodology/approach: We used a cross-sectional design in which we evaluated individual decision rationality using an objective decision competence test and dysfunctional cognitive schemas in a sample of 270 managers (145 women with an average age of 41 years old). In addition, we asked managers to rate the decision comprehensiveness of their organization's strategic decision processes. Findings: Our findings support the detrimental impact of dysfunctional cognition in strategic decision-making in such a way that the association between individual managerial rationality and the comprehensiveness of organizational strategic decisions was positive only when managers reported low dysfunctional cognition, while when managers reported high levels of dysfunctional cognitive schemas, the association between rationality and comprehensiveness was negative. Originality/value: Our study provides initial empirical evidence for the interplay between dysfunctional cognition and managerial rationality in strategic decision processes, and it opens venues for future research to explore the detrimental role of dysfunctional cognitive schemas in strategy processes. [ABSTRACT FROM AUTHOR]

Literature indicates that teachers and students who experience trust and belongingness in their school communities have higher levels of indicators of positive quality of life, such as performance, innovation, and creativity. Also, they are open to creating more authentic relationships and fostering an environment based on psychological safety with implications on their well-being, quality of life, self-efficacy, and their general mental health. This quantitative study aims to investigate the impact of an online training program called "Development of trust and belongingness in interpersonal relationships of school teachers" on several psychological variables related to the individual wellbeing. A number of 475 school teachers participated in the study, from several schools located in different regions of Romania. Data were collected pre- and post-intervention with an online form composed of three different questionnaires addressing the following variables: belongingness, connectedness and teacher's self-efficacy. The findings indicate significant effects of the online intervention program on all the target variables. [ABSTRACT FROM AUTHOR]

Nowadays, perfectionism in organizations is a popular topic in the scientific literature (Ocampo, Wang, Kiazad, Restubog, & Ashkanasy, 2020; Saklofske, Di Fabio, Svicher, & Smith, 2023; Steinert, Heim, & Leichsenring, 2021). Building on the research on the topic of perfectionism at individual level, the present study investigates how the leader's other-oriented perfectionism influences followers' workplace well-being and their job stress, and how the pressure to be performant moderates these relationships in the context of multiple team membership. In order to test the four proposed hypotheses, a quantitative predictive correlational research design was used. Our sample consisted of 155 Romanian employees. Our results indicate that the leader's other-oriented perfectionism was not related to followers' job stress. Surprisingly, this form of perfectionism positively related to followers' workplace well-being. In addition, the pressure to be performant did not moderate the relationship between the leader's other-oriented perfectionism, on one hand, and job stress and workplace well-being, on the other hand. These findings extend the literature on others-oriented perfectionism and well-being in the context of multiple team membership. [ABSTRACT FROM AUTHOR]