Mindfulness-based practices, psychological capital, burnout and performance anxiety

Purpose The study examined the role of classroom-based mindfulness-based interventions (MBI) on psychological capital, burnout, and performance anxiety among business executives. Design/Methodology/Approach 52 mid-level and senior leaders filled up a structured questionnaire on mindfulness, psychological capital, and performance anxiety before and after the intervention. They also participated in 2 week-long classroom-based mindfulness intervention programs for 1 hour daily. Findings The finding suggests that mindfulness-based intervention significantly improved PsyCap and reduced burnout and performance anxiety among the executives. Research limitations/implications Self-report measures, sample size, and programmed duration could be a limitation. We can plan long-term (4 weeks) intervention on cross-section data for better outcomes and generalizations. Research implications Mindfulness-based interventions can help save healthcare costs by reducing anxiety and burnout. Leaders can also quantify the value of such intervention for developing PsyCap. Practical implications Management should conduct mindfulness-based training programs, and leaders can practice it in their daily routine to improve psychological resources to reduce stress and better face workplace challenges. Originality/value The study's contribution was using the classroom-based mindfulness-based intervention to improve psychological capital and reduce dysfunctional outcomes in leaders.

Psychological impact of covid19 on out-of-hospital emergency services

This article focuses on how the COVID-19 pandemic affects Emergency Medical Assistant’s (EMA) mental health. In addition, it aims to define which psychological consequences it entails and if they have received postgraduate training on how to face the pandemic by the Health System or organizations that depend on it. This is a qualitative exploratory study of a phenomenological type where a semi- structured ad-hoc interview has been used for data collection, answered by EMA. The results show the psychological impact that COVID-19 has had on the work and personal life of these workers, the lack of psychological resources and the multiple psychological consequences developed as a result of the neglect of their mental health. EMA reaffirm the psychological challenge the COVID-19 pandemic means, creating situation of greater stress and anxiety than implied internal impediments for the job, family and friends. Therefore, they express the necessity for psychological support, being able to develop a diversity of psychological help resources that allow EMA to release the pychological oppression caused by the added stressors of the COVID-19 pandemic.

Out of Trauma Comes Strength

Trauma occurs in a variety of forms including abuse, violence, neglect, or witness to any of these events. In the past, some have viewed trauma as a deficit that needs to be repaired. While this healing approach has value, new research has garnered a great deal of attention in shifting this paradigm to a strengths-based methodology. One such representation is the trauma-informed positive education (TIPE) model. This chapter provides an overview of the TIPE model and its three domains (i.e., repairing regulatory abilities, repairing disrupted attachment, and increasing psychological resources); discusses relevant pedagogical practices including emotional intelligence, mindfulness, grit, and growth mindset; and gives practical examples for educators to implement.

Coping stress toward post-death of a couple: A qualitative study in single mothers

The study aimed to figure out the picture of a couple’s post-death stress and coping strategies used by working single mothers. The research approach uses qualitative descriptive with case study design. Characteristics of single mother participants, working and having children. Data were obtained through interviews of participants concerned accompanied by significant other interviews. The data analysis used in this study is a thematic data analysis technique. The results showed the symptoms of stress experienced by participants in increased blood pressure, frequent delays in work, irritability, dietary changes, and experiencing sleep disorders. Each participant’s stress was the shrinkage of economic, social, and psychological resources. Participants’ stress coping strategies include; planful problem solving, confrontative, seeking social support, distance, escape/avoidance, positive reappraisal, self-control, and accepting responsibility.

Changes in the System of Students Life Values in the Russian Far East in the Context of the Covid-19 Pandemic

The current historical period of human history is characterized by hard challenges caused by the global COVID-19 pandemic, which inevitably leads to transformations in human consciousness and value-and-meaning sphere. Studies of this aspect are becoming increasingly topical. The article studies the value-and-meaning sphere of full-time students in the context of distance learning and forced isolation. The authors compare the results of two data slices made in 2018–2019 and 2020. The research involved 701 students aged 18–24. The first stage of the research in 2018–2019 academic year involved 295 young people (102 males and 193 females). The second stage was in May 2020 during the lockdown the number of respondents was 406 young people (85 males and 321 females). The authors of the article used E.B. Fantalova’s research conception of the correlation of «value» and «affordability» in various life spheres. The results show a significant difference between students’ pre- and post-pandemic value benchmarks. During the pandemic, we see a pronounced intra-personal conflict between a value and affordability in students’ meaningful life spheres. This gap between a need for achieving internally important values and affordability of this achievement is more significant in relation to an active life style, health, an interesting job, beauty of the nature, arts and freedom. Self-isolation has worsened internal conflicts and the feeling of psychological welfare has faded. The shift in students’ value-and-meaning priorities in the context of the pandemic requires working out new strategies of personal and vocational self-realization, and searching for ways of saving health optimal psychological resources.

The Relationship between Cancer Caregiver Burden and Psychological Outcomes: The Moderating Role of Social Connectedness

The present study: (a) examined the extent of caregiver burden and psychological wellbeing and (b) tested whether social connectedness moderated the association between caregiver burden and psychological symptoms in caregivers of people with cancer. The cross-sectional survey study included 189 cancer caregivers (mean age = 36.19 years, standard deviation = 11.78; 80.4% female). Data were collected on caregiver burden, social connectedness, and depression and anxiety. Moderation analysis was conducted to examine the effect of social connectedness on the relationship between caregiver burden and depression and anxiety. Caregiver burden was positively associated with depression and anxiety symptoms. Controlling for significant demographic and caregiver characteristics, the moderation model showed as perceived social connectedness increased, the relationship between caregiver burden and depression decreased (β = −0.007, se = 0.004, 95% CI: −0.014, 0.000, p = 0.05). By contrast, social connectedness did not moderate the association between caregiver burden and anxiety. Findings have implications for the management of depression in cancer caregivers. Social connectedness appears to provide a protective buffer from the negative impacts of caregiving, providing increased psychological resources to manage the burden associated with caregiving, resulting in lower depression. Research on strategies to improve caregiver wellbeing through enhancing engagement with social networks in ways that improve perceived sense of connectedness with others is warranted.

Leader humility and employee voice behavior: The mediating effects of work engagement and cognitive emotion regulation strategies

BACKGROUND: Employee’s expression of voice needs cognitive and emotional resources to express the constructive challenge. Leader humility, with the characteristics of openness to new ideas and feedback, may provide employees with psychological resources to express their voice. This study considers work engagement and cognitive emotion regulation strategies as psychological resources and examines their mediating effects. OBJECTIVE: Referring to the conservation of resources theory and affective events theory, this study aims to examine the mediating effects of work engagement and cognitive emotion regulation strategies on the relationships between leader humility and employees voice behaviors. METHODS: This study conducted a questionnaire survey on managers and employees at travel enterprises in China. Based on a survey of 837 valid questionnaires, participants provided their perception for the proposed research model. RESULTS: The results show that enhancing work engagement and controlled emotion regulation strategies and reducing automatic emotion regulation strategies partially mediate the relationships between leader humility and employee’s prohibitive voice. CONCLUSIONS: Enhancing work engagement and reducing automatic emotion regulation strategies have the mediating effects. However, controlled emotion regulation strategies and promotive voice need much psychological resources, employee adopting controlled emotion regulation doesn’t affect promotive voice and have mediating effects significantly.

Emotional Intelligence and Academic Self-Efficacy in Relation to the Psychological Well-Being of University Students During COVID-19 in Venezuela

Due to the COVID-19 pandemic, educational centers and universities in Venezuela have closed their physical plants and are migrating to emergency remote education to continue with academic programs. This empirical study aimed to analyze the predictive capacity of academic self-efficacy and emotional intelligence skills on each of the dimensions of psychological well-being. We employed a cross-sectional predictive design. The sample comprised 277 university students, of which 252 were female (91.00%). Their ages ranged from 18 to 45 years, with a mean of 20.35 (SD = 2.29). Non-probabilistic chance sampling was used. For data collection, we used an anonymous online form, contacted students by mail, and invited them to participate in the study. Questionnaires were available between 217 and 227 days of decreed quarantine in Venezuela. The results indicated average levels of academic self-efficacy (Me = 4; IQR = 2), emotional intelligence: clarity (Me = 27; IQR = 10), attention (Me = 25; IQR = 10) y repair (Me = 25; IQR = 12), and psychological well-being (Me = 35; IQR = 5). We found differences according to sex and age, specifically in emotional regulation (z = 3.73, p < 0.001, d = 0.438) and in bonds of psychological well-being (z = 2.51, p = 0.012, d = 0.276) favoring men (Me = 33, IQR = 9; Me = 8, IQR = 1), respectively. Regarding age, statistically significant differences were found in the group of students older than 21 years with higher perception of psychological well-being (z = 3.69, p < 0.001, d = 0.43) and in each of its dimensions. Emotional intelligence and academic self-efficacy were found to be significant predictors of psychological well-being and its dimensions, specifically on control (R2-Cox = 0.25, R2-Nagelkerke = 0.34, 69.90% of total correct classification), links (R2-Cox = 0.09, R2-Nagelkerke = 0.12, 65.07% of total correct classification), projects (R2-Cox = 0.32, R2-Nagelkerke = 0.46, 78.40% of total correct classification), acceptance (R2-Cox = 0.17, R2-Nagelkerke = 0.23, 68.28% of total correct classification), and total well-being (R2-Cox = 0.52, R2-Nagelkerke = 0.71, 87.16% of total correct classification). It was concluded that emotional intelligence and academic self-efficacy are protective psychological resources of psychological well-being that should be promoted at university to mitigate the negative effects of the pandemic on the mental health of young people.

Mediating mechanisms in the relationship between supervisor incivility and employee service delivery in the hospitality industry

Purpose This study aims to investigate the influence of supervisor incivility on employees’ general self-efficacy and engagement and their mediating roles in a relationship between supervisor incivility and employees’ service delivery. The study also explores how gender (dis)similarities between supervisors and subordinates affect these relationships. Design/methodology/approach A total of 276 frontline hotel employees in the US Midwest participated in the study. The research model was examined through a two-step structural equation modeling. Findings The study findings suggest that an uncivil supervisor negatively influences hotel employees’ self-efficacy and engagement level, which served as underlying mechanisms connecting supervisor incivility with reduced service delivery. The findings did not support the moderating role of gender (dis)similarity. Practical implications The results of the current study should urge organizations to acknowledge the detrimental impact of workplace incivility and to commit to the prevention and termination of employee mistreatment. Organizations make efforts to ensure that supervisors serve their internal customers with support and gratitude and help enhance employees’ psychological resources. Originality/value The current study advanced the body of literature by suggesting an integral psychological underlying mechanism linking uncivil treatment and declined performance in the hospitality industry.

Emotional Intelligence Contributes to the Feeling of Self-Realization: A Case of Russian Young Adults

Introduction. Young adults compose one of the most dynamic social groups, sensitive to changes. Dependent on various personal characteristics and life circumstances, this sensitivity could lead either to successful social adaptation and subsequent life satisfaction or trigger dysfunctional behaviours and psychological maladaptation. Young adults often face the contradiction between profound need for self-realization and limited capacity for achieving it and need psychological resources to overcome this challenge. This study takes to the next new level empirical exploration of the role emotional intelligence plays in shaping self-realization in young adults. Methods. The sample of study participants included full- (N = 52) and part-time (N = 60) university students. They completed demographic forms, Multidimensional Questionnaire on Personality Self-Realization – personal, professional, and social, and the Emotional Intelligence Questionnaire. Correlational and regression analyses were employed for data processing. Results. Participants’ age, especially in conjunction with the part-time working status was negatively correlated with all three types of self-realization, Hierarchical multiple regression analysis revealed that the general factor of emotional intelligence significantly contributed to self-realization (p < 0.01). Furthermore, its interpersonal component was the strongest predictor, uniquely contributing from 7 % to 16% of explained variability in the criterion variables. Discussion. The findings indicate that emotional intelligence is a strong adaptive factor capable of compensating for the negative influence of challenging changes in life circumstances. Implications for further research and applied practice of psychological aid for young adults in their transition from educational to working environments are considered and discussed.