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[Abstract] The present study is concerned with the human factors that contribute to violations in aviation maintenance. Much of our previous research in this area has been based on safety climate surveys and the analysis of relations among core dimensions of climate. In this study, we tap into mainstream psychological theory to help clarify the mechanisms underlying the links between climate and behavior. Specifically, we demonstrate the usefulness of Ajzen's (1991Ajzen's ( , 2001) Theory of Planned Behavior (TPB) to understanding violation behaviors in aircraft maintenance. A questionnaire was administered to 307 aircraft maintenance workers. Constructs measured by the survey included perceptions of management attitudes to safety, own attitudes to violations, intention to violate, group norms, workplace pressures, and violations. A model based on the TPB illustrated hypothetical connections among these variables. Path analyses using AMOS suggested some theoretically justifiable modifications to the model. Fit statistics of the revised model were excellent with intentions, group norms, and personal attitudes combining to explain 50% of the variance in self-reported violations. The model highlighted the importance of management attitudes and group norms as direct and indirect predictors of violation behavior. We conclude that the TPB is a useful tool for understanding the psychological background to the procedural violations so often associated with incidents and accidents.

Research examining the relationships between performance measures of emotional intelligence (EI), coping styles, and academic achievement is sparse. Two studies were designed to redress this imbalance. In each of these studies, both EI and coping styles were significantly related to academic achievement. In Study 1, 159 community college students completed the MayerSalovey-Caruso Emotional Intelligence Test (MSCEIT) and problem-focused, emotion-focused, and avoidant coping scales. Collectively, the coping variables significantly mediated the relationship between EI and grade-point-average (GPA) for Emotion Perception, EmotionFacilitation of Thought and Emotion Management (but not for Emotional Understanding).Problem-focused coping was the only single significant mediator, mediating the relationship between emotion management and GPA (but not other branches and GPA). In Study 2, 293 middle-school students completed the Situational Test of Emotion Management for Youths (STEM-Y) and scales measuring the same three coping strategies. In this study, the coping variables again significantly mediated the relationship between emotion management and GPA.Once again, problem-focused coping was a significant mediator. Collectively, these results suggest that better educational outcomes might be achieved by targeting skills relating to emotion management and problem-focused coping.

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