The current study extends the Broaden & Build Theory to the collective (i.e., groups) level of analysis, focusing on the mediating role of group social resources (i.e., cohesion, coordination, teamwork, supportive team climate) between group positive affect (i.e., enthusiasm, optimism, satisfaction, comfort) and group performance (i.e., inand extra-role performance, creative performance). To test our hypotheses, we conducted two studies using independent samples. Study 1 is a laboratory study with 449 participants nested in 112 small groups who performed an organizational simulation creative task. Study 2 is a field study that aggregated scores of 2,159 employees nested in 417 groups. In both the lab and field studies, structural equation modelling results revealed that group social resources fully mediate the relationship between group positive emotions and performance.
The interest in developing a high quality educational system requires constant research of the variables involved in the teaching-learning process. Among these variables, social and academic facilitators are important because there is empirical evidence about their positive relationship with engagement, commitment, selfefficacy, happiness and satisfaction in the academic context. Moreover, the psychological well-being of university students (i.e., engagement) showed to positively affect future academic success. In line, the aim of this study is twofold. First, the relevance of social and university academic facilitators was analyzed depending on the faculty of belonging. Second, the effect of social (e.g., Good relationship with classmates) and academic facilitators (e.g., Updated website with new information and easily accessible) as well as academic engagement on academic performance (i.e., GPA) was tested. The sample consisted of 965 University students. The ANOVAs' results showed the existence of statistically significant differences in social and university academic facilitators among the different faculties. Regression analyses demonstrated that social (but not university's) facilitators and academic engagement were positively related to academic performance. Additionally, the interaction between social facilitators and academic engagement was positively related to academic performance. The effect was also significant when controlling for gender and faculty. The identification of different facilitators allows to develop different activities depending on the faculty, as well as leading to the optimization of teaching-learning process. Moreover, academic facilitators do not affect academic performance. From a practical view, it means that specific interventions can be implemented during the course so that students' social facilitators and engagement increase.
Group positive affect is defined as homogeneous positive affect among group members that emerges when working together. Considering that previous research has shown a significant relationship between group positive affect and a wide variety of group outcomes (e.g., behaviors, wellbeing, and performance), it is crucial to boost our knowledge about this construct in the work context. The main purpose is to review empirical research, to synthesize the findings and to provide research agenda about group positive affect, in order to better understand this construct. Through the PsycNET and Proquest Central databases, an integrative review was conducted to identify articles about group positive affect published between January 1990 and March 2019. A total of 44 articles were included and analyzed. Finding suggests that scholars have been more interested in understanding the outcomes of group positive affect and how to improve the productivity of groups than in knowing what the antecedents are. A summary conclusion is that group positive affect is related to leadership, job demands, job resources, diversity/similarity, group processes, and contextual factors, all of which influence the development of several outcomes and different types of wellbeing at the individual and group levels. However, with specific combinations of other conditions (e.g., group trust, negative affect, and interaction), high levels of group positive affect could cause harmful results. Conclusions shed light on group positive affect research and practice and might help Human Resources professionals to initiate empirically-based strategies related to recruitment, group design and leadership training.
The COVID-19 pandemic has led to a deterioration in the quality of life and, particularly, the mental health of university students. This situation highlights the need to offer coping programmes and preventive mental health measures. The effectiveness of self-care programmes designed to increase well-being in students has hardly been studied, although promising effects have been found in some studies in the work context (Gomez- Borges et al., 2022). In line with JD-R theory, we conceptualize and empirically examine two resources, self-care activities and Psychological Capital (PsyCap), as antecedents of academic engagement as a positive state of well-being or fulfilment. These personal resources, self-care and PsyCap, can play an important role in meeting demanding situations such as those encountered by students and, thus, contribute to their well-being. Therefore, the purpose of this study was to analyse the mediating role of PsyCap in the relationship between self-care and academic engagement. The participants were 397 university students from two Spanish universities (77.8% women; mean age 26.08 years). The data collection was carried out during the COVID-19 pandemic. We used structural equation modelling (SEM), and the results showed positive relationships between academic engagement and self-care, on the one hand, and PsyCap, on the other. However, the total mediation model obtained better fit and results, highlighting the mediating role of PsyCap. Based on the results, we discuss the importance of self-care activities for university students and, above all, programmes to develop personal resources such as PsyCap, in order to enhance their effect on academic engagement.
La inseguridad laboral es un fenómeno psicosocial estudiado desde los años 80, debido a los efectos negativos encontrados sobre la salud. Teniendo en cuenta la crisis sanitaria ocurrida en 2020, el objetivo del presente trabajo es analizar el efecto de la inseguridad laboral en el bienestar y desempeño de los empleados. Mediante muestreo de bola de nieve y la aplicación de Google Forms se evaluó la inseguridad laboral, el engagement laboral, el desempeño laboral y la salud de los empleados. La muestra está compuesta de 70 empleados en activo y 17 empleados afectados por expedientes de regulación de empleo temporal (ERTE). Los resultados arrojados muestran una mayor percepción de inseguridad laboral en aquellos trabajadores afectados por ERTE. Por otra parte, se ha encontrado que salud, desempeño y compromiso con el trabajo disminuyen a medida que aumenta la percepción de inseguridad laboral.
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