Innovation enables organizations to respond successfully to rapid changes in a business environment. This innovation capability largely relies on employees. Although workers are required to be innovative, their jobs frequently contain higher demands that might make it difficult for them to innovate at work. The Job Demands-Control model active hypothesis suggests that highly demanding jobs that allow individuals enough discretion enhance innovative performance. Improving an important attentional resource such as mindfulness at work might also play a similar role, although there is a need for more research at this level. The main aim of this study is to examine the relative contribution of job control and increases in mindfulness as moderators in the job demands-innovation work behaviours relationship. The results obtained with 221 workers indicated that in previous situations characterized by high job demands (T1), workers who increase their capacity for mindfulness are more innovative in the future (T2). Mindfulness y autonomía en el puesto de trabajo como moderadores de la relación entre las demandas y los comportamientos innovadores R E S U M E N La innovación permite que las organizaciones respondan eficazmente a cambios rápidos en su entorno empresarial, residiendo en gran medida tal capacidad innovadora en sus trabajadores y trabajadoras. Mientras que estos deben ser innovadores, sus puestos con frecuencia suponen demandas elevadas que pueden hacerles difícil innovar en su trabajo. La hipótesis activa del modelo demandas-control sugiere que puestos muy exigentes pero con suficiente autonomía mejoran el desempeño innovador. La mejora de un importante recurso atencional en el trabajo como el mindfulness podría desempeñar un papel similar, precisándose más investigación a este nivel. El objetivo principal de este estudio es examinar la contribución relativa de la autonomía y el incremento en mindfulness como moderadores de la relación de las exigencias del puesto con el desempeño innovador. Los resultados obtenidos con 221 trabajadores indicaron que en situaciones previas de gran demanda de trabajo (T1) aquellos trabajadores que aumentan su capacidad de mindfulness serán más innovadores en el futuro (T2). Palabras clave: Desempeño innovador Demandas del puesto Autonomía en el puesto Mindfulness Análisis del cambio
Higher Education Instituions (HEIs) should be the driving force behind the training of college students in terms of both hard and soft skills (for example, innovation and teamwork competencies), and they should also do so without neglecting their health and well-being, perhaps more than ever in these complex times of the SARS-CoV2 pandemic. Game-based learning (GBL) could be a powerful and useful tool in this regard. There is, however, some controversy surrounding the use of games for learning purposes in higher education institutions, and most of the research done about this issue corresponds to GBL through digital games. Under this background, the main objective of this study was to test the effect of GBL on the intrinsic motivation (IM), teamwork engagement (TWE), team building (TB), teamwork competence (TWC), and innovation behaviors (IWB) of 142 college students of Health Sciences and Social Work. After rehearsing in small groups, the game was tested (T2). Our results obtained through the differential analyses confirmed that undergraduates were more intrinsically motivated, experienced more TWE, TB, and TWC, and developed more IWB than before playing the game (T1). Therefore, the development of core personal skills might be promoted effectively by games in an efficient, engaging, and motivating way.
Sustainable innovation is the cornerstone of economic growth and development of regions and nations, as well as of organizational competitiveness and success. Innovation is a complex process that relies on individuals and often implies social activities based on interaction with others. Higher Education (HE) is expected to prepare innovative and teamwork-competent individuals. However, it has been noted that, so far, HE has not really addressed the question of how to train innovative college students capable of working in teams. To face such challenges, incorporating active teaching and learning methodologies, such as game-based learning (GBL), could be of great utility, as well as conducting much more research about the effect of teamwork-related factors on IWB, such as teamwork engagement (TWE) and teambuilding (TB). Under this background, our aim was to test the predictor effect of teamwork competence (TWE) on IWB, exploring the moderating role of TWE and TB in a sample comprising 142 college students of Health Sciences and Social Work. Our obtained results, through a multiple additive moderation analysis, showed that TWC positively predicted IWB. Moreover, this effect was moderated by TWE and TB. Therefore, these findings set light around how to foster IWB in HE.
The aim of the present study is to analyze the relation between the severity of symptoms in people with ASD on their parents’ overload, moderated by parental well-being and the ASD pragmatic level. A sample consisted of 28 fathers and mothers whose children had ASD. The obtained results showed that the higher the ASD severity, the better the parental overload was perceived if parents had low well-being levels. However, this relation did not occur if the parental well-being level was high. Moreover, the relation between severity and parental overload moderated by parental well-being occurred regardless of the pragmatic language level. Therefore, the main results of this study are that the responsibility for parental overload depends more on parental well-being than on the symptom severity of the person with ASD. The relevance of carrying out interventions with not only people with ASD, but also with their parents or caregivers for their well-being is highlighted.
Gamification has been identified, as an interesting tool, to make educational processes more efficient. It supposes the application of gameful thinking, and game mechanics, in non-game contexts to engage users in solving problems or carrying out tasks. There is solid and growing empirical evidence that supports how games can favour effective learning in a variety of subjects. Some findings showed, that the mean scores of university students in classrooms using the game were significantly higher than those in classes that did not, supporting the idea that knowledge acquisition and content understanding can be learning from games. Moreover, it has been found that simulation games build more confidence for on-the-job application of learned knowledge, than classroom instruction does. Throughout their university training, Psychology undergraduates must acquire various knowledges and competences that are necessary to exercise their future professional activity in an effective and efficient way. Among them is the competence to work in teams, as well as to manage teams and groups so that they work properly. An important part of key knowledges to develop such competences are worked and developed in the classroom of Groups Psychology, at the end of the third course of Psychology Degree. In this context this paper deals, on one hand, with the development of a proposal of a game-based learning experience amongst Psychology undergraduates and on the other hand, with testing its effects on such undergraduates´ own competence perceptions for teamworking. We developed a simulation game called "the group to the rescue" that implies for the undergraduates to be confronted as a group to a new and a potential stressing situation that needs a fast and effective solution. In order to identify that solution, it is necessary to use some of the learnings and knowledges related to the physical and social environment of the groups that will be easier acquired and interiorized through this game. Moreover, this simulation game will have a positive impact in terms of building more confidence in one´s own competence perception for teamwork. Our results, in a sample composed by the 31 Psychology Undergraduates that participated in the game, showed that after it, undergraduates have a higher perception of their competence for working effectively in teams. These findings are useful in order to foster the development of team working competence.
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