No abstract

No abstract

No abstract

Many psychological constructs as personality, perfectionism, and self-efficacy have been identified to have a strong contribution to teachers’ coping strategies, but how these variables collectively predict different types of coping has received little attention. The present study aimed to explore the personal resources (personality traits, perfectionistic strivings, and self-efficacy) which predict teachers’ proactive coping strategies. The sample study consisted of 284 pre-service teachers, with ages ranging from 18 to 34years old (M=19.9; SD=2.1). Four hierarchical multiple regression analyses were conducted separately for every proactive coping strategy based on personal resources as criterion variables. Results showed that conscientiousness and openness were predictors for all four coping strategies based on personal resources (proactive, reflective, strategic planning, and preventive coping), extraversion and neuroticism predicted only proactive coping strategies, and agreeableness did not predict any kind of these coping strategies. Planfulness was a predictor for reflective, strategic planning, and preventive coping strategies; striving for excellence predicted only proactive coping, and organization was a predictor only for reflective coping strategies. Self-efficacy predicted the first three proactive coping strategies but preventive coping. Because coping strategies can be learned, knowing what personal resources may help teachers to cope with stressful situations inside and outside the school, could be organized training programs to improve activity and well-being in the teaching profession.

Because self-regulated learners do better in university and tend to be successful students, many authors consider that the development of self-regulatory learning skills in students has to become a priority for higher education. The present study aimed to investigate the explanatory role of psychological capital, as a personal resource, over and above teacher support and needs satisfaction, in relation to students' preference for self-regulating their learning (i.e., using cognitive strategies and self-regulation in academic learning). Data were collected from a convenience sample made up of 236 Romanian first-year students of psychology. Hierarchical multiple regressions indicated that psychological capital has an important role, over teacher support and the need for competence satisfaction, in the explanation of the students' preference for self-regulating their learning. From the practical perspective, research findings support educational practice interventions in enhancing self-regulation learning, because all three explored variables are changeable or malleable and can be fulfilled or improved through training.

Objectives. This research was carried out in two stages: the objectives of the first stage were (1) to identify the existing relationships between the level of anxiety, the frequency of automatic negative thoughts, and unconditional self-acceptance and (2) to capture the existing differences regarding these variables between people diagnosed with rheumatoid arthritis and those with no such medical history. Methods. The sample made up of 50 subjects filled out the following three questionnaires: the Hamilton Anxiety Scale, the Automatic Thoughts Questionnaire, and the Unconditional Self-Acceptance Questionnaire. Results. Psychological anxiety is positively correlated with automatic negative thoughts, while unconditional self-acceptance is negatively correlated with both psychological anxiety and somatic anxiety as well as with automatic negative thoughts. All studied variables were significantly different in rheumatoid arthritis as compared to the control population. Conclusions. The results showed the presence to a greater extent of anxiety and automatic negative thoughts, along with reduced unconditional self-acceptance among people with rheumatoid arthritis. Intervention on these variables through support and counseling can lead to reducing anxiety and depression, to altering the coping styles, and, implicitly, to improving the patients' quality of life.

Purpose – This study aims at identifying the presence of the dimensions of learning capabilities and the characteristics of a learning organization within two companies in the field of services, as well as identifying the relationships between their learning capability and the organizational culture. Design/methodology/approach – This has been a transversal study on a convenience sample of 64 employees from two companies. The questionnaires’ purpose was to identify and assess organizational learning capability, dimensions of the learning organization and the role of organizational culture. Findings – The results showed a better represented capability of organizational learning and a more evident presence of the dimensions that characterize a learning organization within a private company. Also, the type of organization is a moderator for the relationship between the hierarchical culture and adhocracy on one hand and the dimension of experimenting organizational learning on the other hand, but also between the market culture and dialogue dimension. Research limitations/implications – The reduced dimension and the structure of the sample or using certain self-report-type questionnaires represent some of the limits of this study. Practical implications – The results highlight the way the type of organization and the organizational cultures influence the factors that facilitate learning. Knowing this allows the specific intervention upon those factors that can contribute to the increase of the organizational learning capabilities. Originality/value – The study depicts the factors that make a difference on the learning and action level of the organizational culture in two different organizational realities: a public one with local top management and a private one with foreign top management.

No abstract