The aim of this research is to explore the extent to which employees establish attachment bonds with their leaders and the effects these bonds have on organizational outcomes. A sample of 225 participants reported on their supervisor’s leadership style (transformational, transactional, or passive-avoidant), their attachment bonds to this supervisor (anxious or avoidant), and four organizational variables (subordinate’s satisfaction, identification with the organization, extra effort, and perceived leadership effectiveness). Results, analyzed using a Partial Least Squares (PLS) approach, indicated that (a) transformational leadership was negatively associated with employees’ insecure (anxious or avoidant) attachment to their leader; (b) passive/avoidant leadership was positively associated with subordinates’ insecure attachment to their leader; (c) transactional leadership was positively associated with employee’s anxious attachment but not with their avoidant attachment; (d) avoidant, but not anxious, attachment to the leader was negatively associated with employee satisfaction, perceived leader effectiveness, employee’s extra effort, and organizational identification.

This study analyzes the role of Perceived Emotional Intelligence (PEI) on sources of job stress and mental health in 250 elementary school teachers from Jaén (Spain). The aim of the study was two-fold: (1) to analyze the associations between Perceived Emotional Intelligence (PEI), sources of occupational stress and mental health; and (2) to determine whether PEI moderates the relationship between sources of occupational stress and mental health. An initial sample of 250 teachers was assessed Three questionnaires, the Trait Meta-Mood Scale, the Sources of Stress Scale in Teachers and the Medical Outcomes Study 36-item Short Form Health Survey, were used to evaluate PEI, sources of occupational stress and mental health, respectively. Teachers with higher levels of emotional attention reported lower levels of mental health (r = –.30; p < .001), while teachers showing high emotional clarity reported better emotional role (r = .14; p < .05) and social functioning (r = .15; p < .05). Moreover, PEI components moderate the relationship between sources of occupational stress and emotional role. Specifically, each significant interaction (i.e., deficiencies x attention, adaptation x attention, and adaptation x clarity) made a small and unique contribution in the explanation of emotional role (all p < .05, all sr2 ∼ .02). Finally, our results imply that PEI is an important moderator of teachers´ occupational stressors on mental health.

The aim of this prospective study was to explore the predictors for the development of PTSD in police officers six months after encountering situations of a potentially traumatic nature. Fifty-nine police officers were studied immediately after the event (T1) and six months later (T2). At T2 PTSD was assessed using the Structured Clinical Interview for DSM-IV (SCID-I). PTSD was predicted by intrusions (Impact of Event Scale–Revised; IES-R), the impairment scale (is), global assessment of functioning scale (GAF), gender, age and sense of coherence scale (SOC). The diagnosis of an acute stress disorder (ASD) at T1 had a high specificity for identifying PTSD at T2. The strongest predictor for the development of PTSD was found to be the factor intrusions. Contrary to our expectations, age was not a significant predictive factor for PTSD. Thus, acute stress disorder (ASD) and a high degree of intrusions experienced immediately after a traumatic incident helped to identify early police officers at risk of developing chronic PTSD.

Nowadays, journalism is considered a stressful occupation, not only due to the stress perceived in journalists’ daily work but also due to the critical, potentially traumatic events they report. However, research on journalists’ occupational stress in both these professional settings is still scarce. This study aims to characterize and compare occupational stress variables perceived by journalists in their daily work and in critical scenarios. Taking the Holistic Model of Occupational Stress by Nelson and Simmons (2003) as a framework, 25 Portuguese journalists, all with experience in reporting critical events, were interviewed on their perceptions of some core variables of the model: occupational stressors, distress and eustress emotional reactions, and the consequences of these experiences on their well-being. Differences among these core variables, according to the number of deployments to a critical event, were statistically analysed in order to ascertain whether repeated exposure to trauma influenced journalists’ occupational stress perceptions. The data content analysis showed that occupational stressors and emotional reactions differed across settings, while the consequences associated with journalists’ experiences were perceived as being mainly negative in both occupational contexts. Significant differences were identified in some of these variables according to the number of deployments to a critical event (p < .05). These findings may contribute to a reflection on the role of media organizations in preparing and supporting journalists in their work performance, and on the promotion of occupational health within the scope of journalists’ daily work and critical events. The article closes with considerations for future studies.

Following a pretest-posttest design with no control group, this paper evaluatesthe efficacy of an intervention program. Consisting of twelve sessions, theprogram endeavored to increase knowledge and use of self-regulated learningstrategies, as well as study time, in 277 first-year students in the Spanishsecondary education system. The intervention’s efficacy was assessedin terms of three variables: knowledge of self-regulated learning strategies,use of self-regulated learning strategies, and study time. The results ofpost-intervention data analysis indicate that statistically significant changesoccurred in students’ knowledge of self-regulated learning strategiesand weekly study time, but not in their use of self-regulated learningstrategies. When the sample was stratified into three groups (high, moderate,and low) according to baseline scores on the dependent variables, our findingsshow that students in the lower group profited most from the intervention on allthree variables. This suggests that participation in the program is especiallyuseful for at-risk students (i.e. those with little knowledge and use ofeffective learning strategies).

The present study analyzes the profiles of boys and girls, considering gender, in the early stages of adolescence in the variables of character strengths, attitudes toward diversity and violence, and sexism. The aim is to explore the gender differences, whether the variables in each set differ from one another and whether these differences are maintained in profiles for boys and girls. The participants were 527 students (mean age = 12.21 and SD = 0.53) from the city of Málaga (Spain). Profile analysis was used to analyze data. The results, using an alpha of 0.0021 for each contrast, indicate that boys and girls differ in their character strengths, particularly in the case of girls, whose prominent strengths relate to pro-social behavior and peer relationships, where Cohen´s d are higher than .30. Moreover, boys justify attitudes of violence to a greater extent (Cohen´s d from .44 to .81) and show greater agreement with sexist beliefs (d = .63). The research suggests that it would be of interest to encourage advancement in character strengths at this age.

New technologies with unprecedented agentic capabilities (i.e., action selection, protocol development) are now introduced in organizations such as Big Data, 3D printing or artificial intelligence. Because they are endowed with novel capabilities that might compete with human agency, they might disrupt the way employees work. Based on the work design model, this study aims to examine their introduction in the daily work activities and the consequent perceptions of the work characteristics. Building on Murray’s et al. (2020) proposal, we offer a classification of the digital technologies to conceptualize their relationship with the work characteristics. To explore the changes induced by two digital technologies (i.e., drones, robotic automation process), we interviewed 3 types of employees (i.e., experts, managers, users) from an organization which has started a digitalization process and we conducted a thematic analysis. Our analysis revealed three main themes that are discussed: A technological theme (arresting, assisting), a work characteristic theme and a theme about the human-technology relationship (agentic, non-agentic). Results showed that employee autonomy has not been reduced when digital technologies executed repetitive and unmotivated tasks and that jobs in the digital work context may be marked by a high level of knowledge characteristics. Moreover, technologies with agentic capabilities may be perceived as a non-human agent. Theoretical contributions for the work design model are then examined.

The aim of this study was to examine how students’ perceptions of theclass climate influence their basic psychological needs, motivationalregulations, social goals and outcomes such as boredom, enjoyment, effort, andpressure/tension. 507 (267 males, 240 females) secondary education studentsagreed to participate. They completed a questionnaire that included the Spanishvalidated versions of Perceived Motivational Climate in Sport Questionnaire(PMCSQ-2), Basic Psychological Needs in Exercise (BPNES), Perceived Locus ofCausality (PLOC), Social Goal Scale-Physical Education (SGS-PE), and severalsubscales of the IMI. A hierarchical cluster analysis uncovered four independentclass climate profiles that were confirmed by a K-Means cluster analysis:“high ego”, “low ego-task”,“high ego-medium task”, and “hightask”. Several MANOVAs were performed using these clusters asindependent variables and the different outcomes as dependent variables(p < .01). Results linked high mastery classclimates to positive consequences such as higher students’ autonomy,competence, relatedness, intrinsic motivation, effort, enjoyment, responsibilityand relationship, as well as low levels of amotivation, boredom andpressure/tension. Students’ perceptions of a performance classclimate made the positive scores decrease significantly. Cluster 3 revealed thata mastery oriented class structure undermines the negative behavioral andpsychological effects of a performance class climate. This finding supports thebuffering hypothesis of the achievement goal theory.

Employees‘ perceptions of the emotional requirements of their work role are considered a necessary antecedent of emotion work. The impact of these requirements on the emotions employees display, their well-being, and their clients' satisfaction has been explored in previous research. Emotional requirements have been characterized as organizationally-based expectations (e.g., Brotheridge & Lee, 2003), formal and informal organizational rules (e.g., Cropanzano, Weiss & Elias, 2004), occupational norms (e.g., Rafaeli & Sutton, 1987; Smith & Kleinman, 1989) and job-based demands (Brotheridge & Lee, 2002). Although all these definitions assume some kind of shared source for perceptions of emotional requirements, it remains unclear to what extent these different sources contribute and to what extent the requirements are shared by different units, teams and individuals in the organization. The present study analyses the perception of emotional requirements from a survey of ninety-seven Primary Health Care teams composed of general practitioners, nurses and administrative staff (N = 1057). The relative contribution of different sources of variance (team, organizational, and occupational) to perceived emotional requirements and the effects on employees’ job satisfaction and well being are examined. Results confirm the relevance of the source and show the contribution of emotional demands to prediction of emotional exhaustion and job satisfaction levels.

The aim of this short term longitudinal study, based on the system theory, was to test the association between different aspects of family functioning of preschoolers and their socioaffective competencies at the end of the first grade. The total sample included 278 children (137 boys and 141 girls) and their families. The analysis of variance results regarding the aspects of family cohesion and harmony showed that preschoolers from more cohesive families display more social skills, while those from more conflicting families display more externalizing behavior problems (aggression and irritability). With respect to the family's ability to resolve problems, it was observed that, especially for middle and upper class families, this aspect is associated with better social skills and fewer internalized behavior problems. Overall, results of the present study suggest that the family functioning at early stage might influence children's abilities to regulate their emotions and to establish/maintain important relationships with peers and teachers in their early school years.

Executive Control is required to deal with novel situations or when an action plan is needed. This study aimed to highlight the executive attention deficits of patients with frontal lobe damage. To do so, the ANT-I task (Attention Network Test-Interactions) was administered for the first time to a group of 9 patients with frontal damage caused by traumatic brain injury (TBI) and a matched control group. This task made it possible to measure the three attentional networks proposed by Posner and Dehaene (1994) and their interactions. Results on the alerting and orienting networks did not show any significant differences between the groups. However, a significant effect of group on the executive control network was observed. In addition, participants' personality was assessed with a clinical inventory (the Millon Personality Inventory) that showed a significant positive correlation between borderline personality disorder and the conflict index. These results suggest that frontal lobe damage causes an exclusive impairment in the conflict resolution network that is related to personality traits characterized by a lack of behavioral control. More research will be necessary to study this causal relationship.

The purpose of this study was: (a) to assess and to compare anxiety and depression symptoms in mothers of pre-term neonates during hospitalization in the Neonatal Intensive Care Unit, after discharge, and at the end of the infants' first year of life; and (b) to assess the child's development at 12 months of chronological corrected age (CCA). Thirty-six mothers, with no psychiatric antecedents assessed with the SCID-NP, were evaluated by STAI and BDI. The infants were assessed with Bayley-II Scales. There was a significant decrease in clinical symptoms of state-anxiety in mothers (p = .008), comparing the period during hospitalization and after discharge of the infants. Clinical symptoms of anxiety and depression were observed in 20% of the mothers at the end of the infants' first year of age. The majority of the infants exhibited normal development on Bayley-II at 12 months CCA; however, 25% of the infants displayed cognitive problems and 40% motor problems. The mothers' anxiety and depression symptoms decreased at the end of the first year of life of the pre-term infants and the children showed predominately normal development at this phase.

This research tested a multicomponent self-help manual that contained nicotine fading and some behavioral techniques. It also evaluated the incremental effects of using higher amounts of therapist contact on quitting rates. 114 smokers were randomly assigned to one of four treatment groups: (1) A 10-session multicomponent program (n = 25); (2) a 5-session multicomponent program (n = 31); (3) a 5-session multicomponent plus a self-help manual program (n = 25); and (4) a self-help-manual-only program (n = 33). A control group (n = 48) did not receive any treatment. The distinctive characteristic of the treatments was the different amount of therapist contact. Common components of the programs were a refundable deposit, self-monitoring, information on smoking, stimulus control, CO feedback, nicotine fading, and strategies to avoid withdrawal symptoms. End-of- treatment quit rates ranged from 36% (self-help manual) to 68% (10-session multicomponent program). At 12-month follow-up there were significant differences between groups, and the most effective group was the 5-session plus manual group, with an abstinence rate of 48%.

The primary goal of this study was to adapt Berger, Ferrans, & Lahley (2001) HIV Stigma Scale in Spain, using Bunn, Solomon, Miller, & Forehand (2007) version. A second goal assessed whether the four-factor structure of the adapted scale could be explained by two higher-order dimensions, perceived external stigma and internalized stigma. A first qualitative study (N = 40 people with HIV, aged 28–59) was used to adapt the items and test content validity. A second quantitative study analyzed construct and criterion validity. In this study participants were 557 people with HIV, aged 18–76. The adapted HIV Stigma Scale for use in Spain (HSSS) showed a good internal consistency (α = .88) and good construct validity. Confirmatory Factor Analyses yielded a first-order, four-factor structure and a higher-order, bidimensional structure with the two expected factors (RMSEA = .051, 90% CI [.046, .056]; RMR = .073; GFI = .96; AGFI = .96; CFI = .98). Negative relations were found between stigma and quality of life (r = –.39; p < .01), self-efficacy to cope with stigma (r = –.50; p < .01) and the degree of HIV status disclosure (r = –.35; p < .01). Moreover, the people who had suffered AIDS-related opportunistic infections had a higher score in the Perceived External Stigma dimension than those who had not suffered them, t (493) = 3.02, p = .003, d = 0.26.

This study explores the relative contribution of the overall quality of attachment to the mother, to the father and to peers (Inventory of Parent and Peer Attachment scales), the style of attachment towards peers (Attachment Questionnaire for Children scale), the social rank variables (submissive behavior and social comparison), and sex and age variables in predicting the depression score (Center of Epidemiological Studies Depression Scale) on a non-psychiatric sample of 13-18 year old adolescents (n = 225). Results of our integrated model (adjusted R-Square of .50) show that attachment variables (overall quality of attachment to the father and to the mother), social rank variables (social comparison and submissive behavior), age and sex are important in predicting depressive symptoms during adolescence. Moreover, the attachment to peers variables (quality of attachment to peers, secure and ambivalent style of attachment) and sex are mediated by the social rank variables (social comparison and submissive behavior).

The aim of this investigation is to analyze the psychological differences of patients and their relatives according to the formers' post-transplantation anxiety. We used two groups of participants: transplant patients (n = 166) and close relatives (n = 166). Four questionnaires were applied: a Psychological Survey (to both groups), the Hospital Anxiety and Depression Scale, and the Quality of Life Questionnaire (to the transplant patients), and the Leeds Scales for the Self-Assessment of Anxiety and Depression (to the relatives). Participants were assessed twice: post-Intensive Care Unit (ICU; when patients were moved from the ICU to the Transplantation Unit) and post-hospital (one year after transplant). Results showed that high anxiety in patients just after organ transplant was related to an increase of anxiety and depression symptoms both in patients and relatives one year after transplant; it was also related to a decrease in the quality of life of these patients.

Research consistently demonstrates that positive student-teacher relationships are fundamental to the healthy development of all students. However, we lack a Portuguese-validated measure of student-teacher relationships. In this article we present the adaptation procedures and the psychometric properties of a Portuguese version of the Student-Teacher Relationship Scale – Short Form (Pianta, 1992). Five hundred and thirty five teachers from 127 schools completed the STRS-SF. The results demonstrate that this adapted version of the STRS-SF has good psychometric properties, namely high reliability (α = .84 to .87) and expected construct validity, which were tested through exploratory and confirmatory factor analyses (χ2/df = 1.65, CFI = .96, GFI = .93, RMSEA = 0.05). This study also showed that the correlations of student-teacher relationship with students' demographic variables are consistent with the evidence in the literature about this construct. Finally, the study indicated that female teachers reported more closeness, t(530) = 4.06, p < .001 and better overall student-teacher relationships, t(530) = 4.90, p < .001. In the discussion, we analyze the implications of these results.

Despite the substantial decrease in the prevalence of tobacco smoking and the availability of effective smoking cessation treatments, smoking relapse after formal treatments remains extremely high. Evidence regarding clinical predictors of relapse after quitting is essential to promote long-term abstinence among those who successfully quit. This study aimed to explore whether baseline delay discounting (DD) rates and other sociodemographic, psychological, and smoking-related variables predicted relapse to smoking at six-month follow-up. Participants were 188 adult smokers (mean age = 42.9, SD = 12.9; 64.4% females) who received one of three treatment conditions: 6-weeks of cognitive–behavioral treatment (CBT) alone; or combined with contingency management (CBT + CM); or combined with cue exposure treatment (CBT+CET). Smoking status was biochemically verified. Logistic regression was conducted to examine prospective predictors of smoking relapse at six months after an initial period of abstinence. Greater DD rates (OR: 0.18; 95% CI [0.03, 0.93]), being younger (OR: 0.96; 95% CI [0.94, 0.99]), high nicotine dependence (OR: 1.34; 95% CI [1.13, 1.60]), and a higher number of previous quit attempts (OR: 4.47; 95% CI [1.14, 17.44]) increased the likelihood of smoking relapse at six-month follow-up. Besides sociodemographic and smoking-related characteristics, greater DD predisposes successful quitters to relapse back to smoking. These results stress the relevance of incorporating specific treatment components for reducing impulsivity.

Two hundred and twenty-six heterosexual participants (115 women and 111 men) were asked to indicate their attitude toward gender-roles, their perceived similarities with gay men, and their attitude toward gay men (i.e., sexual prejudice). As expected, male participants showed more sexual prejudice than female participants, and perceived dissimilarities were related to a greater sexual prejudice. Support for gender-roles was related to sexual prejudice for male participants, but not for female participants. More interestingly, the three-way interaction suggested that perceived similarities moderated the link between gender-roles and sexual prejudice among heterosexual men, but not among heterosexual women. Attitude in favor of traditional gender-roles was related to sexual prejudice for male participants who perceived gay men as different, but not for those who perceived gay men as similar. These findings are discussed in terms of the defensive function of men's attitude toward homosexuality as a result of threat to masculinity.

In the sport context, recovery has been characterized as a multifactor process (physiological, psychological, behavioral, social, etc.). This study takes a multidisciplinary approach to find psychophysiological markers of the stress-recovery process. It aims to determine how athletes’ specific recovery actions relate to their perceptions of recovery, and Heart Rate Variability (HRV). A total of 196 assessments were analyzed from 6 players on a men’s professional basketball team within the Liga LEB Oro basketball federation (2012/2013 season). Perceptions of recovery, recovery strategies, and HRV were recorded. The results show a pattern of individual differences in behavior related to athletes’ recovery actions and HRV profiles throughout the season (p < .05). Moreover, we observed that each player had different recovery needs. In light of these results, we suggest an individualistic approach to evaluating and monitoring recovery to attend more accurately to each player’s recovery needs.