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Frontiers of Occupational Psychology: Substantive and Methodological Issues

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A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Occupational Safety and Health".

Deadline for manuscript submissions: closed (31 December 2022) | Viewed by 13922

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Special Issue Editors

Prof. Dr. Salvador Chacón-Moscoso

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Guest Editor

Department of Experimental Psychology, Faculty of Psychology, University of Seville, 41004 Sevilla, Spain
Interests: program evaluation; methodological quality; Meta-analysis, design, measurement; data analysis

Dr. Francisco Pablo Holgado-Tello

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Guest Editor

School of Psychology, National University of Distance Education, 28015 Madrid, Spain
Interests: psychometrics and design; measurement in program evaluation

Dr. Susana Sanduvete-Chaves

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Guest Editor

Department of Experimental Psychology, University of Seville, 41004 Sevilla, Spain
Interests: psychometrics; Measurement Scales development and adaptation

Special Issue Information

Dear Colleagues,

In a globalized society that is constantly changing, the study of human behavior at the workplace has seen important innovations from a theoretical, methodological, and practical perspective.

Moreover, the pandemic and the new world it is forging have generated a new perspective on what is referred to as “the workplace”, as well as novel variations on organization types and human relationships in the different contexts (social, educational, and/or health environments) where interventions occur. The theoretical framework for improving relevant areas such as worker satisfaction, motivation, attitudes, performance, safety, and overall health and wellbeing is not the only thing that has been transformed. Now the goal of improving the worker experience can be extended to any person interacting with the “organization”: employees, suppliers, and customers but also, for example, family members, as the workplace has, in a great percentage of cases, become the worker’s home. Therefore, the concept of organizational culture—the changes and issues at the individual, group or team levels—has also changed.

On the other hand, changes in classic research design (such as surveys, quasi-experiments, quantitative or qualitative methodologies based on standardized tests, systematic testing and assessment tools, interviews, participant observation, and case studies) are not the only aspect of methodological innovations to consider. It is also important to discuss new advances such as mixed methods research, with different ways to optimally combine qualitative and quantitative approaches. New forms of assessing the metric properties of the instruments are also critical in order to enable the comparison and measurement of subjects from different organizations, environments, cultures, and backgrounds; assure that the instruments are free from bias; and, consequently, conclude that the assessments are objective.

The goal of this Special Issue is to explore recent developments in occupational psychology, with important implications for research and for personal and professional lives both now and in the near future. In this regard, article proposals do not have to be directly related to classic topics in occupational psychology such as job analysis, personnel recruitment and selection, bullying, workplace aggression or violence, motivation, stress, satisfaction, productivity, training, leadership, or individual or group behavior. Instead, the articles must clearly contribute to the general idea of improving the “worker experience” from either a theoretical and methodological perspective, or an applied, empirical point of view.

Prof. Dr. Salvador Chacón-Moscoso
Dr. Francisco Pablo Holgado-Tello
Dr. Susana Sanduvete-Chaves
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2500 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

workers’ health
occupation
organization
methodological innovations
instruments development

Published Papers (6 papers)

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Research

19 pages, 410 KiB

Open AccessArticle

Stress and Well-Being of Greek Primary School Educators: A Cross-Sectional Study

by Dimitrios G. Zagkas, George P. Chrousos, Flora Bacopoulou, Christina Kanaka-Gantenbein, Dimitrios Vlachakis, Ioanna Tzelepi and Christina Darviri

Int. J. Environ. Res. Public Health 2023, 20(7), 5390; https://doi.org/10.3390/ijerph20075390 - 04 Apr 2023

Viewed by 2680

Abstract

The teaching profession has always been challenging, while for various reasons the magnitude of observed stress in teachers has been continually growing over time. This study was conducted to demonstrate the relevance of stress in this professional group and to generate evidence for the benefit of primary school teachers and, indirectly, their pupils. To this end, we examined a large number of school teachers in a descriptive cross-sectional study. The survey comprised 786 primary school instructors aged 21 to 65 years, 646 women (82.2%) and 140 males (17.8%), and was performed from March to October 2022. Participants were asked about their gender, age, marital status, place of domicile, satisfaction with their income, whether their income met their needs, number of children, whether they cared for a person with a disability, work experience, alcohol use, eating patterns, and their height and weight for computation of their Body Mass Index (BMI). The survey included the Teacher Subjective Well-being Questionnaire (TSWQ), the Perceived Stress Scale (PSS), the Healthy Lifestyle and Personal Control Questionnaire (HLPCQ), and the Pittsburgh Sleep Quality Index (PSQI). The results showed that there were significant differences between the two sexes in age, marital status, work experience, smoking, alcohol use, and eating breakfast. Furthermore, there were significant differences between the two sexes in BMI, PSS Total, Dietary Health Choice, Harm Avoidance and Total HLPCQ. The variance of PSS Total was predicted by Sex, Teacher Efficacy, Total PSQI, Dietary Health Choice, organized physical exercise, social support and mental control, and Total HLPCQ. Between teacher efficacy, school connectedness, teacher well-being, organized physical exercise, social support and mental control, Total HLPCQ and PSS Total, the correlation coefficients were negative and significant at the <0.05 level. Between Total PSQI and PSS Total, the correlation coefficient was positive and significant at the <0.05 level. Between teacher efficacy, school connectedness and teacher well-being, organized physical exercise, social support and mental control, Total HLPCQ and Total PSQI, the correlation coefficients were negative and significant at the <0.05 level. In summary, we demonstrated that Greek primary school teachers experience significant stress, which is intertwined with their way of life, and reflected in significant decreases in their sense of well-being, quality of sleep, and overall life satisfaction, as well as in their standards of teaching. Full article

(This article belongs to the Special Issue Frontiers of Occupational Psychology: Substantive and Methodological Issues)

17 pages, 1123 KiB

Open AccessArticle

Subjective Well-Being in Organizations: Effects of Internal Ethical Context and Ethical Leadership

by Rita Paralta, Eduardo Simões and Ana Patrícia Duarte

Int. J. Environ. Res. Public Health 2023, 20(5), 4451; https://doi.org/10.3390/ijerph20054451 - 02 Mar 2023

Viewed by 1874

Abstract

The literature rarely addresses the possible effects of organizations’ internal ethical context on their employees’ subjective well-being, that is, people’s evaluation of their lives based on positive and negative emotional experiences and perceived life satisfaction. This study explored how internal ethical context’s components—specifically ethics codes, ethics programs’ scope and perceived relevance, and perceived corporate social responsibility practices—are related to workers’ subjective well-being. Ethical leadership’s possible leveraging of ethical context variables’ effect on subjective well-being was also examined. The data were collected from 222 employees from various organizations in Portugal using an electronic survey. The results from multiple regression analyses indicate that organizations’ internal ethical context positively affects employees’ subjective well-being. This impact is mediated by ethical leadership, suggesting that leaders play a crucial role in highlighting and embodying their organization’s ethical norms and orientation, thereby directly influencing their staff members’ subjective well-being. Full article

(This article belongs to the Special Issue Frontiers of Occupational Psychology: Substantive and Methodological Issues)

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14 pages, 992 KiB

Open AccessArticle

How Is Science Teacher Job Satisfaction Influenced by Their Professional Collaboration? Evidence from Pisa 2015 Data

by Xinping Zhang, Xiaoxia Cheng and Yajing Wang

Int. J. Environ. Res. Public Health 2023, 20(2), 1137; https://doi.org/10.3390/ijerph20021137 - 09 Jan 2023

Cited by 4 | Viewed by 1746

Abstract

Due to the challenging nature of teaching and learning in the 21st century, educators must assume additional roles in schools to meet the expectations of students, parents, and communities. Studies in general have focused on all teachers as a group. The PISA 2015 assessment and analysis framework indicates that the focus of the current round of assessment is on science literacy. Therefore, science teacher professional collaboration, teaching self-efficacy, and teacher job satisfaction were also the focus of its measurement. In this study, 1039 science teachers from Hong Kong participated. Through literature review analysis, this study concluded that (a) teacher professional collaboration and teaching self-efficacy have a positive effect on job satisfaction; (b) teacher professional collaboration has a positive effect on teaching self-efficacy, and (c) teaching self-efficacy has a mediating role in teacher professional collaboration and teacher job satisfaction. A mediation model was developed to test this hypothesis. Data were analyzed using structural equation modeling (SEM). The results of the study confirmed our hypothesis. In addition, we examined the applicability of the model using multi-group SEM mode, and the results demonstrated that the effect of professional collaboration on job satisfaction among science teachers in Hong Kong, China did not differ by gender. Full article

(This article belongs to the Special Issue Frontiers of Occupational Psychology: Substantive and Methodological Issues)

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17 pages, 1393 KiB

Open AccessArticle

An Empirical Study of Promotion Pressure among University Teachers in China Using Event History Analysis

by Xiaoyan Liu, Lele Zhang, Haowen Ma, Haofeng Nan and Ran Liu

Int. J. Environ. Res. Public Health 2022, 19(22), 15134; https://doi.org/10.3390/ijerph192215134 - 16 Nov 2022

Viewed by 1196

Abstract

Objective: We sought to understand the status of promotion pressure among university teachers in China. This study explored the promotion duration and influencing factors among teachers in different disciplines of the social sciences. Methods: Using event history analysis, this study collected data regarding university teachers of China. The sample included 536 teachers who had been promoted from assistant to associate professor and 243 teachers promoted from associate to full professor. Our results revealed that the overall time required for promotion in the social sciences is relatively long. For those promoted from assistant to associate professor, the mean time for promotion was 14.155 years, with a median of 11 years, while for the transition from associate to full professor, the mean was 13.904 years with a median of nine years. Furthermore, in the survival function of the promotion duration, there is a stage pattern for both assistant to associate professor and associate to full professor. In addition, the Kaplan–Meier results showed that the mean promotion time in economics was the shortest. The Cox regression results indicated that males had a higher chance of promotion than females, and faculty members with doctoral degrees had a higher likelihood of promotion than those without. For those advancing from assistant to associate professor, the university of employment had significant positive effects on promotion. This paper provides empirical support for the current societal concerns regarding promotion pressure among university teachers. Full article

(This article belongs to the Special Issue Frontiers of Occupational Psychology: Substantive and Methodological Issues)

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12 pages, 708 KiB

Open AccessArticle

The Role of Work Engagement in the Association between Psychological Capital and Safety Citizenship Behavior in Coal Miners: A Mediation Analysis

by Kuiyuan Qin, Zhaona Jia, Tianjiao Lu, Saifang Liu, Jijun Lan, Xuqun You and Yuan Li

Int. J. Environ. Res. Public Health 2021, 18(17), 9303; https://doi.org/10.3390/ijerph18179303 - 03 Sep 2021

Cited by 9 | Viewed by 2177

Abstract

With the development of science and technology and the increasing importance attached by to these domains by the state and government departments in recent years, China’s coal production and safety supervision level continue to increase. However, the prevalence of frequent coal mine safety accidents has not been effectively curbed. The main purpose of this study was to explore the mediating role of work engagement in the relationship between psychological capital and safety citizenship behavior among Chinese coal miners. Data for 317 coal miners were collected from five coal and energy enterprises. The Psychological Capital Questionnaire (PCQ), the Job Engagement Scale (JES), and the Safety Citizenship Behavior Scale (SCBS) were used to evaluate the coal miners’ psychological capital, work engagement, and safety citizenship behavior. The causal steps approach and bootstrap Method were used in this study to assess the proposed mediation models. A correlation analysis indicated that psychological capital, work engagement, and safety citizenship behavior were significantly correlated with each other. Furthermore, the mediation analysis showed that work engagement mediated the relationship between psychological capital and safety citizenship behavior. Psychological capital does not only have a direct impact on coal miners’ safety citizenship behavior, but it also has an indirect impact on coal miners’ safety citizenship behavior via work engagement. Therefore, effectively enhancing an individual’s psychological capital and work engagement may be a basic factor determining coal miners’ safety citizenship behavior, which further promotes safety production within the enterprise. Full article

(This article belongs to the Special Issue Frontiers of Occupational Psychology: Substantive and Methodological Issues)

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16 pages, 413 KiB

Open AccessArticle

Work Climate Scale in Emergency Services: Abridged Version

by José Antonio Lozano-Lozano, Salvador Chacón-Moscoso, Susana Sanduvete-Chaves and Francisco Pablo Holgado-Tello

Int. J. Environ. Res. Public Health 2021, 18(12), 6495; https://doi.org/10.3390/ijerph18126495 - 16 Jun 2021

Cited by 3 | Viewed by 3045

Abstract

This study is based on a 40-item work climate scale in hospital emergency services (WCSHES). Teams working in these emergency services experience a heavy workload and have a limited amount of time with each patient. COVID-19 has further complicated these existing issues. Therefore, we believed it would be helpful to draft an abridged version of the 40-item WCSHES, considering both validity and reliability criteria, but giving greater weight to validity. One hundred and twenty-six workers between the ages of 20 to 64 (M = 32.45; standard deviation (SD = 9.73)) years old participated voluntarily in the study. The validity, reliability, and fit model were evaluated in an iterative process. The confirmatory factor analysis yielded appropriate global fit indices in the abridged 24-item version (Χ²(248) = 367.84; p < 0.01, RMSEA = 0.06 with an interval of 90% from 0.05 to 0.07, SRMR = 0.08, GFI = 0.9, AGFI = 0.96, CFI = 0.98, NFI = 0.95, and NNFI = 0.98), along with test criteria validity (ρ_XY = 0.68, p < 0.001) and excellent reliability (α = 0.94 and ω = 0.94), maintaining the same conceptualization and usefulness of the original scale. The abridged 24-item version was used to measure four work climate factors (work satisfaction, productivity/achievement of aims, interpersonal relations, and performance at work). Evidence of the usefulness of the new abridged scale is provided along with a description of our study limitations and future areas for development. Full article

(This article belongs to the Special Issue Frontiers of Occupational Psychology: Substantive and Methodological Issues)

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