Search Results (844)

Almost one in three firefighters develop mental health disorders at some point during their careers, a rate double that in the general population. Frequent exposures to potentially traumatic situations can contribute to symptoms of these disorders, two of the most common being depression and post-traumatic stress disorder (PTSD). While various psychological interventions have been implemented among this group, reports of their effectiveness include mixed results. To this end, the current study endeavored to test the effectiveness of a 12-week intervention combining occupationally-tailored high-intensity functional training (HIFT) and psychological resilience training (RES) in reducing depressive and post-traumatic stress symptoms (PTSSs), as well as increasing psychological resilience and mental wellbeing, in career firefighters. Thirty career firefighters completed four mental health measurements over 17 weeks while anthropometrics and physical performance (i.e., number of stations completed in 20 min during an eight-station simulated job-task circuit workout [T-CAC]) were measured pre- and post-intervention. Pre to post comparisons were made via repeated-measures t-tests. Significant mean differences were observed for T-CAC stations completed, PTSSs, and psychological resilience between pre- and post-intervention. In future interventions, researchers should actively engage firefighters, maximize integration with daily operations, and employ culturally-relevant practices to explore the links between physical and mental health. Full article

Job stress and burnout are major challenges in today’s workplaces. While most interventions adopt a clinical or deficit-based approach, this meta-analysis takes a positive perspective by examining the effectiveness of Positive Psychological Interventions (PPIs). A total of 24 studies conducted in workplace settings were analyzed to assess the impact of PPIs on psychological well-being, subjective well-being, and job performance. The results showed significant and sustained improvements across all three outcomes, with moderate effect sizes: subjective well-being (g = 0.50, 95% CI [0.18, 0.81]), psychological well-being (g = 0.46, 95% CI [0.15, 0.78]), and performance (g = 0.42, 95% CI [0.21, 0.62]). Higher effects were found for in-person interventions and those conducted in Western contexts. No significant moderation was observed for structural factors (e.g., implementation level: Individual, Group, Leader, or Organization [IGLO]) or sample characteristics (e.g., gender), among other variables examined. These findings highlight the relevance of PPIs for promoting well-being and sustaining performance, which may reflect the preservation of personal resources in the face of occupational stressors. Regardless of type, well-designed interventions may be key to fostering healthier workplace environments—especially when delivered face-to-face. Full article

This study examines the relationships between job satisfaction, overtime hours, perceived stressors, and burnout symptoms among academic mid-level staff at German universities, with a particular focus on gender differences. Drawing on survey data from 1442 academics collected in April/May 2023, this study applies t-tests and regression analyses to examine the effects of structural and personal factors on job satisfaction. The findings suggest that job satisfaction is primarily shaped by psychosocial and institutional conditions. Negative predictors are perceived job insecurity, burnout symptoms, and excessive overtime, whereas a strong dedication to work buffers against these. Variables such as gender, age, parenthood, and participation in structured PhD programs did not show substantial effects. Notably, respondents who postponed having children for professional reasons reported lower job satisfaction, pointing to potential conflicts between career and personal life expectations. Full article

Burnout syndrome is a growing concern in higher education, affecting the psychological well-being and performance of university professors. This systematic review presents a narrative synthesis of findings from quantitative studies on sociodemographic and psychosocial determinants of academic burnout. Following PRISMA 2020 guidelines, sixty peer-reviewed articles published between Jan 2019 and May 2024 were selected from Scopus and Web of Science. Inclusion criteria required validated psychometric instruments and exclusive focus on university faculty. Methodological quality was assessed using the Newcastle-Ottawa Scale and CASP checklist. Data from approximately 43,639 academic staff were analyzed. Key risk factors identified include excessive workload, lack of institutional support, and workplace conflict. In contrast, collegial support, participative leadership, and job satisfaction functioned as protective elements. Variables such as age, gender, academic rank, and employment stability significantly influenced burnout vulnerability. While general patterns were observed across studies, differences in design and sampling require caution in generalization. The evidence supports the implementation of integrated strategies encompassing mental health programs, workload regulation, participatory governance, and culturally responsive approaches. These findings inform the development of institutional policies aimed at preventing burnout and fostering academic well-being. Future research should adopt longitudinal and cross-cultural designs to further explore burnout trajectories and support educational reform. Full article

Background/Objectives: International students pursuing higher education in the United States face unique challenges that increase their risk of food insecurity, including limited financial resources, employment restrictions, and cultural barriers. While food insecurity among domestic students has been widely studied, limited research focuses on the lived experiences of international graduate students. This study explores the challenges, perceptions, and coping strategies related to food insecurity among international graduate students at a large public university in North Texas. Methods: This qualitative, ethnographic study involved 20 semi-structured interviews with international graduate students who were clients of the university’s food pantry. Participants were recruited using purposive convenience sampling. Interviews focused on students’ experiences with food access, financial constraints, campus resources, and cultural food preferences. Data were analyzed using thematic coding in MAXQDA. Two standardized food insecurity measures—the USDA and FAO scales—were also administered and analyzed using SPSS. Results: Findings revealed that 85% of participants experienced limited access to nutritious and culturally appropriate foods, with 70% reporting hunger due to financial constraints. Themes included lack of cooking skills, limited campus food options, difficulty accessing familiar groceries, and limited job opportunities. Students expressed that food insecurity significantly impacted their physical health, mental well-being, and social lives, though many continued to prioritize academics over personal nourishment. Conclusions: Food insecurity among international graduate students is multifaceted, shaped by financial, cultural, and institutional barriers. Addressing this issue requires culturally sensitive interventions, improved access to diverse food options, tailored student support services, and institutional efforts to better understand and meet the needs of international students. Full article

The mental and physical health of college students, especially in urban environments like Shanghai, is crucial given the high academic and urban stressors, which were intensified by the COVID-19 lockdown. Prior research has shown gender differences in health impacts during public health crises, with females often more vulnerable to mental health issues. Objective: This study aimed to comprehensively assess the physical and psychological health of Chinese college students post-lockdown, focusing on the relationship between stress, anxiety, depression, sleep patterns, and physical health, with a particular emphasis on gender differences. Methods: We conducted a cross-sectional study involving 116 students in Shanghai, utilizing psychological scales (HAMA, IPAQ, PSQI, SDS, FS 14, PSS, SF-36) and physical fitness tests (resting heart rate, blood pressure, hand grip, forced vital capacity, standing long jump, sit-and-reach, one-minute sit-up test and the one-minute squat test, single-leg stand test with eyes closed), to analyze health and behavior during the pandemic lockdown. All students have undergone the same life habits during the pandemic. Results: The HAMA scores indicated no significant levels of physical or mental anxiety. The PSS results (42.45 ± 8.93) reflected a high overall stress level. Furthermore, the PSQI scores (5.4 ± 2.91) suggested that the participants experienced mild insomnia. The IPAQ scores indicated higher levels of job-related activity (1261.49 ± 2144.58), transportation activity (1253.65 ± 987.57), walking intensity (1580.78 ± 1412.20), and moderate-intensity activity (1353.03 ± 1675.27) among college students following the lockdown. Hand grip strength (right) (p = 0.001), sit-and-reach test (p = 0.001), standing long jump (p = 0.001), and HAMA total score (p = 0.033) showed significant differences between males and females. Three principal components were identified in males: HAMA, FS14, and PSQI, explaining a total variance of 70.473%. Similarly, three principal components were extracted in females: HAMA, PSQI, and FS14, explaining a total variance of 69.100%. Conclusions: Our study underscores the complex interplay between physical activity (PA), mental health, and quality of life, emphasizing the need for gender-specific interventions. The persistent high stress, poor sleep quality, and reduced PA levels call for a reorganized teaching schedule to enhance student well-being without increasing academic pressure. Full article

Digital hoarding (DH) is an emerging behavior with potential implications for psychological well-being and daily functioning. While traditionally associated with physical hoarding disorder, DH presents unique challenges in digital environments, particularly among university students increasingly immersed in technology. This study examines the relationship between DH and academic performance, proposing a theoretical model in which academic engagement and academic burnout act as mediating mechanisms. Drawing on the Job Demands–Resources Theory, we provide evidence that DH contributes to a health impairment process that negatively affects student outcomes. Our findings reveal DH as a novel predictor of academic burnout, highlighting its detrimental impact on academic performance. These results carry significant theoretical and practical implications, offering new insights into the role of technology-related anxiety disorders in educational settings. From a practical perspective, our study underscores the need for higher education institutions to implement targeted interventions focused on emotional regulation and learning strategies to mitigate the negative effects of DH. Despite limitations related to sample specificity and cross-sectional data, this research opens avenues for future longitudinal studies and interventions aimed at addressing DH in both academic and professional contexts. By linking digital behaviors to mental health and performance, this work aligns with public health interests in understanding technology’s impact on youth well-being. Full article

Background and Objectives: Emotional intelligence (EI) plays a critical role in safeguarding the emotional and psychological well-being of healthcare workers, acting as a buffer against burnout, and influencing the quality of patient care. Despite its significance, there remains a need to understand how EI levels correlate with burnout and what factors predict burnout in high-stress healthcare environments. This study, conducted at King Khaled Hospital in Al-Majmaah, Saudi Arabia, aims to assess the EI levels of healthcare staff, to determine the relationship between EI and burnout, and to identify key predictors of burnout to inform targeted interventions for improving workforce resilience and patient outcomes. Materials and Methods: Both self-reporting and standardized tests were integrated using cross-sectional surveys to evaluate the EI of each participant and the burnout they experience by averaging the rating of a 30-item questionnaire, allowing comparison of the interaction between EI, burnout, and work factors. Results: A significantly moderate level of EI was identified, while a high level of well-being was associated with a low level of burnout, and a high level of emotionality was associated with a high level of burnout. Results indicated that high job demands, call rotation, or casual work, and insufficient staff support were organizational correlates of burnout. Conclusions: Improving EI with a focus on the well-being sub-dimension may prevent burnout, and, for that, the interventions must be specific at both personal and organizational levels. Full article

This study investigates the relationships between proactive personality, psychological capital, work engagement, work well-being, and innovative work behavior among employees in Saudi public authorities, based on the conservation of resources theory and the job demands-resources model. Using a sequential mediation model, data from 457 public employees were analyzed through structural equation modeling. The results show that a proactive personality and psychological capital significantly predict work engagement, but neither is significantly related to work well-being. Notably, while a proactive personality does not directly impact innovative work behavior, psychological capital does. Additionally, work well-being partially mediates the relationship between work engagement and innovative work behavior. These findings suggest that enhancing psychological capital and fostering engagement are key to promoting innovation. The mediating role of well-being highlights the importance of employee welfare in this process. This study provides practical implications for HR managers in the Saudi public sector and emphasizes strategies for building internal psychological resources. However, as data were collected from a single source, future research should include multiple key informants to enhance generalizability. This study builds on theory by demonstrating how proactive personality and psychological capital jointly stimulate innovative behavior through engagement and well-being, enriching the job demands-resources model with personal resource dynamics in public sector organizations. Full article

Background. Healthcare workers’ health can be influenced by physical, psychological, social, emotional, and work-related stress. MountainTherapy Activities (MTAs) are an integrated therapeutic approach that uses nature to enhance their well-being through group activities like hiking. This cross-sectional study examines well-being levels among Italian Departments of Mental Health workers who do or do not participate in MTAs. It hypothesizes that MTAs may reduce burnout, boost psychological resilience, and increase job satisfaction. Methods. The study involved 167 healthcare workers from 11 Italian Local Health Authorities, divided into MTA (who take part in MTA; n = 83) and non-MTA (who have never participated in MTA; n = 84) groups. They completed five validated questionnaires on psychological distress, burnout, resilience, job engagement, and psychological safety. Data were compared between groups, considering MTA frequency and well-being differences during MTAs versus workplace activities. Results. MTA participants scored higher in psychological well-being (t(117.282) = −1.721, p = 0.044) and general dysphoria (t(116.955) = −1.721, p = 0.042). Additionally, during MTAs, they showed greater job engagement (vigor: t(66) = −8.322, p < 0.001; devotion: t(66) = −4.500, p < 0.001; emotional involvement: t(66) = −8.322, p = 0.002) and psychological safety (general: t(66) = −5.819, p < 0.001; self-expression: t(66) = −5.609, p < 0.001) compared to other activities. Conclusions. MTAs can be considered a valid intervention for the promotion of the mental health of healthcare workers. Full article

This study investigates the creators, effects, and inhibitors of technostress among STEM teachers, addressing a critical yet underexplored issue in the digitalization of education. Grounded in the technostress model and the job demands–resources (JD-R) model, the study examines the relationships among technostress creators, burnout, organizational effects (job satisfaction, organizational commitment, and work performance), and technostress inhibitors. A cross-sectional survey was conducted with 378 STEM teachers from Zhejiang Province, China. Structural equation modeling (SEM) was employed to test the hypothesized paths. The results revealed that technostress creators significantly increased teacher burnout and negatively affected organizational commitment and work performance. Burnout mediated the impact of technostress creators on job satisfaction and organizational commitment. Technostress inhibitors were found to alleviate burnout, mitigate technostress creators, and enhance STEM teachers’ commitment. These findings validate the applicability of the technostress model in the context of K–12 STEM education in China and highlight the importance of organizational mechanisms for supporting teacher well-being and performance. The study contributes to both theory and practice by proposing an integrative model of technostress and offering actionable recommendations for school leadership to effectively manage technostress. Full article

In recent decades, there have been significant changes in employment relationships, leading to more precarious forms of employment and heightened perceptions of job insecurity. The purpose of this study was to test the effects of job insecurity on perceived psychological well-being and work engagement, with self-efficacy at work acting as a mediator and perceived supervisor support acting as a moderator. This study analyzed a sample of 938 individuals from Portugal who participated in the 2015 European Working Conditions Survey (EWCS). The results show that job insecurity has a negative impact on both psychological well-being and work engagement. Furthermore, the study found that self-efficacy at work acts as a mediator in the relationship between job insecurity, psychological well-being, and work engagement, with a buffering effect. Our results also show evidence of a moderation effect of perceived supervisor support, which works in two ways: perceived supervisor support amplifies the positive effect of self-efficacy at work on psychological well-being, as well as the indirect negative effect of job insecurity. However, this moderation effect was not observed in the relationship with work engagement. These results emphasize the significance of job insecurity regarding individual mental health and job-related attitudes, taking into consideration individual and organizational resources. Full article

The transition to hybrid work has become a defining feature of the post-pandemic IT sector, yet organizations lack empirical benchmarks for balancing flexibility with performance and well-being. This study addresses this gap by identifying an optimal hybrid work structure and exposing systematic perception gaps between employees and managers. Grounded in Self-Determination Theory and the Job Demands–Resources model, our research analyses survey data from 1003 employees and 252 managers across 46 countries. The findings identify a hybrid “sweet spot” of 6–10 office days per month. Employees in this window report significantly higher perceived efficiency (Odds Ratio (OR) ≈ 2.12) and marginally lower office-related stress. Critically, the study uncovers a significant perception gap: contrary to the initial hypothesis, managers are nearly twice as likely as employees to rate hybrid work as most efficient (OR ≈ 1.95) and consistently evaluate remote-work resources more favourably (OR ≈ 2.64). This “supervisor-optimism bias” suggests a disconnect between policy design and frontline experience. The study concludes that while a light-to-moderate hybrid model offers clear benefits, organizations must actively address this perceptual divide and remedy resource shortages to realize the potential of hybrid work fully. This research provides data-driven guidelines for creating sustainable, high-performance work environments in the IT sector. Full article

All individuals hold beliefs about their ability to successfully perform specific tasks. These beliefs, known as self-efficacy, play a key role in guiding and motivating human behavior. In education, both teachers’ self-efficacy beliefs and the collective efficacy shared by teachers within a school have been linked to improved performance, well-being, and job satisfaction among students and educators. While these constructs have been widely studied in various countries and contexts, little is known about them in Mexico, the country with the largest Spanish-speaking population worldwide. This study is the first to examine the relationship between teacher self-efficacy (TSE), collective efficacy, and other teacher- and school-level variables in Mexico. Given the absence of psychometrically robust instruments to assess collective efficacy among Spanish-speaking teachers, the Collective Teacher Beliefs Scale (CTBS) was first adapted into Spanish, and its psychometric properties were evaluated. Subsequently, multilevel analyses incorporating teacher- and school-level factors revealed that professional development on multicultural communication, classroom autonomy, and collaboration, at the teacher level, and collective efficacy and stakeholder participation, at the school level, were significant predictors of TSE. Finally, implications for future practice and policy are discussed. Full article

Teacher mental health is a growing concern in educational and public health systems worldwide. This meta-analysis systematically examines the relationship between teacher self-efficacy—a core construct in social cognitive theory—and job satisfaction, both considered crucial indicators of occupational well-being. A total of 39 studies involving teachers across 18 countries were analyzed, yielding a significant positive correlation between self-efficacy and job satisfaction (r = 0.41, p < 0.001), with notable heterogeneity (I² = 97%). Subgroup analyses revealed that the relationship was significantly stronger among teachers in high school and post-secondary contexts, and in studies conducted in Southern Hemisphere countries, highlighting the role of contextual and systemic moderators such as educational level and geographic inequality. The findings underscore the need for school- and policy-level interventions that bolster teachers’ self-efficacy through professional development, emotional support, and improved working conditions. Such interventions are essential not only for enhancing job satisfaction and reducing attrition but also for promoting the psychological resilience and well-being of the global teaching workforce. The study provides evidence-based insights into education and health policymakers aiming to support teacher retention and mental health through scalable, targeted initiatives. Full article