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Signore F, Esposito C, Di Napoli I, Agueli B, Ingusci E, Mannarini T, Toto GA, Arcidiacono C, Fantinelli S. Social dimensions as resources in promoting academic well-being: the case study of the University of Foggia. Front Psychol 2024; 15:1347532. [PMID: 38605830 PMCID: PMC11007174 DOI: 10.3389/fpsyg.2024.1347532] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2023] [Accepted: 03/19/2024] [Indexed: 04/13/2024] Open
Abstract
Recently, scholars have focused more on changes in higher education, leading to significant insights into the working lives of academics and certain related processes, such as stress or well-being. The interest in academia is also justified by the role of universities as institutions that promote health and well-being, serving as a bridge between society, the world of work, and the local community. This study aims to identify social factors that can enhance the well-being of academic workers (lecturers and technical-administrative staff), highlighting how processes linked to social identity, based on the dynamics of identification with a territory or an organization, can serve as resources that promote well-being. Researchers conducted the survey on 198 workers at the University of Foggia (South Italy). Correlation and reliability assessments were first performed between the variables. Finally, a SEM study was completed. The goodness of fit of the model seems to be sufficient. The social aspects examined in the study, namely, organization identification, territorial well-being, and place attachment, were positively and significantly correlated with general well-being. Findings of the study demonstrated that for teaching and technical-administrative staff, among the key components for enhancing well-being in the academic setting was the social dimension of relationships, understood both inside and outside the university. Therefore, acting the belonging process to an area, implementing and strengthening relations with the social actors involved, as well as on the sense of belonging and identification with an organization, can have precise impact in enhancing well-being.
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Affiliation(s)
- Fulvio Signore
- Department of Humanities, Letters, Cultural Heritage and Educational Studies, University of Foggia, Foggia, Italy
| | - Ciro Esposito
- Department of Humanities, Letters, Cultural Heritage and Educational Studies, University of Foggia, Foggia, Italy
| | | | - Barbara Agueli
- Department of Social Sciences, University of Naples “Federico II”, Naples, Italy
| | - Emanuela Ingusci
- Department of Human and Social Sciences, University of Salento, Lecce, Italy
| | - Terri Mannarini
- Department of Human and Social Sciences, University of Salento, Lecce, Italy
| | - Giusi Antonia Toto
- Department of Humanities, Letters, Cultural Heritage and Educational Studies, University of Foggia, Foggia, Italy
| | | | - Stefania Fantinelli
- Department of Humanities, Letters, Cultural Heritage and Educational Studies, University of Foggia, Foggia, Italy
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Rahiman HU, Kodikal R, Suresh S. Game on: Can gamification enhance productivity? F1000Res 2023; 12:818. [PMID: 38434668 PMCID: PMC10905147 DOI: 10.12688/f1000research.131579.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/10/2023] [Indexed: 03/05/2024] Open
Abstract
Background: Research suggests that gamification can increase work engagement by providing employees with a sense of autonomy, competence, and relatedness, and by creating a fun and engaging work environment. Gamification is designed to increase consumer and employee engagement and see that they holistically collaborate to achieve a shared vision. The concept of gamification is as old as learning itself, just that the use of the terminology "Gamification" is of a recent origin. Methods: This article focuses on the impact of gamification in various organizations and simultaneously sees its relationship with job engagement and productivity. A primary investigation was done to determine the nexus between the various variables and data collection from 400 respondents working in various fraternities of the economy from both public and private domains from countries in the Gulf region. The structural equation model and SPSS has been inferred to analyse the results. Results: The study results show that variable such as perceived adoption and usefulness in the gamified system is significantly associated with job engagement. Similarly, employee's recognition and perceived motivation have a positive impact on productivity. The study identified job engagement mediating factor to enhance organisational productivity in a gamified system. Conclusion: The effectiveness of gamification in enhancing work engagement may depend on factors such as the design of the gamification system, the preferences and motivations of individual employees, and the organizational culture and goals. The findings have significant implications for insight into how employees in the service sector are aware of the gamified working environment and react to the system through work engagement and productivity.
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Affiliation(s)
- Habeeb Ur Rahiman
- College of Business Administration, Kingdom University, Manama, Manama, Bahrain
| | - Rashmi Kodikal
- Department of Management, Graphic Era (Deemed to be University), Dehradun, Uttarakhand, India
| | - Sucharitha Suresh
- Department of Hospital Administration (Allied Health Science), Father Muller Medical College, Mangalore, Mangalore, India
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The Influence of Individual and Contextual Factors on the Vocational Choices of Adolescents and Their Impact on Well-Being. Behav Sci (Basel) 2023; 13:bs13030233. [PMID: 36975258 PMCID: PMC10045217 DOI: 10.3390/bs13030233] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2023] [Revised: 03/01/2023] [Accepted: 03/03/2023] [Indexed: 03/09/2023] Open
Abstract
Adolescents who have to make decisions regarding their future career or academic path can be greatly influenced by parental expectations and other individual and contextual factors. The aim of this study is to explore the impact of adolescent–parent career congruence on adolescents’ well-being and future intention to enroll in a university course. The recruitment of participants took place through a combination of convenience sampling and snowball sampling. A sample of 142 high school students who are managing their decisions for the future completed an online questionnaire. Data were analyzed through a path analysis (SEM) with observed variables, and different indices were evaluated to check the model goodness of fit. The data show that congruence with parents’ wishes has a significant effect on academic motivation, work hope and mattering, which in turn have a positive and significant effect on both future intentions to undertake university studies and on the participants’ occupational well-being. In line with past studies, our results demonstrate correlations between adolescent–parent career congruence in career exploration and decision making, pointing out in particular the influence due to complementary congruence with mothers. Furthermore, our study underscores the important role played by both individual and contextual factors in adolescent well-being and intentions for their future. Finally, implications for the practice of vocational guidance practitioners are discussed.
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Marconi PL, Scognamiglio R, Marchiori E, Angeloni D, Mascia ML, Penna MP. Impact of Coding Educational Programs (CEP) on Digital Media Problematic Use (DMPU) and on Its Relationship with Psychological Dependence and Emotional Dysregulation. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:2983. [PMID: 36833677 PMCID: PMC9957488 DOI: 10.3390/ijerph20042983] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/10/2022] [Revised: 02/03/2023] [Accepted: 02/05/2023] [Indexed: 06/18/2023]
Abstract
Alongside the positive effects linked to the introduction of digital technologies into our lives, particular dysfunctional behaviors in the use of digital tools have appeared, through which the expression of conditions such as addiction, difficulties in affective and behavioral self-regulation and mental health problems have been channeled. The present study aims to investigate, in a sample of young students aged m = 12.91 (ds = 0.56) years, whether Coding Educational Programs (CEP), deployed to 44.9% of the sample, is effective in psychological dependence, emotional self-regulation and Digital Media Problematic Use (DMPU), as self-assessed through questionnaires (DERS, DSRS, IAT, MPIQ and MPPUS). CEP had no effect on emotional dysregulation or on DMPU. They were effective in the time management of mobile phone use, with students rescheduling from daytime use on working days to daytime use on the weekend. Moreover, people who attended CEP more frequently used smartphones for orienting themselves and for obtaining information. In conclusion, CEP are effective in achieving a more functional and important use of smartphones and better time management. It is possible that CEP effect on metacognition could reduce DMPU if alternative ways to regulate emotions are available.
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Affiliation(s)
| | | | | | | | - Maria Lidia Mascia
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, 09123 Cagliari, Italy
| | - Maria Pietronilla Penna
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, 09123 Cagliari, Italy
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Di Napoli I, Di Martino S, Agueli B, Arcidiacono C, Esposito C. Psychological and overall well‐being of Italian young adults in transition to adulthood: Evidence from a sequential explanatory mixed‐methods study. JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY 2022. [DOI: 10.1002/casp.2647] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
| | | | - Barbara Agueli
- Department of Humanities University of Naples Federico II Naples Italy
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Scarpa MP, Di Martino S, Prilleltensky I. Mattering Mediates Between Fairness and Well-being. Front Psychol 2021; 12:744201. [PMID: 34858276 PMCID: PMC8630584 DOI: 10.3389/fpsyg.2021.744201] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2021] [Accepted: 10/01/2021] [Indexed: 11/29/2022] Open
Abstract
Research has suggested a fundamental connection between fairness and well-being at the individual, relational, and societal levels. Mattering is a multidimensional construct consisting of feeling valued by, and adding value to, self and others. Prior studies have attempted to connect mattering to both fairness and a variety of well-being outcomes. Based on these findings, we hypothesize that mattering acts as a mediator between fairness and well-being. This hypothesis was tested through Covariance-Based Structural Equation Modeling (CB-SEM) using multidimensional measures of fairness, mattering, and well-being. Results from a Latent Path Analysis conducted on a representative sample of 1,051U.S. adults provide support to our hypothesis by revealing a strong direct predictive effect of mattering onto well-being and a strong indirect effect of fairness onto well-being through mattering. Results also show that mattering is likely to fully mediate the relationship between fairness and multiple domains of well-being, except in one case, namely, economic well-being. These findings illustrate the value of a focus on mattering to understand the relationship between fairness and well-being and to provide future directions for theory, research, and practice. Theoretical implications for the experience of citizenship and participation, along with cross-cultural considerations, are also discussed.
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Affiliation(s)
- Michael P. Scarpa
- School of Education and Human Development, University of Miami, Coral Gables, FL, United States
| | | | - Isaac Prilleltensky
- School of Education and Human Development, University of Miami, Coral Gables, FL, United States
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