Resilience, well-being, and organizational outcomes of Croatian, Thai, and US workers during COVID-19

The multiple mediating effects of self-efficacy and resilience on the relationship between social support and procrastination among vocational college students: a cross-sectional study

BACKGROUND

Previous research has revealed a negative association between social support and procrastination. However, few studies have investigated the mechanism underlying this relationship among vocational college students.

OBJECTIVE

Based on the social cognitive theory, this study was intended to investigate the multiple mediating effects of self-efficacy and resilience on the relationship between social support and procrastination among vocational college students.

METHODS

This study employed a cross-sectional design involving a sample of 1,379 students from a vocational college in China. Data were collected using the General Procrastination Scale, the Multidimensional Scale of Perceived Social Support, the General Self-Efficacy Scale, and the Resilience Scale-14. The PROCESS macro for SPSS was used to examine the multiple mediation model.

RESULTS

Our findings indicate significant negative correlations between social support, self-efficacy, resilience, and procrastination. The multiple mediation analysis showed that social support did not have a significant direct impact on procrastination. Instead, the relationship between social support and procrastination was fully mediated by self-efficacy (indirect effect: -0.017; 95% CI: -0.032, -0.004) and resilience (indirect effect: -0.047; 95% CI: -0.072, -0.025), and sequentially mediated by both factors (indirect effect: -0.013; 95% CI: -0.020, -0.007).

CONCLUSIONS

The results emphasise the importance of enhancing self-efficacy and resilience in initiatives aimed at preventing and intervening in case of procrastination among vocational college students. Additionally, strengthening social support may also be crucial to preventing or reducing procrastination among this population.

Modelling Innovation competence profiles: the empowering roles of self-monitoring and resilience

BACKGROUND

Innovation competence has been found to constitute distinct innovative abilities that must be analyzed together to get a more comprehensive picture of their effectiveness in various targeted groups. Drawn from the componential theory of creativity, such personal traits as individual resilience and self-monitoring play a critical role in developing innovation competence across students. This research aims to investigate the innovation competence profiles of students from various educational levels and study the role of individual resilience and self-monitoring in predicting the memberships of these profiles.

METHODS

A cross-sectional survey was conducted among university and college students, studying in a metropolitan area of the North-West region. The sampling scheme was stratified by the level of education and age. The questionnaire included items on the participants' demographics, including gender, age, and level of education, measures of innovative abilities, individual resilience, and self-monitoring. This study sought to create innovation competence profiles in the student population using latent profile analysis. Multinomial logistic regression was employed to identify the impact of individual resilience and self-monitoring on innovation competence profile membership.

RESULTS

A sample of 638 university and college students was analyzed. The latent profile analysis classified students into three different innovation competence profiles - strong, moderate, and weak - with college and female students being identified as the typical members of the weak profile. Individual resilience increases the odds of membership into the strong profile than to moderate and weak profiles. High self-monitors have higher chances of being profiled into the strong profile than the weak and moderate profiles compared to the low self-monitors.

CONCLUSIONS

Training investment aimed at boosting the innovative abilities of employees should consider the innovation competence profile of the beneficiaries to inform decisions about the appropriate level of intervention required. Likewise, educators could enrich their courses devoted to improving the innovative abilities of students with content that aims to improve their level of resilience accompanied by social support. Theoretical and practical implications are also discussed.

Loneliness in Leadership: A Study Applied to the Portuguese Banking Sector

In this study, we analyzed the feeling of loneliness in leadership in the Portuguese banking sector, seeking to identify variables that may instigate this feeling, such as gender, age, academic qualifications, function/position, number of working hours per week, and years of work/seniority, and the consequences that it may have, namely in terms of the decision-making process and the motivation of leaders. For this study, a quantitative research tool was used in the form of a questionnaire, which was applied to a group of collaborators, with leadership responsibilities, of the financial institutions authorized to operate in Portugal. We concluded that while some variables influence the feeling of loneliness in leadership (years of work, position, and academic qualifications), others do not (gender, age, and hours of work per week). We also found a relationship between loneliness and demotivation and proved that the feeling of loneliness affects leadership but does not affect decision making. The results are relevant, especially for the banking sector, which has undergone major restructuring in the Portuguese economy and needs guidance to face the country’s financial challenges.