Job crafting mediates the relation between creativity, personality, job autonomy and well-being in Lebanese nurses

AIM

To better understand the functionality of job crafting and its relationship with personality and job autonomy in the context of non-Western health care as an adaptive problem-solving work behaviour that is related to creativity.

BACKGROUND

Job crafting could be a strategy nurses use to solve problems as health care organisations become more unpredictable.

METHODS

This cross-sectional study sampled 547 nurses from seven hospitals in Lebanon. Data were analysed using structural equation modelling (SEM).

RESULTS

The job crafting dimensions of increasing structural job resources and increasing challenging job demands partially mediated the relationship between creativity and subjective well-being, and they fully mediated the relationship between job autonomy and subjective well-being. Creativity, job autonomy, and agreeableness were related to the approach job crafting dimensions, and two of these job crafting dimensions were in turn related to subjective well-being.

CONCLUSION

Creative nurses tend to job craft more and this is associated with their subjective well-being. Nurses high on extraversion and emotional stability experienced higher subjective well-being.

IMPLICATIONS FOR NURSING MANAGEMENT

Nursing administration and leaders may want to create an environment fostering creativity and encouraging approach-oriented job crafting.

The Cross-Cultural Relevance of Indigenous Measures: The South African Personality Inventory (SAPI), Family Orientation, and Well-Being in New Zealand

Indigenous personality research often remains limited to its cultural context of origin. Previous cross-cultural examinations of indigenous models have typically focused on East–West comparisons and have paid scant attention to the predictive validity of indigenous models in new contexts. The present study addresses the replicability of the South African Personality Inventory (SAPI) and its predictive validity for family orientation and well-being in New Zealand European ( n = 428) and Māori students ( n = 226). The structure of the SAPI in New Zealand was equivalent to the structure identified in South Africa and had metric invariance between the two New Zealand groups. The SAPI social-relational scales explained additional variance above neuroticism, extraversion, conscientiousness, and openness in family orientation, but not in well-being. Mediation path analyses suggested that personality played a similar role for family orientation and well-being in the two groups when assessed by the SAPI, although group differences were suggested when using the Big Five Inventory. Our findings indicate that indigenously derived models, developed with the aim to represent culturally salient concepts, can be relevant well beyond their culture of origin and offer an enriched understanding of personality’s role for important outcomes across cultures.

An Examination of Different Scale Usage Correction Procedures to Enhance Cross-Cultural Data Comparability

This study aims to examine different scale usage correction procedures that are meant to enhance the cross-cultural comparability of Likert scale data. Specifically, we examined a priori study design (i.e., anchoring vignettes and overclaiming) and post hoc statistical procedures (i.e., ipsatization and extreme response style correction) in data from the 2012 Programme for International Student Assessment across 64 countries. We analyzed both original item responses and corrected item scores from two targeted scales in an integrative fashion by using multilevel confirmatory factor analysis and multilevel regressions. Results indicate that mean levels and structural relations varied across the correction procedures, although the psychological meaning of the constructs examined did not change. Furthermore, scores were least affected by these procedures for females who did not repeat a grade and students with higher math achievement. We discuss the implications of our findings and offer recommendations for researchers who are considering scale usage correction procedures.

Towards a Paradigm to Study Psychological Ramifications of Globalization

In this commentary on the special issue, it is argued that the studies presented illustrate three pivotal characteristics of a new, evolving paradigm to study the consequences of prolonged intercultural encounters, such as globalization. The first refers to the topics studied and involves the need to delineate more distal, universal, and more proximal, culture-specific elements in intercultural encounters in these topics. The second is the need to deal with variation in intensity and focus of intercultural contact, ranging from casual contact to immersion. The third involves the need to delineate the psychological mechanisms involved in intercultural contact (and their consequences). The studies in the special issue illustrate the importance of including contextual features in the study of globalization. Challenges of the evolving paradigm are described.

Couple Relationship Standards and Migration: Comparing Hong Kong Chinese with Australian Chinese

Rates of international migration are increasing, which raises the question of how migration might influence couple relationship standards and impact on the standards of migrants forming intercultural relationships. We compared relationship standards in n = 286 Chinese living in Hong Kong, China, with standards in n = 401 Chinese migrants to a Western country (Australia) by administering the Chinese-Western Intercultural Couple Standards Scale (CWICSS). We also compared these two groups to n = 312 Westerners living in Australia. We first tested the structural invariance of the CWICSS across the three samples with a multigroup confirmatory factor analysis. There was marginal but acceptable fit of a model of two positively correlated latent factors: Couple Bond (with four indicators, such as demonstration of love and caring) and Family Responsibility (also with four indicators, such as extended family relations and preserving face). Within the limitations of the study, results suggest migration is associated predominantly with differences in women's, but not men's, relationship standards. Migrant Chinese women show alignment of Couple Bond standards with Western standards, and divergence of Family Responsibility standards from Western standards. Discussion focused on how migration and intercultural relationship experiences might differentially influence various domains of relationship standards, gender differences in migration effects on standards, and the implications for working with culturally diverse couples.

Cultural Collectivism and Tightness Moderate Responses to Norm Violators: Effects on Power Perception, Moral Emotions, and Leader Support

Responses to norm violators are poorly understood. On one hand, norm violators are perceived as powerful, which may help them to get ahead. On the other hand, norm violators evoke moral outrage, which may frustrate their upward social mobility. We addressed this paradox by considering the role of culture. Collectivistic cultures value group harmony and tight cultures value social order. We therefore hypothesized that collectivism and tightness moderate reactions to norm violators. We presented 2,369 participants in 19 countries with a norm violation or a norm adherence scenario. In individualistic cultures, norm violators were considered more powerful than norm abiders and evoked less moral outrage, whereas in collectivistic cultures, norm violators were considered less powerful and evoked more moral outrage. Moreover, respondents in tighter cultures expressed a stronger preference for norm followers as leaders. Cultural values thus influence responses to norm violators, which may have downstream consequences for violators' hierarchical positions.

The maximum likelihood alignment approach to testing for approximate measurement invariance: A paradigmatic cross-cultural application

BACKGROUND

The impracticality of using the confirmatory factor analytic (CFA) approach in testing measurement invariance across many groups is now well known. A concertedeffort to addressing these encumbrances over the last decade has resulted in a new generation of alternative methodological procedures that allow for approximate, rather than exact measurement invariance across groups. The purpose of this article is twofold: (a) to describe and illustrate common difficulties encountered when tests for multigroup invariance are based on traditional CFA procedures and the number of groups is large, and (b) to walk readers through the maximum likelihood (ML) alignment approach in testing for approximate measurement invariance.

METHODS

Data for this example application derive from an earlier study of family functioning across 30 cultures that include responses to the Family Values Scale for 5,482 university students drawn from 27 of these30 countries. Analyses were based on the Mplus 7.4 program.

RESULTS

Whereas CFA tests for invariance revealed 108 misspecified parameters that precluded tests for latent mean differences, noninvariant results were well within the acceptable range for the alignment approach thereby substantiating the trustworthiness of the latent mean estimates and their comparison across groups.

CONCLUSION

The alignment approach in testing for approximate measurement invariance provides an automated procedure that can overcome important limitations of traditional CFA procedures in large-scale comparisons.

A Three-Generation Study of Acculturation and Identity of the Russian Minority in the Republic of North Ossetia–Alania

This article examines relationships between social identities and acculturation strategies of Russians (the ethnic minority) in the Republic of North Ossetia–Alania (RNO-A). The sample included 109 grandparent–parent–adolescent triads from ethnically Russian families ( N = 327). We assessed acculturation strategies, ethnic and national identities (identification with the Russian Federation), republican identity (with the RNO-A), regional identity (with North Caucasus), and religious identity. EFA combined five identities in two factors, labeled Russian ethnocultural identity (comprising ethnic, national, and religious identities) and North-Caucasian regional identity (comprising identities involving the republic and region). The means of the identity factors remained remarkably stable across generations, with a somewhat stronger Russian ethnocultural identity. A structural equation model revealed that Russian ethnocultural identity was a negative predictor of assimilation (the least preferred acculturation strategy), whereas North-Caucasian regional identity was a positive predictor of integration (the most preferred strategy) in all generations. We concluded that Russian ethnocultural identity is important for maintaining the heritage culture whereas North-Caucasian regional identity promotes participation of ethnic Russians in the multicultural North-Ossetian society.

When There Are Only Minorities: Identity and In-Group / Out-Group Orientations of Emerging Adults in Four South African Ethnocultural Groups

Intergroup relation perspectives stem from research in Western contexts with clear distinctions between the dominant and nondominant groups. In South Africa, with at least 13 different cultural groups and 11 official languages, no group is dominant in all life spheres. We examine the relationship between identity and in-/out-group orientation across Black-Zulu, Coloured (mixed racial ancestry), Indian, and White-Afrikaans emerging adults (N = 390; 75% females, M_age = 19.97 years, SD = 2.44). Results indicate that personal identity for all groups and ethnic identity for Black-Zulu, Indian, and White-Afrikaans emerging adults were important for intergroup relations. Black-Zulu, Coloured, and Indian emerging adults distinguish themselves less from others, whereas White-Afrikaans emerging adults are less open to others. Ultimately, the complexity of intergroup relations in South Africa has implications for the effective transformation interventions needed to counter experiences of threat and make group boundaries more flexible for emerging adults.

Self-other agreement in personality traits and profiles across cultures: A multirater, multiscale study in Blacks and Whites in South Africa

OBJECTIVE

Despite the importance of self-other agreement for the validity of trait models, few studies have assessed cultural differences systematically. We examined self-other agreement in traits and profiles in the more collectivistic Black group and the more individualistic White group in South Africa.

METHOD

Participants were 172 Black and 198 White students, and one relative and one friend of each student. Participants completed a behavior-based and a trait-adjective-based inventory.

RESULTS

Aggregated across traits and raters, there were no cultural differences in trait agreement. However, agreement was stronger for social-relational concepts in Blacks and for personal growth concepts in Whites, providing moderate support for the hypothesis of stronger agreement on culturally more salient traits. Trait agreement was stronger in Blacks' relatives and Whites' friends, but there was no such interaction in profile agreement. The differences in profile agreement (higher in Whites than in Blacks) involved normative agreement and were mediated by dialecticism (higher in Blacks) and social desirability (higher in Whites). Results with the two inventories were similar.

CONCLUSIONS

In the framework of trait consistency research, cultural differences in self-other agreement may be limited compared to differences in perceived trait consistency, although sizable compared to differences in actual behavior consistency.

Schools as Acculturative and Developmental Contexts for Youth of Immigrant and Refugee Background

Abstract. Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant- and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school- and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.

Challenges in the study of adolescent and acculturative changes

This article focuses on two recurrent themes in the study of acculturation in adolescence that challenge progress of the field. First, we often work with low-dimensional, trait-like models of acculturation that cannot deal with modern types of acculturation that are often characterized by multidimensionality and domain specificity. Second, acculturative change in adolescence is undertheorized and there is a need to integrate developmental tasks and models of acculturation. It is argued that approaches that have been adopted in the study of identity (with their models that range from generalized traits to situated approaches and their adoption of both quantitative and qualitative methods) are highly suitable for the study of acculturation. A more contextualized approach would also facilitate the study of the interaction of contextual conditions and acculturative changes in adolescence.

Ethnic socialization, ethnic identity, life satisfaction and school achievement of Roma ethnic minority youth

This article is part of a Special Issue entitled Explaining Positive Adaptation of Immigrant Youth across Cultures. This study tested a mediation model of ethnic socialization (i.e., parental practices that promote children's knowledge about their history, heritage culture, cultural authenticity, and ethnic bias management) in Roma youth. Roma are the largest ethnic minority group in Europe subjected to severe discrimination, both currently and historically. Participants were 202 Roma youth aged 14 to 19 years old (M = 16.25, 53% females), who provided self-reports on their experience of ethnic socialization, ethnic identity, school achievement, and life satisfaction. Cultural pride reinforcement was related to better school achievement, whereas cultural coping with antagonism was positively related to life satisfaction. The study confirmed the model in that ethnic socialization was positively related to life satisfaction through effects on ethnic identity but negatively associated with school achievement. Findings have implications for adaptive cultural mechanisms promoting positive developmental outcomes among historically disadvantaged groups including those intersecting immigrant and multigenerational ethnic minority group categories.

Arab-Levantine personality structure: A psycholexical study of modern standard Arabic in Lebanon, Syria, Jordan, and the West Bank

OBJECTIVE

The debate of whether personality traits are universal or culture-specific has been informed by psycholexical (or lexical) studies conducted in tens of languages and cultures. We contribute to this debate through a series of studies in which we investigated personality descriptors in Modern Standard Arabic, the variety of Arabic that is presumably common to about 26 countries and native to more than 200 million people.

METHOD

We identified an appropriate source of personality descriptors, extracted them, and systematically reduced them to 167 personality traits that are common, are not redundant with each other, and are familiar and commonly understood in Lebanon, Syria, Jordan, and the West Bank (Palestinian territories).

RESULTS

We then analyzed self- and peer ratings (N = 806) and identified a six-factor solution comprising Morality (I), Conscientiousness (II), Positive Emotionality (III), Dominance (IV), Agreeableness/Righteousness (V), and Emotional Stability (VI) without replicating an Openness factor.

CONCLUSIONS

The factors were narrower or broader variants of factors found in the Big Five and HEXACO models. Conceptual and methodological considerations may have impacted the factor structure.

Ethnic Diversity and Social Capital in the Russian Context

We examined the link between ethnic diversity and social capital to test Putnam’s hypothesis on the negative impact of ethnic diversity on social capital. Data came from a representative survey in two multicultural regions of Russia ( N = 2,061). To assess the level of ethnic diversity, an ethnic diversity index was calculated using data from the latest National Population Census in Russia. Data were analyzed using two-level structural equation modeling. The results did not confirm Putnam’s hypothesis and showed that ethnic diversity, as assessed in the latest National Population Census in Russia, was not negatively related to social capital in Russia. We argue that the long-standing ethnic diversity in Russia is positively related to informal sociability, and does not affect generalized trust and community organizational life. It is concluded that Putnam’s hypothesis does not have universal validity, presumably because the link between diversity and social capital is moderated by various regional and national characteristics.

Personality and behavior prediction and consistency across cultures: A multimethod study of Blacks and Whites in South Africa

The cross-cultural universality of behavior's consistency and predictability from personality, assumed in trait models though challenged in cultural psychological models, has usually been operationalized in terms of beliefs and perceptions, and assessed using single-instance self-reports. In a multimethod study of actual behavior across a range of situations, we examined predictability and consistency in participants from the more collectivistic Black ethnic group and the more individualistic White group in South Africa. Participants completed personality questionnaires before the behavior measurements. In Study 1, 107 Black and 241 White students kept diaries for 21 days, recording their behaviors and the situations in which they had occurred. In Study 2, 57 Black and 52 White students were video-recorded in 12 situations in laboratory settings, and external observers scored their behaviors. Across both studies, behavior was predicted by personality on average equally well in the 2 groups, and equally well when using trait-adjective- and behavior-based personality measures. The few cultural differences in situational variability were not in line with individualism-collectivism; however, subjective perceptions of variability, operationalized as dialectical beliefs, were more in line with individualism-collectivism: Blacks viewed their behavior as more variable than Whites. We propose drawing a distinction between subjective beliefs and objective behavior in the study of personality and culture. Larger cultural differences can be expected in beliefs and perceptions than in the links between personality and actual behavior. (PsycINFO Database Record

Cognitive development through schooling and everyday life

The influences of schooling and everyday experiences on cognitive development are typically confounded. In the present study, we unraveled the influence of chronological age and years of schooling on the development of general cognitive competency in a two-wave longitudinal design with a three-year interval among 181 Kharwar children in India, aged 6 to 12 years. Effects of chronological age and years of schooling on cognitive development could be estimated independently because of their weak correlation among the Kharwar and because of the many shared background characteristics of school drop-outs, children without schooling, and children with schooling. The same five cognitive measures, each with parallel school and everyday testing modes, were administered to all children on both occasions. The internal structures of both the school and the everyday tests were equivalent across time and to each other. In line with our expectations, analyses of the net development per year revealed a decrement of the effect of chronological age, which was stronger for everyday tests than school tests, and an increment of the effect of years of schooling, which was stronger for school tests than everyday tests. Schooling ought to be considered in all theories of cognitive development, with genuine attention toward the real cognitive advantages it has at each developmental level.

Methodological Issues in Psychological Research on Culture

The extent to which methodological tools can help correct the overemphasis on fact finding and speed up the slow theoretical progress in cross-cultural psychology is analyzed. Two types of contributions to the current predicament are delineated. First, cross-cultural psychologists have created their own partis pris. Second, partis pris have been inherited from mainstream psychology. In the future, most cross-cultural studies will be carried out by researchers who have an interest in cultural variations on specific variables or instruments, whereas the group of researchers who spend their professional lives in cross-cultural psychology will remain small but influential. Methodological issues arising in studies by both groups are described. Important trends are (a) the change from exploration to explanation of cross-cultural differences, which has implications for the design of cross-cultural studies; and (b) the so-far-hesitant usage of recently developed statistical techniques, such as item response theory, structural equation modeling, and multilevel modeling.

Can we measure cognitive constructs consistently within and across cultures? Evidence from a test battery in Bangladesh, Ghana, and Tanzania

We developed a test battery for use among children in Bangladesh, Ghana, and Tanzania, assessing general intelligence, executive functioning, and school achievement. The instruments were drawn from previously published materials and tests. The instruments were adapted and translated in a systematic way to meet the needs of the three assessment contexts. The instruments were administered by a total of 43 trained assessors to 786 children in Bangladesh, Ghana, and Tanzania with a mean age of about 13 years (range: 7-18 years). The battery provides a psychometrically solid basis for evaluating intervention studies in multiple settings. Within-group variation was adequate in each group. The expected positive correlations between test performance and age were found and reliability indices yielded adequate values. A confirmatory factor analysis (not including the literacy and numeracy tests) showed a good fit for a model, merging the intelligence and executive tests in a single factor labeled general intelligence. Measurement weights invariance was found, supporting conceptual equivalence across the three country groups, but not supporting full score comparability across the three countries.

Structural Equivalence in Multilevel Research

In cross-cultural research, there is an increasing interest in the comparison of constructs at different levels of aggregation, such as the use of individualism—collectivism at the individual and country levels. A procedure is described for establishing structural equivalence (i.e., similarity of psychological meaning) at various levels of aggregation based on exploratory factor analysis. A construct shows structural equivalence across aggregation levels if its factor structure is invariant across levels. The procedure was applied to the Postmaterialism scale of the World Values Survey. The similarity of postmaterialism at the individual and country levels could not be unambiguously demonstrated; a likely reason is that the concept does not have an identical meaning in countries with low and high gross national products.

A Historical Analysis of Empirical Studies Published in the Journal of Cross-Cultural Psychology 1970-2004

Based on a random sample of 200 empirical articles, the present study made a historical analysis of the contents of Journal of Cross-Cultural Psychology ( JCCP) in the period between 1970 and 2004. In comparison to older studies, recent studies tended to be more social-psychological, and more often employed self-reports, based the choice of cultures on theoretical grounds, and adopted a hypothesis-testing approach. A persistent strong focus on cross-cultural differences and a simultaneous underrating of cross-cultural similarities was found. The majority of studies in which only cross-cultural differences were expected, reported differences and similarities. Methodological and conceptual improvements characterized the past 35 years of publications in JCCP.

The Ecocultural Framework, Ecosocial Indices, and Psychological Variables in Cross-Cultural Research

Relationships between context variables (ecosocial indices) and psychological variables across different nations were investigated, guided by Berry’s Ecocultural Framework. The psychological variables were values (Hofstede; Inglehart; Schwartz; Smith, Dugan, and Trompenaars) and subjective well-being (Diener). The ecosocial indices of religion and affluence had separate and in some ways contrasting relationships with psychological variables. Some religions were related to higher interpersonal power, loyalty, and hierarchy, but lower affluence. Other religions, (particularly Protestantism) and higher affluence were related to intrapersonal aspects, such as individualism, utilitarian commitment, and well-being. The most important result was the finding that scores of psychological variables showed systematic relationships with cluster membership of countries on ecosocial indices. The study proposes a solution to a theoretical and methodological problem of current cross-cultural psychology: the search for cultural (context) variables that would explain similarities and differences in psychological variables in different clusters of countries.

Communication and relationship satisfaction in Chinese, Western, and intercultural Chinese-Western couples

The current study compared Chinese, Western, and intercultural Chinese-Western couples' communication and examined how culture moderates the association of communication with relationship satisfaction. We coded the communication of 33 Western couples, 36 Chinese couples, and 54 intercultural Chinese-Western couples when discussing a relationship problem and when reminiscing about positive relationship events. Couples with Chinese female partners showed fewer positive behaviors and more negative behaviors (as classified in existing Western coding systems) than couples with Western female partners. The male partner's culture had few associations with couples' rates of communication behavior. Relationship satisfaction was associated with low rates of negative behaviors and high rates of most of the positive behaviors across cultural groups, and these associations were more evident in problem discussions than positive reminiscences.

Assessing Sense of School Belonging Across Cultural Contexts Using the PSSM

Despite its popularity, the factorial structure of the Psychological Sense of School Membership (PSSM) Questionnaire remains controversial. The current study set out to clarify its structure across different cultural contexts. The study was carried out among 1,928 adolescents aged 11 to 20 years in the Netherlands, Kenya, Indonesia, and Spain. Item-based measurement models with a single factor did not show a good fit. A bifactor method (defining a method factor for negatively worded items) did not show a good fit either. However, when items were combined per target to be rated (school, student, teacher, other people, and self), measurement invariance of a one-factorial model was found. Internal consistencies observed across the cultural groups studied were high. In addition, an evaluation of functional equivalence indicated that the relationship between PSSM and life satisfaction was invariant across countries. Implications for assessment and future directions are discussed.

Relationship Standards and Satisfaction in Chinese, Western, and Intercultural Chinese–Western Couples in Australia

This study compared the endorsement of Chinese and Western relationship standards by Chinese, Western, and intercultural Chinese–Western couples. All couples were living in Australia. Couples’ relationship standards differed in line with predictions. Western couples rated intimacy and the demonstration of love and caring (assessed by the Couple Bond scale) as more important for a successful couple relationship than Chinese couples. Chinese couples rated relations with the extended family, relational harmony, face maintenance, and traditional gender roles (assessed by the Family Responsibility scale) as more important than Western couples. Intercultural couples endorsed the standards to an extent that was intermediate between the Chinese and Western couples. Cultural differences were smaller on Couple Bond standards (small to medium effects) than on Family Responsibility standards (medium to large effects). Almost all cultural combinations of partners shared greater similarity on Couple Bond and Family Responsibility standards than would be expected by chance, with the notable exception that Chinese women’s standards were less similar to their male partner’s standards than was the case for Western women. Across cultural combinations of partners, high endorsement of Couple Bond standards, low endorsement of Family Responsibility standards, and high agreement between partners on both standards predicted high relationship satisfaction. Our results suggest that partner selection and convergence on relationship standards are important avenues for future research.

Contributions of internationalization to psychology: toward a global and inclusive discipline

In this article I define and describe the current state of internationalization in psychology. Internationalization refers here to the approach in which existing or new psychological theories, methods, procedures, or data across cultures are synthesized so as to create a more culture-informed, inclusive, and globally applicable science and profession. This approach is essential to advance psychology beyond its Euro-American context of development and to achieve a more global applicability of its theories and professional procedures. Internationalization already has led to a better integration of cultural aspects in various psychological theories, to more insight into how to deal with methodological aspects of intact group comparisons (such as bias and equivalence), and to the development of guidelines in areas such as test development, test adaptations, ethics codes, and Internet testing. I review systemic and scientific climate factors in psychology that thwart the progress of internationalization, and conclude by suggesting methods of enhancing internationalization, which is essential for developing a truly universal psychology.

Heritage Identity and Maintenance Enhance Well-Being of Turkish-Bulgarian and Turkish-German Adolescents

This study compares Turkish minority youth in Bulgaria and Germany by examining differences in ethnic identity (heritage and mainstream), acculturation (host culture adoption and heritage culture maintenance), and their influence on psychological and sociocultural outcomes. Participants were 178 Turkish-Bulgarian and 166 Turkish-German youth (mean age of 15.96 years). Youth in both cultural contexts regarded their Turkish identity and culture maintenance as more relevant than their mainstream identity and culture adoption. Turkish-Bulgarians also reported higher scores on host culture adoption than Turkish-Germans. A multigroup path model showed that Turkish identity and maintenance were positively related to well-being and adjustment to both cultures, whereas mainstream identity and adoption were positively associated with adjustment to the host culture only.

Burnout and work engagement of academics in higher education institutions: effects of dispositional optimism

The aim of this study was to investigate the relationships among dispositional optimism, job demands and resources, burnout, work engagement, ill health and organizational commitment of South African academic staff in higher education institutions. A cross-sectional survey design was used, with stratified random samples (N = 595) taken of academics in South African higher education institutions. The results confirmed that job demands and a lack of job resources contributed to burnout, whereas job resources contributed to work engagement. Dispositional optimism had a strong direct effect on perceptions of job resources as well as strong indirect effects (via job resources) on burnout, work engagement, ill health and organizational commitment. The results of this study extend the dual-process model of burnout and engagement by demonstrating the strong effects of dispositional optimism on the constructs in the model.