BMC Psychology最新文献

{"title":"Personal values clusters and their associations to social media behaviors and psychological well-being.","authors":"Claudiu Gabriel Ionescu, Ella Magdalena Ciuperca, Adriana Cotel, Monica Licu","doi":"10.1186/s40359-024-02046-4","DOIUrl":"10.1186/s40359-024-02046-4","url":null,"abstract":"<p><p>The current study contributes to the literature by assessing the associations between personal values, explored with Schwartz`s Portrait Values Questionnaire, social media behaviors, assessed with Bergen Scale of Social Media Addiction and Social Media Motivations to Use Scale and psychological well-being assessed with Patient Health Questionnaire-4, in a sample of first-year medical students. It was examined medical students' personal values profiles and the perceived influence of social media on self-aspects. All participants (N = 151) were Romanian and English module students, young (average age = 19.2, SD = 1.5), 68,9% females and 31,1% males. Pearson coefficient correlation analyses were performed to verify the associations between the main four clusters of personal values (Self Transcendence, Self Enhancement, Openness to change and Conservationism) with social media behaviors and psychological wellbeing. The most frequent cluster of values was Self-Transcendence (M = 5.21) while the least was Self-Enhancement (M = 4.05). There was no significant correlation between social media addiction, psychological wellbeing and a specific cluster of values while the perception of self-aspects influenced by social media included involvement in community problems, creativity for Openness to change group (R = .24;.22, p < .05), tolerance towards sexual minorities and self-evaluation in Self Transcendence group (R = .24;.21;.42, p < .05) while Conservationism and Self Enhancement groups didn`t report any change. The findings highlight the need for awareness and education of medical students and general population in the field of Digital Ethics including social media complex impact on personal values as AI-algorithms may imply a potential destabilization and perpetual shaping of one`s behavior with still unpredictable individual and societal effects.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11462701/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of organizational climate on employee job satisfaction and psychological well-being: the role of technological influence in Chinese higher education.","authors":"Liu Yiming, Li Yan, Zhang Jinsheng","doi":"10.1186/s40359-024-01992-3","DOIUrl":"https://doi.org/10.1186/s40359-024-01992-3","url":null,"abstract":"<p><strong>Background: </strong>In the Chinese education sector, educators' job satisfaction (JoS) is considered critical to educational quality and student outcomes. One critical area of inquiry is the organizational climate (OC) and its impact on JoS, and psychological well-being (PW), with technological influence (TI) moderating effect.</p><p><strong>Purpose: </strong>The current study has tried to look at the exact relationship among OC, PW, and JoS for educators working in the Chinese higher education setting. It also discusses the moderating role of TI on OC and JoS.</p><p><strong>Design/methodology: </strong>This study uses a quantitative cross-sectional survey design, grounded in post-positivism assumptions. Data collection involved sampling 690 respondents in the Chinese higher education setting via WeChat.</p><p><strong>Findings: </strong>The study methodology part included a pre-test, translation validation, demographic characteristics of participants, and results that showed a significant positive influence on JoS for PW and OC. The study also confirms the positive effect of PW on JoS. Moreover, the mediating role of PW within the OC-JoS link is also supported. Furthermore, TI positively moderates the OC-JoS relationship, thus it implies a supportive role of technology in enhancing the educators' satisfaction. The model indicated that OC, PW, and TI explain 72.4% of the variation in JoS.</p><p><strong>Conclusion: </strong>In this respect, the findings offer some practical insights for educational institutions and policymakers to facilitate enhancement strategies for OC, thus recognizing its influence on JoS and the well-being of educators. Understanding how technology can play a moderating role presents the strategic occasion to utilize technological tools for a more satisfying work environment.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11457322/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Association between parental educational involvement and adolescent depressive symptoms: a systematic review and meta-analysis.","authors":"Ying Liu, Yidan Song, Yanlin Wu, Hongbo Lu, Yu Gao, Jing Tang, Xifu Zheng","doi":"10.1186/s40359-024-02039-3","DOIUrl":"10.1186/s40359-024-02039-3","url":null,"abstract":"<p><strong>Background: </strong>Adolescents in their school-age period undergo rapid changes in various aspects, such as physiological development, academic pressure, and interpersonal relationships, constitute a high-risk group for depression. Parental educational involvement, as a critical family variable, influences not only children's academic achievement but also their psychological well-being. However, previous research has shown significant discrepancies regarding the relationship between parental educational involvement and adolescent depressive symptoms.</p><p><strong>Methods: </strong>To elucidate the overall strength of the association between parental educational involvement and adolescent depressive symptoms, this study systematically searched Web of Science, Medline, PubMed, CNKI, and other Chinese and English databases. A meta-analysis was conducted on 22 selected studies encompassing 36 effect sizes and involving 390,094 participants.</p><p><strong>Results: </strong>The results revealed a moderate negative correlation between parental educational involvement and adolescent depressive symptoms (r = -0.200, 95% CI [-0.26, -0.14]). Additionally, the relationship between parental educational involvement and adolescent depressive symptoms was found to be moderated by factors such as adolescent age, grade level and the reporter of parental educational involvement. However, it was not influenced by the female ratio or cultural background.</p><p><strong>Conclusions: </strong>This study offers the inaugural comprehensive assessment of the relationship between parental educational involvement and adolescent depressive symptoms, with variations observed across different ages, grade levels, and reporter of parental educational involvement.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11457453/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inclusive leadership and employee workplace well-being: the role of vigor and supervisor developmental feedback.","authors":"Yonghua Liu, Yangchun Fang, Le Hu, Nuo Chen, Xiaodu Li, Yuhui Cai","doi":"10.1186/s40359-024-02029-5","DOIUrl":"https://doi.org/10.1186/s40359-024-02029-5","url":null,"abstract":"<p><strong>Purpose: </strong>Employees within organizations actively pursue and maintain their workplace well-being. Although there are current studies that have examined the linking inclusive leadership to employee workplace well-being, the underlying intrinsic link between the two remains unclear. On the basis of self-determination theory, this research examined the relationship between inclusive leadership, vigor, supervisor developmental feedback, and workplace well-being.</p><p><strong>Patients and methods: </strong>Data were collected from 61 teams that totaled 342 full-time employees through a 3-stage questionnaire. Multilevel Structural Equation Modeling and Monte Carlo simulations were conducted on data for hypothesis testing.</p><p><strong>Results: </strong>Inclusive leadership positively correlated with employee workplace well-being. Employee vigor mediates the link between inclusive leadership and employee workplace well-being. Supervisor developmental feedback moderated the relationship between inclusive leadership and employee vigor.</p><p><strong>Conclusions: </strong>Inclusive leadership can improve employees' workplace well-being by stimulating their vigor. Therefore, managers need to be able to effectively meet employees' basic needs to stimulate their vigor. Based on meeting employees' basic needs, managers can also provide targeted developmental feedback to meet employees' growth needs, which can more effectively promote employees' vigor and workplace well-being.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11460187/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychosocial impacts of post-disaster compensation processes: narrative systematic review.","authors":"Samantha K Brooks, M Brooke Rogers, Simon Wessely, Sonny S Patel, Neil Greenberg","doi":"10.1186/s40359-024-02025-9","DOIUrl":"https://doi.org/10.1186/s40359-024-02025-9","url":null,"abstract":"<p><p>After disasters, many people seek compensation for physical, psychological or economic damages. However, compensation processes can be perceived as arduous and unfair and potentially create stress for both individuals and communities. This systematic review explored the psychosocial impacts of post-disaster compensation processes, including compensation sought through both litigation and government assistance programmes. We searched seven databases, hand-searched reference lists of included studies, and used thematic analysis to synthesise results of included studies. We screened 6,532 papers, ultimately including 66 in the review. While we found mixed evidence regarding the relationship between individual mental health and the compensation process, many studies suggested the process placed demands on emotional resources and could cause stress. Numerous challenges of the compensation process were described, including complicated paperwork, lengthy processes, inadequate information, confusing eligibility criteria, lack of inter-agency cooperation, poor understanding of communities' unique needs, insufficient pay-outs, and politicisation of the process. Inequities in compensation distribution introduced additional stress to already traumatised communities, who often experienced resentment, envy and conflict. The mixed nature of the relationship between mental health and the compensation process was evident in research trends where a small number of studies reported positive findings related to relating to gratitude, helpfulness of compensation and strengthened community relationships, while a substantial number of others reported negative impacts including higher mental health problems. Positive and negative impacts were reported for both litigation and non-litigation compensation-seeking. The nuanced dynamics of these findings are described in greater detail within the paper. It is important that compensation regulators consider the potential impacts on individuals and communities and take steps to address compensation inequities. This enhanced understanding of how those affected by disasters can rebuild their lives and furthering understanding of how to support them will enable evidence-based approaches to building resilience and planning for long-term recovery. Significant compensation process improvements could be realised by ensuring clear communication and transparent decision-making. Overall, this review underscores the importance of ensuring that compensation processes are fair and straightforward so they can repair material losses without deteriorating the social norms and relationships of affected communities.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11460075/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A qualitative study of psychological stress and coping among persons using crack cocaine.","authors":"Yaa Asuaba Duopah, Lisa Moran, Khalifa Elmusharaf, Dervla Kelly","doi":"10.1186/s40359-024-02032-w","DOIUrl":"https://doi.org/10.1186/s40359-024-02032-w","url":null,"abstract":"<p><strong>Background: </strong>Research has identified a strong link between stress and drug use behaviours. Also, it has been established that the prolonged use of crack cocaine stimulates emotional, cognitive, neurological and social changes. This paper explores the psychological stressors that occur from crack cocaine use and the coping mechanisms used to mitigate them. This will provide an understanding of the intricate relationship between substance use and psychological well-being.</p><p><strong>Methodology: </strong>The study is qualitative and uses a descriptive phenomenological approach. The coping circumplex model is the theoretical model that underpins the study. Data was collected through 26 face-to-face in-depth semi-structured interviews with people who use crack cocaine. Data were analysed using thematic analysis. Participants consisted of 15 males and 11 females between the ages of 24-57 years, guaranteeing multiplicity within the study sample.</p><p><strong>Results: </strong>Cravings, financial burdens, relationship breakdown and emotional /cognitive stimulation were revealed as psychological stressors. Maladaptive coping which includes self-harm, isolation, not speaking about/not dealing with emotions and using substances were adopted by study participants. Also, positive coping such as seeking help and keeping busy were adopted by study participants. Social and environmental factors such as stigma, easy accessibility of crack and flashbacks served as barriers to positive coping. Positive coping was linked to the availability and easy accessibility to social support and strong family bonds, underlining the importance of accessible support systems in managing the challenges linked with crack cocaine use.</p><p><strong>Conclusion: </strong>The challenges faced by study participants in coping with the psychological stressors linked to their crack cocaine use highlight the importance of adopting personalised and comprehensive strategies to tackle the intricate dynamics between psychological stress, coping and crack cocaine use.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11457392/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Optimizing EFL learning: exploring the role of learner background factors and the nuances of their effects on intrinsic and extrinsic motivation among university students in a mixed-methods study.","authors":"Sara Kashefian-Naeeini, Nasrin Shokrpour, Farhad Pakdel","doi":"10.1186/s40359-024-02034-8","DOIUrl":"10.1186/s40359-024-02034-8","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Introduction: &lt;/strong&gt;Motivation is a driving force behind man's behavior which has led to many psychological studies throughout the world. Moreover, it is the fuel for successful learning. While intrinsic motives provide the internal rewards, extrinsic motivation supplies the required external rewards to keep the engine of learning running. Knowing the factors which impact intrinsic/extrinsic motivation helps educators target their efforts at a higher level and make more informed decisions.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Method: &lt;/strong&gt;This study intends to examine how intrinsic vs. extrinsic motivation may be influenced by demographics including learners' background factors of major, age, and occupation and to determine the relationships that may exist between intrinsic and extrinsic motivation. To this end, an explanatory sequential mixed-methods research was conducted at one of the public universities in Shiraz on the majors of Elementary Education, Educational Affairs, Social Studies and Theology, and the Arabic language which were selected through cluster sampling. These students were having their English courses at the university. Based on Krejcie and Morgan's formula for sample size, a questionnaire was administered to 100 participants to collect quantitative data. Moreover, semi-structured interview sessions were conducted with one fourth of the participants.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;Using Multiple Analysis of Variance (MANOVA) and Pearson correlation, we found that learners' background factors of age, field of study and professional status did not affect intrinsic nor extrinsic motivation. However, significant and positive relationships were found between intrinsic motivation and total motivation index, and between extrinsic motivation and total motivation index. Qualitative data obtained from the interviews were analyzed using a thematic analysis. The results of the interviews showed some new illuminating trends as revealed from the participants' responses and it was found that most interviewees followed intrinsic motives and considered motivation as a factor of great significance.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusion: &lt;/strong&gt;In the English as a Foreign Language (EFL) context in which our study was conducted, instructors can follow more similar classroom motivational techniques and strategies since neither type of motivation was influenced by the variables of different major, age and occupation. Though many studies have shown that EFL learners are more extrinsically motivated in comparison with ESL ones, our study revealed that participants were more intrinsically motivated. Thus, this study may be replicated in other educational contexts such as an ESL context. The study can also be repeated in some universities in which other educational systems such as coed education is used to see the possible similarities and differences. Motivation is the important stimulant to impel the learners to achieve their learning goals; thus, it should receive","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11453079/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142378419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Anxiety in children and adolescents with autism spectrum disorder: behavioural phenotypes and environmental factors.","authors":"Caitlin Leachman, Emily S Nichols, Sarah Al-Saoud, Emma G Duerden","doi":"10.1186/s40359-024-02044-6","DOIUrl":"10.1186/s40359-024-02044-6","url":null,"abstract":"<p><strong>Background: </strong>Anxiety is the most prevalent comorbidity among children and adolescents with autism spectrum disorder (ASD), yet little is known about the associated risk factors.</p><p><strong>Methods: </strong>In a heterogenous cohort of children aged 5-18 years old (n = 262, 42% ASD), participants and their parents completed standardized questionnaires to assess anxiety, ASD symptom severity, inattention/hyperactivity, emotional problems, depressive symptoms, parental styles and stress, and demographic factors.</p><p><strong>Results: </strong>An artificial neural network analysis using a self-organizing map, a statistical technique used to cluster large datasets, revealed 3 distinct anxiety profiles: low (n = 114, 5% ASD), moderate (n = 70, 64% ASD) and high (n = 78, 96% ASD) anxiety. A recursive feature elimination analysis revealed that depression and peer problems contributed the most to differences between the anxiety profiles. Difficulties with peers in individuals with ASD who experience anxiety may be related to challenges with social competence and this may heighten depressive symptoms.</p><p><strong>Conclusion: </strong>Findings highlight the importance of assessing depressive symptoms in children and adolescents with ASD who experience anxiety. Identifying anxiety profiles among children and adolescents with ASD may prove beneficial in clinical practice by facilitating the development of tailored interventions that aid in managing anxiety and depressive symptoms. Furthermore, strengthening social communication skills may improve peer relationships and could aid in managing depressive symptoms among children and adolescents with ASD who experience anxiety.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11452981/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142378418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Behavioral observation and assessment protocol for language and social-emotional development study in children aged 0-6: the Chinese baby connectome project.","authors":"Xinpei Xu, Zhixin Wang, Weijia Zhang, Jiayang Guo, Wei Wei, Mingming Zhang, Xuechen Ding, Xiaohua Liu, Qing Yang, Kaidong Wang, Yitao Zhu, Jian Sun, Haoyang Song, Zhenhui Shen, Lei Chen, Feng Shi, Qian Wang, Yan Li, Han Zhang, Dan Li","doi":"10.1186/s40359-024-02031-x","DOIUrl":"10.1186/s40359-024-02031-x","url":null,"abstract":"<p><strong>Background: </strong>The global rise in developmental delays underscores the critical need for a thorough understanding and timely interventions during early childhood. Addressing this issue, the Chinese Baby Connectome Project (CBCP)'s behavior branch is dedicated to examining language acquisition, social-emotional development, and environmental factors affecting Chinese children. The research framework is built around three primary objectives: developing a 0-6 Child Development Assessment Toolkit, implementing an Intelligent Coding System, and investigating environmental influence.</p><p><strong>Methods: </strong>Utilizing an accelerated longitudinal design, the CBCP aims to enlist a minimum of 1000 typically developing Chinese children aged 0-6. The data collected in this branch constitutes parental questionnaires, behavioral assessments, and observational experiments to capture their developmental milestones and environmental influences holistically. The parental questionnaires will gauge children's developmental levels in language and social-emotional domains, alongside parental mental well-being, life events, parenting stress, parenting styles, and family relationships. Behavioral assessments will involve neurofunctional developmental evaluations using tools such as the Griffiths Development Scales and Wechsler Preschool and Primary Scale of Intelligence. Additionally, the assessments will encompass measuring children's executive functions (e.g., Head-Toe-Knee-Shoulder), social cognitive abilities (e.g., theory of mind), and language development (e.g., Early Chinese Vocabulary Test). A series of behavior observation. experiments will be conducted targeting children of different age groups, focusing primarily on aspects such as behavioral inhibition, compliance, self-control, and social-emotional regulation. To achieve the objectives, established international questionnaires will be adapted to suit local contexts and devise customized metrics for evaluating children's language and social-emotional development; deep learning algorithms will be developed in the observational experiments to enable automated behavioral analysis; and statistical models will be built to factor in various environmental variables to comprehensively outline developmental trajectories and relationships.</p><p><strong>Discussion: </strong>This study's integration of diverse assessments and AI technology will offer a detailed analysis of early childhood development in China, particularly in the realms of language acquisition and social-emotional skills. The development of a comprehensive assessment toolkit and coding system will enhance our ability to understand and support the development of Chinese children, contributing significantly to the field of early childhood development research.</p><p><strong>Trial registration: </strong>This study was registered with clinicaltrials.gov NCT05040542 on September 10, 2021.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11451268/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142376142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Shaping teachers' organizational citizenship behavior through self-efficacy and trust in colleagues: moderating role of collective efficacy.","authors":"Yuen-Onn Choong, Lee-Peng Ng","doi":"10.1186/s40359-024-02050-8","DOIUrl":"10.1186/s40359-024-02050-8","url":null,"abstract":"<p><strong>Background/purpose: </strong>The aims of this study are: (1) to examine the mediating effect of teacher self-efficacy on the relationship between trust in colleagues and organizational citizenship behavior (OCB); and (2) to evaluate the moderating effect of collective efficacy on the relationships between teachers' self-efficacy and OCB, as well as between trust in colleagues and OCB.</p><p><strong>Design/methodology/approach: </strong>The cross-sectional data were based on 408 sets of usable questionnaires collected from teachers who worked in government schools in Malaysia. The partial least square structural equation modeling technique was used to test the model and hypotheses.</p><p><strong>Findings: </strong>The results indicate that trust in colleagues is positively related to organizational citizenship behavior (OCB) and teacher self-efficacy. Additionally, teacher self-efficacy and OCB are also positively related. Furthermore, the relationship between trust in colleagues and OCB is partially mediated by teacher self-efficacy. Moreover, collective efficacy significantly moderates the path between teacher self-efficacy and OCB but not between trust in colleagues and OCB.</p><p><strong>Originality/value: </strong>Despite earlier studies examining the relationship between trust, teacher self-efficacy, and OCB, little is known about the mediating mechanism of teacher self-efficacy and the moderating effect of collective efficacy. Thus, this present study makes significant contributions in both theoretical and practical aspects.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11451000/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142373056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}