Taking the Resources-Experiences-Demands Model (RED Model) by Salanova and colleagues as our starting point, we tested how work self-efficacy relates positively to negative (i.e., work overload and work-family conflict) and positive outcomes (i.e., job satisfaction and organizational commitment), through the mediating role of workaholism (health impairment process) and work engagement (motivational process). In a sample of 386 administrative staff from a Spanish University (65% women), Structural Equation Modeling provided full evidence for the research model. In addition, Multivariate Analyses of Variance showed that self-efficacy was only related positively to one of the two dimensions of workaholism, namely, working excessively. Finally, we discuss the theoretical and practical contributions in terms of the RED Model.

The relationship of parenting styles with adolescents' outcomes was analyzed within a sample of Spanish adolescents. A sample of 1456 teenagers from 13 to 16 years of age, of whom 54.3% were females, reported on their parents' child-rearing practices. The teenagers' parents were classified into one of four groups (authoritative, authoritarian, indulgent, or neglectful). The adolescents were then contrasted on two different outcomes: (1) priority given to Schwartz's self-transcendence (universalism and benevolence) and conservation (security, conformity, and tradition) values and (2) level of self-esteem (appraised in five domains: academic, social, emotional, family and physical). The results show that Spanish adolescents from indulgent households have the same or better outcomes than adolescents from authoritative homes. Parenting is related with two self-esteem dimensions—academic and family—and with all the self-transcendence and conservation values. Adolescents of indulgent parents show highest scores in self-esteem whereas adolescents from authoritarian parents obtain the worst results. In contrast, there were no differences between the priority given by adolescents of authoritative and indulgent parents to any of the self-transcendence and conservation values, whereas adolescents of authoritarian and neglectful parents, in general, assign the lowest priority to all of these values.

This semi-experimental study examines how Mindfulness facilitates a distress reduction in a group of health professionals. The sample comprises 29 professionals seeking stress reduction who undertook an 8 weeks psico-educative intervention, involving 28 hours of class, based on a program called Mindfulness-based Stress Reduction or MBSR. Results show a 35% reduction of distress, from percentile 75 to 45, combined with a 30% reduction in rumination and a 20% decrease in negative affect. These benefits lasted during the 3 months of the follow up period. The correlation analysis indicates that the decrease in distress is significantly related to the other two variables. These results confirm the effectiveness of MBSR to decrease distress and its applicability in training programs for health professionals.

The purpose of this paper was to validate the Spanish version of the Perceived Locus of Causality Scale (PLOC; Goudas, Biddle, & Fox, 1994). To achieve this, two studies with samples of 1535 and 400 physical education students, of ages 12 to 17 years, were carried out. The psychometric properties of the PLOC were examined through the following analyses: confirmatory factor analysis, factor invariance, correlation among factors, reliability (Cronbach's alpha), temporal stability (test-retest), and criterion validity. The results partially supported the five-factor structure. This structure was invariant across the two study samples. Correlations among the subscales indicated a simplex pattern, supporting construct validity of the scale. Alpha values over .70 (except for introjected regulation) and high temporal stability (intra-class correlation coefficient = .83 to .90) over a four-week period were obtained. The mastery-approach goal positively predicted self-determined motivation, whereas the performance-avoidance goal predicted it negatively. Future studies should continue to analyze the psychometric properties of the PLOC, as the validation of an instrument should be an ongoing process.

This paper aims to investigate the relationship between teacher's personality types, emotional intelligence and burnout and to predict the burnout levels of 147 teachers in the city of Mashhad (Iran). To this end, we have used three inventories: Maslach Burnout Inventory (MBI), NEO Five Factor Inventory (NEO-FFI), and Emotional Quotient Inventory (EQ-I). We used Homogeneity Analysis and Multiple Linear Regression to analyze the data. The results exhibited a significant relationship between personality types and emotional intelligence and the three dimensions of burnout. It was indicated that the best predictors for emotional exhaustion were neuroticism and extroversion, for depersonalization were intrapersonal scale of emotional intelligence and agreeableness, and for personal accomplishment were interpersonal scale and conscientiousness. Finally, the results were discussed in the context of teacher burnout.

This study examines the relationships among stressors, coping strategies, self-efficacy and burnout in a sample of 724 Spanish primary and secondary teachers. We understood stressors as barriers perceived by teachers that interfere with their work meeting learning objectives and which cause them stress and burnout. An analysis of teacher responses using hierarchical regression revealed that pedagogical barriers had significant positive effects on the burnout dimensions. Furthermore, the results show not only the moderator role played by coping strategies in the pedagogical barriers-burnout dimensions relationship, but also the association between self-efficacy and the coping strategies used by teachers. Practical implications are discussed.

The purpose of this investigation was to examine the relationships among perceived motivational climate, individuals' goal orientations, and dispositional flow, with attention to possible gender differences. A sample of 413 young athletes, ages 12 to 16 years, completed the Perceived Motivational Climate in Sport Questionnaire-2 (PMCSQ-2) and Perception of Success Questionnaire (POSQ), as well as the Dispositional Flow Scale. Task orientation was positively and significantly related to a perceived task- involving motivational climate and to the disposition to experience flow in the sport. Ego orientation was positively and significantly associated with a perceived ego-involving motivational climate and with dispositional flow. The perceptions of task-involving and ego-involving motivational climates were positively and significantly linked to general dispositional flow. Multiple regression analysis indicated that both task and ego goal orientations and perceived task- and ego-oriented climates predicted dispositional flow. Males displayed a stronger ego orientation, and were more likely to report that they participated in an ego-oriented climate, than did females. To the contrary, the females were more likely to perceive a task-oriented climate than did the males. No meaningful differences were found between males and females in general dispositional flow.

This paper examines the responses of two samples of prospective teachers (New Zealand, n = 324; and Spain, n = 672) to the Teachers' Conceptions of Assessment inventory (English and Spanish respectively). The inventory captures four major intentions for assessment (i.e., improvement, irrelevance, school and student accountability). The conceptions of prospective teachers about the nature and purpose of assessment are relevant, given that (a) much educational assessment is carried out in classrooms; and (b) prospective teachers enter the teacher education programs with significant prior school experience of assessment as pupils. Results of confirmatory factor analysis indicated that the original model was inadmissible and that the best-fitting revised model was only configurally invariant between the two samples. It would appear that lack of teaching experience results in different responses for prospective teachers to those of practicing teachers. Moreover, differences in societal and cultural priorities for assessment use most likely explain the lack of invariance between samples.

The aim of this study was twofold: firstly, to investigate the grade level (elementary and middle school) and gender effect on students' motivation in science (perceived academic science self-concept and task value) and perceived family involvement, and secondly to examine the relationship among family environment variables (fathers' educational level, mothers' educational level, and perceived family involvement), motivation, gender and science achievement in elementary and middle schools. Multivariate Analysis of Variance (MANOVA) showed that elementary school students have more positive science self-concept and task value beliefs compared to middle school students. Moreover, elementary school students appeared to perceive more family involvement in their schooling. Path analyses also suggested that family involvement was directly linked to elementary school students' task value and achievement. Also, in elementary school level, significant relationships were found among father educational level, science self-concept, task value and science achievement. On the other hand, in middle school level, family involvement, father educational level, and mother educational level were positively related to students' task value which is directly linked to students' science achievement. Moreover, mother educational level contributed to science achievement through its effect on self-concept.

This paper explored public willingness to act when exposed to cases of intimate partner violence against women, by analyzing the influence of perceived severity and personal responsibility on two types of responses: mediating and reporting to the police. Results (N = 419) yielded main effects of personal responsibility for both types of responses. No main effects of perceived severity were found. A significant interaction between perceived severity and personal responsibility was found only for reporting responses. Results are discussed in light of the helping behavior research tradition. Implications for public education and advocacy programs are also considered.

The goal of this study was to examine the psychometric properties of the Aggression Questionnaire (AQ) in Spain. The AQ is a 29-item instrument designed to measure the different dimensions of the hostility/anger/aggression construct. It consists of 4 subscales that assess: (a) anger, (b) hostility, (c) verbal aggression, and (d) physical aggression. In Study 1, reliability, construct validity, and convergent validity were evaluated in a group of 384 male and female university students. Test-retest reliability was evaluated using a group of 154 male and female university students. The results of the factor analysis were similar to the scale structure claimed for this instrument. The subscales also showed internal consistency and stability over time. The AQ and its subscales were also compared with the scales and subscales of the Spielberger State-Trait Anger Expression Inventory (STAXI), the Cook-Medley Hostility Scale (Ho), the Buss-Durkee Hostility Inventory (BDHI), and the Jenkins Activity Survey-Form H (JASE-H). The results show that the AQ evaluates some aspects of anger, such as Anger-Trait and Anger-Out, rather than other elements, such as Anger-In or Anger-State. In Study 2, two new male groups were used to evaluate the criterion validity of the AQ: 57 prison inmates and 93 university students, finding that this instrument discriminated between the scores obtained by common offenders and university students.

The purpose of this study was to evaluate the effects of a play program in the creative thinking of preschool children. The study used a repeated measures experimental pretest-posttest design with control groups. The sample included 86 participants aged 5 to 6 years (53 experimental and 33 control participants). Before and after administering the program, two evaluation instruments were applied: The Torrance Test of Creative Thinking (Torrance, 1990) and Behaviors and Traits of Creative Personality Scale (Garaigordobil & Berrueco, 2007). The program consisted of a weekly 75-minute play session throughout the school year. ANOVA results showed that the program significantly increased the verbal creativity (fluency, flexibility, originality), graphic creativity (elaboration, fluency, originality), and behaviors and traits of creative personality. In the pretest phase, there were no differences in the creativity of boys and girls, and the program stimulated a similar level of change in both sexes. The discussion focuses on the importance of implementing creative programs with preschool children.

This study examined a gratitude intervention repeating Emmons and McCullough study (2003) in a Spanish sample. Participants were randomly assigned to one of three conditions (gratitude, hassles and any event) and kept daily records during 2 weeks of gratitude, affect, quality of relationships, physical and subjective well-being. We added design features to assess the intervention long-term impact (follow-up measures), and to improve the design control (pre-treatment measures). Following the cited authors' analysis, i.e., comparing groups only in the post-test, we replicated their results, finding differences in positive affect and gratitude between the gratitude condition and the hassles condition. However, when including both the pre and the follow-up measures in the analysis, results were replicated only partially, as the difference in gratitude disappeared. Moreover, the difference in positive affect between groups in the post-test seemed to be influenced mainly by a decrease in positive affect in the hassles group. Post-test differences between groups in positive affect disappeared in the follow-up. Gratitude interventions may have an effect on well-being, but we consider other methods to promote gratitude besides gratitude journals should be tested.

The aim of this study is twofold: to determine whether (and how) gender stereotypes have changed over time through a comparison of two different sets of data collected in 1993 (N = 1255) and 2001 (N = 1255) from a representative sample of the Spanish population, and to examine the relation between gender traits and roles and its stability over time. In addition, special attention is paid to the psychometric properties of the measures of gender traits and roles used in the study. The content of gender stereotypes was found to remain stable over the target period of time, confirming the classical typology (a higher assignment of expressive-communal traits to women and of instrumental-agentic traits to men). The structure of the gender-role questionnaire allows us to distinguish between family-role and work-role stereotyping. Gender-role stereotyping shows a marked decline between 1993 and 2001, a result that contrasts with the stability of trait-role stereotyping. The fact that a very low correlation is observed at the two time points between these two components of gender stereotyping strongly suggests their independence.

Teachers constitute one of the professional collectives most affected by psychological problems. The purpose of this quasi-experimental study is to examine the efficacy of a mindfulness training programme to reduce psychological distress in a group of teachers. The sample comprised 68 teachers of Secondary School Education, from various public schools; half of them formed the experimental group, and the another half the control group. The levels of psychological distress were measured, in both groups, by the Symptom Checklist-90-R (SCL-90-R) before and after the application of the programme. Statistical analysis shows the significant reduction of three general measures of psychological distress (Global Severity Index, Positive Symptom Distress Index, and Positive Symptom Total), as well in all its dimensions (somatization, obsessive-compulsive, interpersonal sensibility, depression, anxiety, hostility, phobic anxiety, paranoid ideation, and psychoticism), in the experimental group compared with the control group. Follow-up measures show that these results were maintained for four months after termination of the intervention in the experimental group.

A meta-analysis was conducted to reach a pooled estimate of the diagnostic accuracy of the SCOFF. The 15 selected studies represented a total of 882 cases and 4350 controls. The main criterion for inclusion was that the primary study had provided diagnostic classification with both a diagnostic reference and with the SCOFF (with five items and a cut-off point of two). The pooled estimates were .80 (sensitivity) and .93 (specificity). The moderator variables gender and type of measure for the diagnostic reference (interview versus psychometric tests) account for part of the observed variability. For diagnostic references based on interviews the estimate of the efficacy improves significantly. For the studies that match this criterion the sensitivity is .882 and the specificity .925 (diagnostic odds ratio, 92.19). The main conclusion was that the five questions of the SCOFF constitute a very useful screening tool, in several languages; it is highly recommended for screening purposes.

Individual morningness-eveningness differences explain the rhythmic variations of behavioral and biological patterns. Several studies have corroborated that morningness preference increases over adulthood and aging. Adolescents shift their time of day preferences from morningness to eveningness during puberty. The aims of this study were translate to Spanish the Morningness-Eveningness Scale for Children (MESC) and to analyze age and sex differences. A group of 600 adolescents (aged between 12 and 16 years) participated in the study. Psychometric analysis showed that reliability and factor structure were suitable and similar to previous studies. The results indicated a clear decrease of morningness as of 12 years. Boys were more morningness-oriented than girls in several items of the questionnaire. In view of the results, several educational implications are raised.

The ways in which children appraise and cope with school bullying are likely to influence the long-term outcomes experienced. To examine this possibility, 219 Spanish undergraduate students (73 male, 146 female) aged between 18 and 40, completed an adapted version of the Retrospective Bullying Questionnaire (RBQ; Schäfer et al., 2004) and a distress scale (Rivers, 1999). Results indicated that neither coping strategies reported by victims of bullying nor the match between control appraisal and coping strategy influenced levels of distress experienced as adults. Control, threat and challenge appraisals did, however, influence long-term distress. Explanations for these effects are discussed, and include the possibility that appraisals may directly influence levels of distress and the quality of emotions experienced by victims during the actual bullying episode. Active strategies were perceived by students to be effective in dealing with bullying, whereas those centered on avoiding the conflict, or which involved aggression, were considered ineffective.

The independent and the combined influence of word length, word frequency, and contextual predictability on eye movements in reading was examined across processing stages under two priming-context conditions. Length, frequency, and predictability were used as predictors in multiple regression analyses, with parafoveal, early, late, and spillover eye movement measures as the dependent variables. There were specific effects of: (a) length, both on where to look (how likely a word was fixated and in which location) and how long to fixate, across all processing stages; (b) frequency, on how long to fixate a word, but not on where to look, at an early processing stage; and (c) predictability, both on how likely a word was fixated and for how long, in late processing stages. The source of influence for predictability was related to global rather than to local contextual priming. The contribution of word length was independent of contextual source. These results are relevant to determine both the time course of the influence of visual, lexical, and contextual factors on eye movements in reading, and which main component of eye movements, that is, location or duration, is affected.

This study focuses on the cognitive components of general environmental attitudes. Taking as a starting point the scale of Thompson and Barton (1994) to identify ecocentric and anthropocentric motives in environmental conservation, the beliefs that guide attitudes in the person-environment relationship are analyzed. Confirmatory factor analysis was used to contrast the tripartite structure of these beliefs—based on egoistic, socioaltruistic, and biospheric aspects—with a two-dimensional structure that confronts ecocentric and anthropocentric orientations. The results obtained from two samples, a student sample (n = 212) and a sample from the general population of Madrid (n = 205), indicate the existence of a three-dimensional structure of environmental beliefs: an anthropocentric dimension based on the instrumental value of the environment for human beings, a biospheric dimension that values the environment for its own sake, and, lastly, an egobiocentric dimension that values the human being within nature as a whole.