Workplace Bullying, Emotional Exhaustion, and Partner Social Undermining: A Weekly Diary Study.

Workplace bullying is one of the most relevant social stressors at work. Although previous research has shown its negative consequences for health and well-being, scarce evidence about the short-term consequences of workplace bullying and its crossover effects on the home domain is available. Thus, we conducted a multisource weekly diary study. A sample of 124 employees and their spouses filled a general survey (baseline measures) and a weekly online survey for four consecutive weeks (number of occasions = 992). Multilevel analyses showed that workplace bullying is associated with emotional exhaustion (γ = 0.643, SE = 0.215, t = 2.99, p < .05) and behaviors of social undermining toward the partner (γ = 0.751, SE = 0.187, t = 4.01, p < .01). Furthermore, rumination mediated the relationship between workplace bullying and its potential detrimental consequences for both employees' well-being (i.e., emotional exhaustion) and interpersonal connections (i.e., partner social undermining). These results shed some light on the mechanisms that can explain both the short-term effects of workplace bullying on employees' well-being and how such effects go beyond the work setting and can impact the home domain. The theoretical and practical implications of these findings are discussed.

Adaptation of the Teacher Efficacy Scale to Measure Effective Teachers' Educational Practices Through Students' Ratings: A Multilevel Approach.

BACKGROUND: There is an increasing evidence of the role that teachers' educational practices have for students' school achievement and their well-being. However, there is a lack of valid measures in Spanish to address effective educational practices based on students' perceptions. In response, this study aims to provide a valid, reliable scale for measuring educational practices in school settings: the Students' ratings of Teachers' Educational Practices Scale (STEPS). METHODS: We analyzed the scale's internal consistency and reliability, factor solution and invariance, and criterion validity, by using a multilevel approach in a sample of 2,242 students nested in 104 classrooms from 22 Spanish schools. RESULTS: Indicated that the scale exhibited good reliability according to the omega coefficient (within =.86 and between level =.98). The multilevel confirmatory factor analysis (MCFA) revealed a hierarchical factor solution: classroom management, instructional strategies, and students' engagement as first-order factors, and a general second-order factor labeled as effective educational practices. The scale demonstrated configural invariance by teaching level, sex, and region. Effective educational practices were associated with student self-esteem at the individual level. CONCLUSIONS: This study offers a reliable, valid instrument, STEPS, for measuring effective educational practices.

Exploring daily patterns of work engagement among teachers: A Latent growth modeling approach.

BACKGROUND: Starting from the Demands-Resources model, our aims through this diary research were to explore daily diary fluctuations in work engagement in a sample of teachers and to look for the effects of that on affect and satisfaction at home. METHOD: Several Latent Growth Curve (LCGA) models were run on two dimensions of work engagement (vigor and dedication) with an exploratory focus, to look for different grouped oscillation patterns. Then, several repeated measures MANCOVA explored whether those patterns were related to affect and satisfaction at night. RESULTS: Two distinct latent trajectories were found for work engagement dimensions. However, neither of them showed any notable development over time. Furthermore, our latent classes were found to be related to inter-individual differences in positive and negative affect, and the satisfaction at home domain, but no interesting within-subjects (overall time) effects were found. CONCLUSIONS: Contrary to our expectations, we provide some evidence of the stability of work engagement over the working week. In addition, following previous results, work engagement levels across the working week were found to be related to levels of affect and satisfaction at home, adding evidence to the spillover potential of work engagement on individuals' key personal resources.

Short-term trajectories of workplace bullying and its impact on strain: A latent class growth modeling approach.

The aim of this weekly diary study was (a) to identify trajectories of workplace bullying over time and (b) to examine the association of each cluster with strain indicators (i.e., insomnia and anxiety/depression). A sample of 286 employees during 4 weeks of data was used (N occasions = 1,144). Results of latent class growth modeling showed that 3 trajectories could be identified: a nonbullying trajectory, which comprised 90.9% of the sample; an inverted U trajectory; and a delayed increase bullying trajectory; the latter two each had 4.2% of the participants. We found a significant interaction between time and trajectories when predicting insomnia and anxiety/depression, with each strain showing a differential pattern with each trajectory. It seems that the negative effects on insomnia are long-lasting and remain after bullying has already decreased. In the case of anxiety and depression, when bullying decreases strain indicators also decrease. In this study, by examining trajectories of bullying at work over time and their associations with strain, we provide new insights into the temporal dynamics of workplace bullying. (PsycInfo Database Record (c) 2020 APA, all rights reserved).