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.

Juggling Between Parental and School Expectations: The Development of Domain-Specific Acculturation Orientations in Early Adolescence.

We examined how perceived acculturation expectations from parents and school, and ethnic discrimination predicted early adolescents' heritage and mainstream acculturation orientations at home (private domain) and in school (public domain) one year later. We surveyed 263 early adolescents of immigrant background in Germany (Mage  = 10.44 years, 60% female). Multigroup path analyses revealed that perceived acculturation expectations and ethnic discrimination were more strongly related to adolescents' private than public acculturation orientations. Parental heritage expectations were the strongest predictor of adolescents' acculturation orientations. Boys were more susceptible than girls to ethnic discrimination and acculturation expectations in school, which affected their private and public acculturation orientations. Results highlight the importance of integrating domain-specific and gendered experiences when analyzing adolescents' acculturative development.

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.

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.

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.

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.

Equal but different: Effects of equality/inclusion and cultural pluralism on intergroup outcomes in multiethnic classrooms.

OBJECTIVES: Integrating research on intergroup contact and intercultural relations, we investigated effects of 2 types of cultural diversity norms (equality/inclusion and cultural pluralism) on outgroup orientation and perceived discrimination among students of immigrant and nonimmigrant background. METHOD: Our sample comprised 1,975 6th graders (Mage = 11.53, SDage = 0.69, 47% female) in Germany, of whom 1,213 (61%) were of immigrant background, defined as having at least 1 parent born in a different country. A total of 83 countries of origin were represented. We applied a multilevel framework to assess the impact of individual-level and class-level predictors on intergroup outcomes, controlling for the classroom ethnic composition, school track, and individual-level covariates. Immigrant background was treated as a moderator. RESULTS: The 2 types of cultural diversity norms were generally associated with more positive intergroup outcomes. Some of the associations differed in strength between students of immigrant and nonimmigrant background. There were stronger associations of equality/inclusion with higher outgroup orientation among students of nonimmigrant background and with lower perceived discrimination among students of immigrant background. Ethnic composition, as well as the classroom-aggregated diversity norms (diversity climate) showed weaker relations with the outcome variables. CONCLUSIONS: Equality/inclusion norms and cultural pluralism norms can make complementary contributions to positive relations between students of immigrant and nonimmigrant background. Equality/inclusion norms foster positive contact and equal treatment, while cultural pluralism norms emphasize that it is also important to value diversity.¹ (PsycINFO Database Record

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.

Ethnic, Familial, and Religious Identity of Roma Adolescents in Bulgaria, Czech Republic, Kosovo, and Romania in Relation to Their Level of Well-Being.

This study examines ethnic, national, familial, and religious identity and well-being of 632 Roma minority and 589 majority adolescents (age: M = 15.98 years, SD = 1.34) in Bulgaria, the Czech Republic, Kosovo, and Romania. Results indicated that Roma showed lower endorsement of national identity but stronger religious identity than their majority counterparts. Path models showed positive associations of familial and religious identities with well-being, whereas Roma identity was negatively associated with well-being, particularly for Roma in Bulgaria and Kosovo (countries with a less active policy toward improving conditions of Roma). In the latter countries, Roma ethnic identity is less relevant and weakly associated with psychological well-being of youth.

An Explanatory Model of Dating Violence Risk Factors in Spanish Adolescents.

Dating violence is a serious public health issue that needs further understanding in terms of risk factors that may be involved in it. The main goal of this study was to test a mediational model of dating violence risk factors. The sample was composed of 477 secondary and college students from Spain (59% females). A dynamic developmental explanatory model considering aggressiveness, insecure attachment, interparental conflict, and peer dating violence was tested using a multigroup structural equation model. Aggressiveness partially mediated the relation between anxious attachment and dating violence and fully mediated the association between interparental conflict resolution and dating violence. Furthermore, perceived peer dating violence was a direct predictor of dating violence. Implications for prevention and intervention plans are discussed.

Extreme response style as a cultural response to climato-economic deprivation.

We investigated the effects of climato-economic harshness on extreme response style. Climato-economic theorising postulates that a more threatening climate in poorer countries, in contrast to countries with a more comforting climate and richer countries with a more challenging climate, triggers intolerance of ambiguity and uncertainty avoidance inherent to conservatism, in-group favouritism and autocracy. Scores of extreme response style at country level, a proxy of this cluster of cultural characteristics, were extracted from students' responses in the Programme for International Student Assessment to test the hypothesis. In a series of hierarchical regression analysis across 64 countries, cold demands, heat demands and GDP per capita showed a highly significant interaction effect on extreme response style, predicting in total 30.7% of the variance. Extreme response style was highest in poorer countries with higher climatic demands, and lowest in richer countries with lower climate demands. Implications are discussed.

Cultural Diversity Climate and Psychological Adjustment at School-Equality and Inclusion Versus Cultural Pluralism.

The present study is concerned with cultural diversity climate at school and how it relates to acculturation orientations and psychological school adjustment of early adolescent immigrants. Specifically, the distinct role of two types of diversity policy is investigated, namely (a) fostering equality and inclusion and (b) acknowledging cultural pluralism. Longitudinal multilevel analyses based on 386 early adolescent immigrant students (Mage  = 10.49 years) in 44 ethnically heterogeneous classrooms in Germany revealed that the manifestations of both types of policies promote psychological school adjustment (i.e., better well-being and fewer psychological and behavioral problems) at the individual level. However, they differ in their effects on acculturation orientations. At the classroom level, equality and inclusion promote assimilation. Implications for research and educational practice are discussed.

'Everyone has a secret they keep close to their hearts': challenges faced by adolescents living with HIV infection at the Kenyan coast.

BACKGROUND: The upsurge in the uptake of antiretroviral therapy (ART) has led to a significant increase in the survival of vertically acquired HIV infected children, many of whom are currently living into adolescence and early adulthood. However little if anything is known of the lived experiences and the challenges faced by HIV positive adolescents in the African context. We set out to investigate psychosocial challenges faced by HIV infected adolescents on the Kenyan coast. METHODS: A total of 44 participants (12 HIV-infected adolescents, 7 HIV uninfected adolescents, and 25 key informants) took part in this qualitative study, using individually administered in-depth interviews. A framework approach was used to analyze the data using NVIVO software. RESULTS: We observed that the challenges faced by adolescents in rural Kenya could be placed into six major themes: poverty, poor mental and physical health, the lack of a school system that is responsive to their needs, challenges in how to disclose to peers and family members, high levels of stigma in its various forms, and challenges of medical adherence leading to the need for close monitoring. CONCLUSION: In this African community, vertically acquired HIV-infected adolescents face a complex set of social, economic and medical challenges. Our study points to the urgent need to develop multisectorial intervention support programmes to fully address these challenges.

Response styles in factual items: Personal, contextual and cultural correlates.

This study investigated response styles in factual items and explored their associations with personal, contextual and cultural factors. Responses on various factual questions, cognitive tests and interviewers' observational data from a total of 152,514 respondents in 22 countries in the Programme for the International Assessment of Adult Competencies (PIAAC) were analysed. Indexes of extreme, midpoint and acquiescent response styles were extracted from Likert-scale and dichotomous responses of factual items. A general response style (GRS) with a positive loading of extreme response style and negative loadings of midpoint and acquiescent response styles was confirmed. This factor showed a similar cross-cultural patterning as another general factor from attitudinal and self-evaluative items of Likert scales in a previous study, which indicated the pervasiveness of response styles irrespective of types of survey items. In a multilevel analysis, the individual-level GRS was found to be negatively related to being male, educational level and literacy competency, and positively related to 3rd-person presence and background noise, and at country level negatively associated with socioeconomic development. Cross-level interactions were also found. Implications on the pervasiveness and nature of response styles are discussed.

Linking extreme response style to response processes: A cross-cultural mixed methods approach.

The aim of this study is to contribute to a better understanding of extreme response style in cross-cultural research by integrating quantitative and qualitative evidence in a mixed methods design. In the quantitative phase, indexes of extreme response style, derived from quality of life measures from different international studies, were compared between Spain and the Netherlands. Results indicated that extreme responding was more common among Spanish than among Dutch in endorsement of items, but that the opposite was found for frequency scales including never as a response anchor. In the qualitative phase, cognitive interviews were conducted with 25 participants in each country. The integration of quantitative results and qualitative findings suggests that country differences in extreme response style may stem from various sources, including the more independent evaluation of each item by Dutch, the stronger connotations of never for Spanish and stronger emotions triggered by specific topics such as work satisfaction that was more strongly associated with insecurity for Spanish. It is concluded that the integration of quantitative and qualitative evidence can help to understand cross-cultural similarities and differences in extreme response style.

Emotion valence, intensity and emotion regulation in immigrants and majority members in the Netherlands.

We were interested in interethnic differences and similarities in how emotion regulation strategies (reappraisal, suppression and social sharing) can be predicted by emotion valence and intensity. The sample consisted of 389 Dutch majority members and members of five immigrant groups: 136 Turkish and Moroccan, 105 Antillean and Surinamese, 102 Indonesian, 313 Western and 150 other non-Western immigrants. In a path model with latent variables we confirmed that emotion regulation strategies were significantly and similarly related to emotion valence and intensity across the groups. Negative emotions were more reappraised and suppressed than positive emotions. Intensity was positively related to social sharing and negatively related to reappraisal and suppression. The Dutch majority group scored higher on emotion valence than Turkish and Moroccan immigrants. Also, the Dutch majority group scored lower on reappraisal than all non-Western groups, and lower on suppression than Turkish and Moroccan immigrants. We conclude that group differences reside more in mean scores on some components than in how antecedents are linked to regulation strategies.

Collective identity and well-being of Bulgarian Roma adolescents and their mothers.

In Europe and specifically in Bulgaria, Roma represent the largest indigenous ethnic minority exposed to severe discrimination, social exclusion, poverty, and compromised well-being. To improve their conditions, identifying sources of psychological well-being for Roma is theoretically relevant and practically important. This study investigated the relation between ethnic, familial, and religious identities as salient collective identity components for psychological well-being among 194 Roma adolescents (age: M = 16.11 years, SD = 1.36) and their mothers (age: M = 35.95 years, SD = 3.54). The results indicated that in line with marginalization models of acculturation, Roma youth and their mothers showed a low endorsement of both Bulgarian mainstream and Roma ethnic identity. The average scores of well-being were also low. For both groups, familial identity was stronger compared to Roma, Bulgarian, and religious identity. A path model showed that collective identity was a positive predictor of well-being in both adolescents and mothers and that the mothers' collective identity was a predictor of adolescent well-being. Bulgarian mainstream identity had the strongest relationship with collective identity. It is concluded that, for Roma youth and their mothers, family is an important identity domain as it represents the most salient identification source that is not challenged in their environment.

Emotional suppression and well-being in immigrants and majority group members in the Netherlands.

We were interested in interethnic differences in emotional suppression. We propose a model in which suppression of specific emotional experiences (suppressive behaviours during interactions with others) mediates the relationship between emotional suppression tendency (intention to suppress emotions) and well-being, operationalised as mood disturbance, life dissatisfaction and depressive and physical symptoms. The sample consisted of 427 majority group members and 344 non-Western and 465 Western immigrants in the Netherlands. Non-Western immigrants scored higher on emotional suppression tendency and lower on well-being than the other groups. We did not find interethnic differences in suppression of specific emotional experiences. The full mediation model was supported in all groups. Interethnic differences in well-being could not be accounted for by differences in emotional suppression.

Attachment and psychological well-being among adolescents with and without disabilities in Kenya: the mediating role of identity formation.

The current study is aimed at evaluating the relationship between attachment and identity development, and their influence on psychological well-being in adolescents with and without disabilities in Kenya. The sample was composed of 296 adolescents (151 with disabilities and 145 without any disability). The mean age in our sample was 16.84 years (SD = 1.75). Adolescents with disabilities had significantly lower scores in identity formation, paternal attachment, and life satisfaction. A path model indicated that identity formation partially mediated the relationship between secure attachment and psychological well-being. Our findings indicate that both parent and peer attachment play an important role in the identity formation and psychological well-being of adolescents in Kenya, irrespective of a disabling condition. A multigroup analysis indicated that while the structure of the relationship between variables held for groups, the pattern and strength of the relationships differed. Implications for practice, especially the guidance and counseling services in schools, are discussed.