Effects of a New Soft Skills Metacognition Training Program on Self-Efficacy and Adaptive Performance.

Although soft skills training is called for by many scholars and managers, empirical studies on concrete training programs are scarce and do not always have the methodological rigor that is necessary to draw meaningful conclusions about their impact. In the present research, we investigate the effects of a new soft skills metacognition training program on self-efficacy and adaptive performance. To test these effects, we conducted an experiment with a sample of employees of a large firm (n = 180). The experiment included pre- and post-measurements and a control condition. The results suggested that participating in the training led to an increase in soft skills metacognition, self-efficacy, and four dimensions of adaptive performance, compared to a control condition. Mediation analyses suggested that an increase in soft skills metacognition led to an increase in self-efficacy, which led, in turn, to an increase in adaptive performance. Theoretical and practical implications are discussed, as well as limitations.

Evolution and impact of self-efficacy during French COVID-19 confinement: a longitudinal study.

Based on social cognitive theory, we propose that self-efficacy is a personal resource that protects people from the impact of confinement in the context of the COVID-19 pandemic. In a longitudinal study where 197 French citizens were surveyed over 8 weeks of confinement (though only 25 participants responded each of these 8 weeks), we examined the relationships between general self-efficacy and positive affect, negative affect and adaptive performance at work. Consistent with theoretical expectations, self-efficacy was relatively stable during confinement and was positively related to positive affect and negatively related to negative affect. Self-efficacy was also positively correlated with all dimensions of adaptive performance at work during confinement. The role of self-efficacy as a protective factor against depressive risks induced by the stressful COVID-19 pandemic is discussed.

Development and validation of the Work Stressor Inventory for Nurses in Oncology: preliminary findings.

AIM: This study is a report of the development and testing of the Work Stressor Inventory for Nurses in Oncology. BACKGROUND: Stressors in oncology nursing are generally assessed using generic stress scales like the Nursing Stress Scale or the Health Professions Stress Inventory. However, qualitative investigations have highlighted the specific nature of the stress to which nurses are exposed. DESIGN: The Work Stressor Inventory for Nurses in Oncology was developed using both qualitative and quantitative methodologies. METHOD: For the item generation phase, a semi-structured interview was conducted with 59 nurses working in oncology units during 2007. A total of 51 work-related items were retained for the final survey. A convenience sample of 582 nurses working in oncology completed the survey between January 2008-June 2008. They also completed the General Health Questionnaire and the Maslach Burnout Inventory. The Work Stressor Inventory for Nurses in Oncology was further tested for theoretically supported constructs, internal consistency reliability and concurrent validity. FINDINGS: The exploratory results revealed five factors: workload, dealing with death and dying, dealing with suffering, interpersonal conflicts, dealing with patients and relatives. The internal consistency of the five subscales was satisfactory. Correlation patterns between the Work Stressor Inventory for Nurses in Oncology dimensions and both mental health and burnout variables support the criterion-related validity of the scale. CONCLUSION: Future quantitative or qualitative studies using this scale could add knowledge about the experiences of emotional and organizational stressors related to this area of nursing.

Psychometric properties of the French adaptation of the multidimensional body self relations questionnaire-appearance scales.

The present study investigated the psychometric properties of the French adaptation of the Multidimensional Body Self Relations Questionnaire-Appearance Scales, a widely used instrument in body image research. The questionnaire is composed of five subscales: Appearance Orientation, Appearance Evaluation, Overweight Preoccupation, Self-classified Weight, and the Body Areas Satisfaction Scale. Exploratory factor analyses were conducted on a sample of 765 subjects for the first two subscales. As expected, the analyses yielded two factors: Appearance Orientation and Appearance Evaluation. Internal consistencies ranged between .66 and .88 and test-retest reliabilities ranged between .78 and .85 for the five subscales. Appearance evaluation and the Body Areas Satisfaction Scale showed good convergent validity with the Body Image Questionnaire. Validity was supported by comparing scores for sex, for groups according to body mass index (underweight, normal weight, overweight, and obese), and by exploring the influence of social desirability.

Personality traits and students' misbehavior: effects on French physical education teachers' anger response.

The aim was to assess intensities of State Anger over one week, reported by physical education teachers working in Education Priority Zone schools, to obtain descriptive data in diaries of these teachers' actions and reactions related to students' misbehavior. French physical education teachers (N=175) completed the Trait Anger Scale, the Trait Anxiety Inventory Form Y2, the Self-Esteem Scale, and the Depression Inventory. Cutoff scores on Trait Anger provided two groups (High Trait Anger, n=44 and Low Trait Anger, n=24). Participants (N=68) recorded State Anger and gave information about student misbehaviors in memorandums. Analysis showed mean State Anger was low. Participants' Trait Anger and personality correlates suggested they differed in reactions to students' misbehaviors. Findings were discussed in relation to the literature.