Lactation and Work: Managers' Support for Breastfeeding Enhance Vertical Trust and Organizational Identification.

BACKGROUND: In working women, there are barriers when combining the mother and work role, especially during the breastfeeding period. Recent literature shows that improving organizational support increases trust performance via different domains (i.e., organizational identification) and that improving support for breastfeeding increases lactation rates and duration. Breastfeeding support in the workplace is one component that contributes to a mother's ability to continue to breastfeed once she has returned to work. This is a Human Resource Management practice that facilitates a work-life balance. Working mothers have, at least, two roles: mother and worker and, when mothers return to work, they have to manage both identities. Is lactation a way to keep both identities connected? Is organizational support of breastfeeding a way to improve organizational identification? The aim of this paper is to analyze a hierarchical model to explain how managers and co-worker support to breastfeeding predict trust and organizational identity in a sample of Spanish working mothers (N = 1,028). MATERIALS AND METHODS: To analyze the indirect effect, it was tested using a mediation model with PROCESS in two random samples and carried out structural equation modeling to confirm structural relationship in the proposed model. RESULTS: Outcomes reveal effects of managers' support to lactation and vertical trust in organizational identity but not in co-worker path. CONCLUSION: The findings suggest the manager's role in maintaining trust from working women and create and maintenance organizational identification.

Social identity and engagement: an exploratory study at university / La identidad social y el compromiso: estudio exploratorio en la universidad

Within the framework of research on students' active performance in their study habits, the aim of this study is to analyze a model predicting the effect of social identity and personal initiative on engagement in university students. We conducted a cross-sectional study on 266 students from different Spanish universities. The resulting data were analyzed using SPSS Macro MEDIATE. Evidence was found for the proposed model. Only group-identity predicted personal initiative and engagement. Analysis revealed the mediating role of proactive behavior on engagement in university students. It is concluded that the university management may intervene, from an organizational-culture approach, promoting guidelines to reinforce students' sense of belonging by enhancing initiative and autonomous problem solving in learning behaviors (AU)

Dentro del marco de investigación sobre desempeño activo de estudiantes, el objetivo de este trabajo es analizar un modelo predictor del efecto de identidad social e iniciativa personal en el compromiso de estudiantes universitarios. Se llevó a cabo un estudio transversal con 266 alumnos de diversas universidades españolas. Los datos se analizaron con la Macro MEDIATE de SPSS. Se encontraron pruebas para el modelo propuesto. Sólo la identidad grupal predecía la iniciativa personal y el engagement. El análisis mostró el papel mediador de la iniciativa personal en el engagement de estudiantes universitarios. Entre las conclusiones se destaca la posibilidad de promover desde la Universidad el sentido de pertenencia para generar iniciativa personal y la solución autónoma de problemas en los comportamientos de aprendizaje (AU)

Social identity, passion and well-being in university students, the mediating effect of passion

Research on positive emotions associated with the performance of an activity, such as work or study, has increased exponentially in recent years. Passion is understood as an attitude and intense emotion in the performance of an activity, and it has shown both positive and negative consequences for well-being. A link between social identity and positive emotions through social category membership has been described. The aim of this work is to study the relationship between social identity, the dimensions of passion and the positive impact on university responses. A quasiexperimental design was used on a sample of 266 university students from different Spanish universities (Universidad Nacional de Educación a Distancia, Universidad Miguel Hernández and Universidad de Alicante). Descriptive analyzes were performed on the study’s variables using SPSS 18. Structural equation modeling was carried out with AMOS 18 and the mediational analysis with MODMED macro developed by Preacher, Rucker, and Hayes (2007). The results show that the identity of the studies had an indirect effect on positive responses mediated by passion for the studies (RMSEA = .07; CFI = .97; NFI = .96; TLI = .92). It is observed that the harmonious and obsessive dimensions of passion differ in the mediating effect on happiness and satisfaction with studies. Practical and theoretical implications for well-being are discussed (AU)

No disponible

Social identity, passion and well-being in university students, the mediating effect of passion.

Research on positive emotions associated with the performance of an activity, such as work or study, has increased exponentially in recent years. Passion is understood as an attitude and intense emotion in the performance of an activity, and it has shown both positive and negative consequences for well-being. A link between social identity and positive emotions through social category membership has been described. The aim of this work is to study the relationship between social identity, the dimensions of passion and the positive impact on university responses. A quasi-experimental design was used on a sample of 266 university students from different Spanish universities (Universidad Nacional de Educación a Distancia, Universidad Miguel Hernández and Universidad de Alicante). Descriptive analyzes were performed on the study's variables using SPSS 18. Structural equation modeling was carried out with AMOS 18 and the mediational analysis with MODMED macro developed by Preacher, Rucker, and Hayes (2007). The results show that the identity of the studies had an indirect effect on positive responses mediated by passion for the studies (RMSEA = .07; CFI = .97; NFI = .96; TLI = .92). It is observed that the harmonious and obsessive dimensions of passion differ in the mediating effect on happiness and satisfaction with studies. Practical and theoretical implications for well-being are discussed.