Sense of belonging in secondary schools: a survey of LGB and heterosexual students in Flanders

This study focuses on differences in sense of belonging between lesbian, gay, and bisexual (LGB) and heterosexual students. Data from 1,745 secondary school students were collected with an online survey. Step-wise multiple regression analyses was used to investigate the relationship between sexual orientation and sense of school belonging. The results show that sexual orientation has an impact on sense of belonging for girls, but not for boys. Perceived discrimination and LGB friendliness of the school appeared to be important indicators of sense of belonging for all the respondents, irrespective of their sexual orientation.     

The longitudinal development of students' well-being in adolescence: The role of perceived teacher autonomy support

Although a decline in adolescents' well-being has repeatedly been reported, longitudinal evidence for this development is rare and time-varying factors like teacher autonomy support that could be associated with this trend have sparsely been investigated. Therefore, the present study examined how the temporal development of perceived autonomy support from their German language arts teachers is related to changes in four different facets of students' well-being. Longitudinal data from 3446 adolescents from Germany (N_Schools = 178) on five measurement points (Grades 5–9) were analyzed using latent growth curve models. Satisfaction with school, enjoyment of school, and self-rated health decreased over time, while social integration remained stable. Perceived teacher autonomy support also declined between Grades 5 and 9. Furthermore, baseline levels of perceived teacher autonomy support and facets of well-being were positively related. Finally and most importantly, our results indicated that changes in perceived teacher autonomy support were positively associated with the development of satisfaction with school, enjoyment of school, and self-rated health, but not social integration. The findings suggest that perceived teacher autonomy support plays an important role in the development of students' well-being in adolescence.     

The mediating role of frustration of psychological needs in the relationship between job insecurity and work-related well-being

Abstract

This study aims to test a new process underlying the negative relationship between job insecurity and work-related well-being. Specifically, based on Self-Determination Theory, frustration of the psychological needs for autonomy, belongingness and competence was expected to explain the associations between job insecurity and emotional exhaustion and vigour (i.e. the core energy-related components of burnout and work engagement, respectively). Structural equation modelling using data from a heterogeneous sample of 3185 Flemish employees confirmed that frustration of the three needs mediated the association between job insecurity and both outcomes. These results suggest that job insecurity is related to impaired work-related well-being, because it frustrates employees’ psychological needs. This study contributes to a rather small, but growing body of research on the theoretical explanations of the negative consequences of job insecurity for employees’ work-related well-being.     

Family resources as mediators in the relation between divorce and children's school engagement

Children are increasingly growing up in non-intact families. Because the family is a vital developmental part of growing-up, parental divorce can have far-reaching effects on children. This article investigates whether divorce interferes with children's engagement in school. According to the deprivation perspective, the effect of a parental divorce on children is mediated through the availability of family resources. Structural equation models are performed on the Leuven's Adolescent and Family Study. We conclude that the parental divorce effect on school engagement is mediated by the parent-child relationship, parental conflict, and financial problems at home.     

Job insecurity in temporary versus permanent workers: Associations with attitudes, well-being, and behaviour

Recent research suggests that the relationship between job insecurity and psychological outcomes is more negative among permanent compared with temporary workers. We investigate possible interaction effects between job insecurity and type of contract (temporary versus permanent) for various psychological outcomes (job satisfaction, organizational commitment, life satisfaction, and self-rated performance), some of which have received little attention. We aim to explain these interaction effects, while taking into account the heterogeneous nature of temporary workers in terms of tenure, employment prospects, and wish to do temporary employment. We argue that permanent workers expect higher levels of job security; job insecurity breaches permanent workers' but not temporary workers' expectations. This may relate to unfavourable outcomes. Similarly, the heterogeneous nature of temporary workers may relate to job security expectations and thus to reactions to job insecurity. This study was conducted on a sample of 477 temporary and permanent workers from various occupational sectors in Belgium. The results suggested that the interaction effect between job insecurity and contract type may be limited to job satisfaction and organizational commitment. Furthermore, permanent workers had higher expectations about job security. Breach of these expectations furthermore mediated the relationship between job insecurity and all outcomes, except for self-rated performance. However, the heterogeneity indicators were found to be unrelated to job security expectations.     

Job insecurity,perceived employability and targets' and perpetrators' experiences of workplace bullying

Abstract

We aimed to investigate (1) the association between job insecurity and workplace bullying from the perspective of both targets and perpetrators and (2) perceived employability as a moderator of these relationships. We argue that job insecurity is associated with social or interpersonal strain as in the case of workplace bullying. Furthermore, workers who feel that they have alternative opportunities for employment may find it easier to cope with insecurity. Stated differently, we aimed to investigate whether the relationship between job insecurity and workplace bullying depended on the level of perceived employability. Hypotheses were tested among 693 workers who participated in a survey on the quality of working life. They were employed at establishments of two Belgian organizations from the textile industry (N=189) and financial services (N=505). We found that that job insecurity was associated with targets' and perpetrators' reports of workplace bullying. The interaction between job insecurity and perceived employability did not contribute to targets' reports of workplace bullying. However, it was related to perpetrators' reports of workplace bullying. Interestingly, the relationship between job insecurity and workplace bullying was stronger under the condition of high versus low employability. This hints at the idea that there could be a “dark side” to employability.     

Literature review of theory and research on the psychological impact of temporary employment: Towards a conceptual model

The increased use of temporary contracts has instigated debates on possible implications for employees’ attitudes, well‐being and behaviour. The complex issues related to this debate are reviewed from a theoretical, empirical and conceptual point of view. First, the definitions of temporary employment that are currently used in OECD countries are reviewed. Second, theoretical views concerning possible determinants are elaborated. The theoretical frameworks discussed include Work Stress Theory, Social Comparison Theory and Social Exchange Theory. The determinants proposed in these theories have served to form the basis of hypotheses on differences between temporary and permanent workers on various psychological outcomes. Third, research on associations between temporary employment and the variables job satisfaction, organizational commitment, well‐being and behaviour are reviewed. These variables are most frequently used in the realm of temporary work research. This review concludes that research results have been inconsistent and inconclusive, unlike the predictions that follow from the theoretical frameworks. This leads to a fourth section in which potential explanations for these inconsistent findings are advanced. In conclusion, a conceptual model is developed to inspire future research.     

How to avoid concerns with the interpretation of two primary endpoints if significant superiority in one is sufficient for formal proof of efficacy

Formal proof of efficacy of a drug requires that in a prospective experiment, superiority over placebo, or either superiority or at least non-inferiority to an established standard, is demonstrated. Traditionally one primary endpoint is specified, but various diseases exist where treatment success needs to be based on the assessment of two primary endpoints. With co-primary endpoints, both need to be “significant” as a prerequisite to claim study success. Here, no adjustment of the study-wise type-1-error is needed, but sample size is often increased to maintain the pre-defined power. Studies that use an at-least-one concept have been proposed where study success is claimed if superiority for at least one of the endpoints is demonstrated. This is sometimes also called the dual primary endpoint concept, and an appropriate adjustment of the study-wise type-1-error is required. This concept is not covered in the European Guideline on multiplicity because study success can be claimed if one endpoint shows significant superiority, despite a possible deterioration in the other. In line with Röhmel's strategy, we discuss an alternative approach including non-inferiority hypotheses testing that avoids obvious contradictions to proper decision-making. This approach leads back to the co-primary endpoint assessment, and has the advantage that minimum requirements for endpoints can be modeled flexibly for several practical needs. Our simulations show that, if planning assumptions are correct, the proposed additional requirements improve interpretation with only a limited impact on power, that is, on sample size.     

Stress-related growth, coming out, and internalized homonegativity in lesbian, gay, and bisexual youth. An examination of stress-related growth within the minority stress model

This study investigates how young lesbian, gay, and bisexual (LGB) individuals deal with coming out and how perceived personal growth may result from that experience. We considered stress-related growth as a mediator between coming-out experiences and internalized homonegativity (IH). Our sample was taken from an online survey and is comprised of 502 LGBs aged 14-30. The social environment's acceptance of an individual's sexual orientation and the individual's social identification influence stress-related growth. Several coming-out indicators influence internalized homonegativity and, although growth perception does not function as a mediator between coming out and internalized homonegativity, it has a direct effect on IH.