Burnout and work engagement among teachers: an application of the job demands-resources model

The present dissertation focuses on burnout and work engagement among teachers, with especial focus on the Job-Demands Resources Model: Chapter 1 focuses on teacher burnout. It aims to investigate the role of efficacy beliefs using negatively worded inefficacy items instead of positive ones and to establish whether depersonalization and cynism can be considered two different dimensions of the teacher burnout syndrome. Chapter 2 investigates the factorial validity of the instruments used to measure work engagement (i.e. Utrecht Work Engagement Scale, UWES-17 and UWES-9). Moreover, because the current study is partly longitudinal in nature, also the stability across time of engagement can be investigated. Finally, based on cluster-analyses, two groups that differ in levels of engagement are compared as far as their job- and personal resources (i.e. possibilities for personal development, work-life balance, and self-efficacy), positive organizational attitudes and behaviours (i.e., job satisfaction and organizational citizenship behaviour) and perceived health are concerned. Chapter 3 tests the JD-R model in a longitudinal way, by integrating also the role of personal resources (i.e. self-efficacy). This chapter seeks answers to questions on what are the most important job demands, job and personal resources contributing to discriminate burned-out teachers from non-burned-out teachers, as well as engaged teachers from non-engaged teachers. Chapter 4 uses a diary study to extend knowledge about the dynamic nature of the JD-R model by considering between- and within-person variations with regard to both motivational and health impairment processes.

Emotional engagement and brain potentials: repetition in affective picture processing

The present thesis addresses several experimental questions regarding the nature of the processes underlying the larger centro-parietal Late Positive Potential (LPP) measured during the viewing of emotional(both pleasant and unpleasant) compared to neutral pictures. During a passive viewing condition, this modulatory difference is significantly reduced with picture repetition, but it does not completely habituate even after a massive repetition of the same picture exemplar. In order to investigate the obligatory nature of the affective modulation of the LPP, in Study 1 we introduced a competing task during repetitive exposure of affective pictures. Picture repetition occurred in a passive viewing context or during a categorization task, in which pictures depicting any mean of transportation were presented as targets, and repeated pictures (affectively engaging images) served as distractor stimuli. Results indicated that the impact of repetition on the LPP affective modulation was very similar between the passive and the task contexts, indicating that the affective processing of visual stimuli reflects an obligatory process that occurs despite participants were engaged in a categorization task. In study 2 we assessed whether the decrease of the LPP affective modulation persists over time, by presenting in day 2 the same set of pictures that were massively repeated in day 1. Results indicated that the reduction of the emotional modulation of the LPP to repeated pictures persisted even after 1-day interval, suggesting a contribution of long-term memory processes on the affective habituation of the LPP. Taken together, the data provide new information regarding the processes underlying the affective modulation of the late positive potential.

Les conflits et les rapports de force dans la langue. Le dominant et le domine dans le domaine scolaire

La standardisation de la langue française a inévitablement eu des conséquences soit dans l’attitude de défense du français, soit dans l’inquiétude de ceux qui parlent une autre langue. Cette étude veut établir une comparaison entre le rapport langue du pouvoir/langues non officielles et le rapport professeur/élève en milieu scolaire. La distinction entre langue officielle et dites « langues minoritaires » sera mis en relation avec la langue des jeunes, qui, à l’école, se confrontent et entrent en collision avec la langue de leur professeur. En effet, les classes hétérogènes et l’influence de la langue maternelle auprès des élèves, fils d’immigrés, exposent les enseignants à toute une série de difficultés liées aux différences culturelles. Les dénonciations et les cas de violence dans les écoles mettront l’accent également sur l’opinion publique et sur le type de mesures mises en relief par les Institutions publiques. L’aire géographique prise en considération inclut Paris et ses environs même si quelques exemples d’enquêtes menées dans d’autres parties de la France et à l’étranger seront cités.

Relationships Past and Present: Examining the Impact of One's Relationship with His/her Opposite-sex Parent on His/her Attitudes Toward and Engagement in Hookup Culture

Hooking up has become a common and public practice on university campuses across the country. While much research has determined who is doing it, with whom they are doing it, and what they are hoping to get out of it, little work has been done to determine what personal factors motivate students to participate in the culture. A total of 407 current students were surveyed to assess the impact of one’s relationship with his/her opposite-sex parent on his/her attitudestoward and engagement in hookup culture on campus. Scores were assigned to the participants to divide them into categories of high and low attachment with their parent. It was hypothesizedthat heterosexual students who do not perceive themselves as having a strong, close, positive relationship with their opposite-sex parent would be more likely to engage in or attempt to engage in casual sexual behavior. This pattern was expected to be strongest for women on campus. Men and women differed in their reasons for hooking up, with whom they hook up, to what they attribute the behaviors of their peers, and what they hope to gain from their sexual interactions. Effects of parent-child relationships were significant only for women who reported hooking up because “others are doing it,” men’s agreement with the behavior of their peers, and women’s overall satisfaction with their hookups. Developmental, social, and evolutionary perspectives are employed to explain the results. University status was determined to be most telling of the extent to which a student is engaged in hookup culture.

Barriers and facilitators to chemotherapy patients' engagement in medical error prevention

Medical errors are a serious threat to chemotherapy patients. Patients can make contributions to safety but little is known about the acceptability of error-preventing behaviors and its predictors.

Western Hindus and 'Global Hinduism' - Discourses on Conversion to 'Hindu-Religions', Acceptance of Converts and Social Engagement

The paper deals with the problem of (the often supposedly impossible) conversion to “Hinduism”. I start with an outline of what I call the ‘no conversion possible’ paradigm, and briefl y point to the lack of refl ection on acceptance of converts in most theories of religious conversion. Then, two examples are presented: Firstly, I consider conversion to ISKCON and the discourse on the Hare Krishna movement’s Hinduness. Secondly, I give a brief outline of the globalsanatana dharmamovement as inaugurated by Satguru Siva Subramuniyaswami, a converted American Hindu based in Hawai’i. In the conclusion, I refl ect on (civic) social capital and engagement in global networks as a means to gain acceptance as converts to Hinduism. I argue in line with Stepick, Rey and Mahler (2009) that the religious movements’ civic engagement (in these cases engagement in favour of the Indian diasporic communities and of Hindus in India) provides a means for the individual, non-Indian converts to acquire the social capital that is necessary for gaining acceptance as ‘Hindus’ in certain contexts.