<p> Employees' retaliatory behaviors in relation to perceptions of injustice have recently become a subject of interest. Findings have established that perceptions of injustice increase ones' propensity to engage in retaliation. The present study extends prior work by examining identity threat as a mediator and organizational retaliatory behaviors (ORBs) towards three distinct targets (i.e., organization, leader, and work group members). In contrast to previous studies, data are to be analyzed using Structural Equation Modeling (SEM) as it allows greater insight and can determine whether retaliation is greater for certain targets over others. Responses collected from 220 individuals are used. Results from the present study may demonstrate that certain parties in an organization (i.e., group members) have a higher likelihood of being targets of retaliatory behaviors in comparison to others (i.e., the organization and group leader). Moreover, insight into the underlying mechanisms driving retaliation after experiencing injustice may be afforded.</p>

<p> As organizations become increasingly complex, research into the sources and effects of employee stress is increasingly warranted. The present study examined the relationship between personal life stress, work stress, and job performance. In addition, the role of conscientiousness as a possible moderating variable was analyzed. Several studies regarding the relationship between stress and work performance were reviewed. In the present study, participants completed measures of life stress, job stress, and personality. Supervisors rated the job performance of participants. A significant relationship was found between personal life stress and job stress such that each type of stress was higher when the other was present. Neither personal life stress nor job stress were related to job performance. Conscientiousness was not found to moderate the stress-job performance relationships. Implications of the study and future directions are explored.</p>

<p> Previously, a worker one set of skills for an occupational lifetime. In today's environment, the need for constant skill changes have created difficulties for individuals who must unlearn, store and use knowledge in new processes to update the old. Today's workers must keep pace with changes to maintain competency. The amount of wasted time, additional energy and resources required continues to increase when actions are not updated through unlearning. Confusion regarding unlearning remains a persistent problem because a clear definition does not exist. This study: 1) investigated and collected descriptive unlearning characteristics; 2) proposed a theory to define unlearning. Study results: Ninety-three interviews with 31 participants were conducted. The participants' responses were categorized into unlearning experiences and perceptions. One Hundred-Seven participant quotations referred to <i>Experimentation </i> in unlearning of their Windows-based system or application. <i> Experimentation</i> was divided into Subcategories: 1) <i>Unstructured Experimentation,</i> 2) <i>Structured Experimentation,</i> and, 3) <i>Resource-Based Experimentation.</i> Employee perceptions were identified as category with subcategories of <i>Incompetence and Competence.</i> The third category, <i>factors,</i> suggests participant unlearn with, <i>availability of support, time constraints </i> and <i>opportunities for experimentation.</i> This definition was proposed: <i>Unlearning is the process of using experimentation and available resources to promote the disuse of previous actions.</i> Additionally, to propose a new theory of the unlearning process, the force-field theory was used as a basis for this new unlearning theory. From the study results, organizations can develop effective employees to maintain a competitive advantage. </p>

<p> Law enforcement agencies face the difficult task of identifying suitable individuals to take on jobs that require certain skills and characteristics. Training new hires requires these agencies' resources, so an important aspect of the hiring process is maximizing these resources and ensuring that as many of these individuals as possible will succeed. Pre-employment screening tools can assist with hiring by identifying notable characteristics, pathology, and attitudes either related to, or vastly different from, the position. Many assessment exist that can contribute to the pre-employment screening process, such as the Law Enforcement Applicant Inventory (LEAI). </p><p> The goal of this study was to explore the relationships between scales on the LEAI to better understand how these different areas of interest correlate. Pearson's r statistics were compiled to identify the correlations between each of the eight LEAI scales, including the Honesty, Nonviolence, Drug Avoidance, Risk Avoidance, Safety, Stress Tolerance, Criminal Justice Orientation (CJO), and Candidate Potential Index (CPI) scales. The results showed that all of the LEAI scales were statistically significantly correlated, <i> p</i> &lt; .01, with large effect sizes, r² &lt; .14. A post-hoc power analysis was also run to further investigate these correlations. Each post-hoc analysis yielded a power = 1.00, which may have been affected by the large sample size. Additionally, this study focused on expanding the readily available reliability statistics for the LEAI. Reliability statistics were provided for the Honesty, Nonviolence, Drug Avoidance, Risk Avoidance, Safety, Stress Tolerance, and CJO scales in the form of Cronbach's alpha coefficient and split-half reliability.</p>

<p>While low job satisfaction is a reality among Brazilian teachers, studies on this topic have focused almost exclusively on environmental factors such as salary as predictors of job satisfaction. No studies have combined environmental and personal factors to explain job satisfaction among Brazilian teachers. This study aimed to identify the demographic and professional characteristics of Brazilian teachers that are associated with teachers&rsquo; job satisfaction and its predictors. This study also tested two models comprised of environmental and personal predictors of teachers&rsquo; job satisfaction. Participants were 1,194 Brazilian teachers (830 women, 351 men, 13 non-identified) working in public (<i>n</i> = 906, 75.9%) or private schools (<i>n </i> = 153, 12.8%) or both (<i>n</i> = 129, 10.8%). The grade levels taught were kindergarten (<i>n</i> = 137, 11.5%), fundamental (<i>n</i> = 373, 31.2%), high school (<i>n</i> = 239, 20%), or more than one level (<i>n</i> = 433, 36.3%). Using a snowball sampling strategy, participants answered an online survey questionnaire. A series of <i>t</i>-tests, ANOVAs, and correlational analyses were performed to identity the demographic and professional characteristics associated with teachers&rsquo; job satisfaction and its predictors. The type of college attended, the type of school in which teachers work, geographical region and grade level taught were associated with teachers&rsquo; job satisfaction. Path analysis was used to determine the best fit for the hypothesized models. Loneliness was not found to be a direct or indirect predictor of teachers&rsquo; job satisfaction. Positive affect, goal progress, and teachers&rsquo; self-efficacy were respectively the strongest predictors of teachers&rsquo; job satisfaction. Work conditions and goal progress mediated the effect of goal support in predicting teachers&rsquo; job satisfaction. Future research is required to identify other factors that may predict teachers&rsquo; job satisfaction among Brazilian teachers. </p>

<p> Gowan and Gatewood's (1997) theory of coping with job loss provided a framework for studying how individuals cope with the stress of unemployment. Previous empirical evidence identified social support and financial resources as predictors of unemployed adults' coping outcomes. McKee-Ryan, Song, Wanberg, and Kinicki (2005), however, noted the need for further research to better understand the environmental and psychological coping resources used by unemployed adults. Savickas (2005) hypothesized that individuals who endorse greater amounts of adaptable thinking about their careers will also report a greater sense of well-being during career transitions. Thus, the present study examined how environmental and psychological coping resources are related to unemployed adults' well-being. In particular, this study tested whether career adaptability mediated the relationships between environmental coping resources (i.e., social support and financial resources) and well-being. Using a sample of 207 unemployed adults, it was hypothesized that career adaptability would mediate the relationship between social support and well-being and between financial resources and well-being. The SEM analyses indicated problems with the fit of the hypothesized measurement model, and thus the hypotheses were unable to be tested. Limitations of the current study's findings are discussed to inform future research and theory building. In particular, characteristics of the current sample, measurement problems, and the possible mismatch between this study's sample and Gowan and Gatewood's (1997) coping with job loss theory are discussed.</p>

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1995. / Source: Dissertation Abstracts International, Volume: 56-10, Section: B, page: 5811. Chair: Shirley Long.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1995. / Source: Dissertation Abstracts International, Volume: 56-10, Section: B, page: 5818.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0497. Adviser: Scott D. Johnson. Includes bibliographical references (leaves 72-75) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--The University of Oklahoma, 2007. / (UMI)AAI3261097. Source: Dissertation Abstracts International, Volume: 68-04, Section: B, page: 2698. Adviser: Michael D. Mumford.