A multidimensional, person-centred perspective on teacher engagement: Evidence from Canadian and Australian teachers.

Background: Hitherto, little work has examined the proposition that teachers may simultaneously invest varying degrees of their energetic resources in the teaching and learning environment.

Aims: Drawing on a multidimensional, person-centred perspective, the study aimed to identify profiles of teacher engagement, reflecting distinct configurations of teachers' energetic investments, and their generalizability across Canadian and Australian teachers. Additionally, we examined teachers' self-efficacy beliefs as predictors of engagement profile membership and the cross-country generalizability of these relations.

The uncertain state of work in the U.S.: Profiles of decent work and precarious work.

This research utilized a person-centered approach to identify profiles of decent work and precarious work, which were explored due to their centrality in current debates about the uncertain state of work conditions in the U.S. Using the Decent Work Scale and the Precarious Work Scale, the following five profiles were identified from a sample of 492 working Americans: 1) Indecent-Precarious; 2) Highly Decent; 3) Low Health Care-Low Rights; 4) Vulnerability-Dominant; 5) Health Care-Stability.

Students' multidimensional profiles of math engagement: Predictors and outcomes from a self-system motivational perspective.

Background: Math engagement research has been largely limited to examining the unique and additive relations of engagement dimensions with outcomes. However, an emerging perspective is that students may simultaneously invest varying degrees of their distinct energetic resources (e.g.

Resolving Dimensionality Problems With WHOQOL-BREF Item Responses.

The World Health Organization Quality of Life Scale (WHOQOL-BREF) is predicated on a multidimensional perspective on quality of life (QOL); yet studies are unclear about the latent structure underlying responses. This article reports on a study conducted to investigate the structure of WHOQOL-BREF scores. Competing latent structures of the data were examined in a general population sample.

Construct Validity of Scores From the Connor-Davidson Resilience Scale in a Sample of Postsecondary Students With Disabilities.

Although theory posits a multidimensional structure of resilience, studies have supported a unidimensional solution for data obtained from the commonly used Connor-Davidson Resilience Scale (CD-RISC). This study investigated the latent structure of CD-RISC responses in a sample of postsecondary students with disabilities. Furthermore, the validity of CD-RISC scores was examined with respect to career optimism and well-being.

A Thematic Analysis of Career Adaptability in Retirees Who Return to Work.

Retirement can no longer be conceptualized as disengagement, as the end of a person's career, as it is in the life-span, life-space theory. Increasingly, retirees are returning to work, in paid, and unpaid positions, in a part-time or full-time capacity, as an act of re-engagement. Vocational psychology theories are yet to adequately conceptualize the phenomenon of retirees' re-engagement in work.

The Role of Trait Emotional Intelligence in Academic Performance: Theoretical Overview and Empirical Update.

Considerable debate still exists among scholars over the role of trait emotional intelligence (TEI) in academic performance. The dominant theoretical position is that TEI should be orthogonal or only weakly related to achievement; yet, there are strong theoretical reasons to believe that TEI plays a key role in performance. The purpose of the current article is to provide (a) an overview of the possible theoretical mechanisms linking TEI with achievement and (b) an update on empirical research examining this relationship.

The mediating roles of coping and adjustment in the relationship between personality and academic achievement.

Background: Existing literature has documented relationships between personality traits and academic achievement as well as some of the mechanisms underlying these links. However, the pathways by which personality traits are associated with achievement during stressful educational circumstances require further investigation.

Aims: This study examined a model of the roles of conscientiousness and neuroticism in achievement during the typically stressful university transition, with a focus on coping strategies and academic adjustment to university as mediators in the putative chain of events linking the dispositional traits with achievement.

Construct Validity of the Social Provisions Scale: A Bifactor Exploratory Structural Equation Modeling Approach.

Extant theory posits well-differentiated dimensions of perceived social support as measured using the Social Provisions Scale (SPS). However, evidence is inconsistent with this multidimensionality perspective, with SPS factor correlations near unity and higher between-factor than within-factor item correlations. This article reports on research investigating the internal structure, gender invariance, and predictive validity of SPS scores.

The Internal Structure of Responses to the Trait Emotional Intelligence Questionnaire-Short Form: An Exploratory Structural Equation Modeling Approach.

Notwithstanding the wide use of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) as a brief assessment of trait emotional intelligence (TEI), the psychometric properties of this measure have not been systematically examined. This article reports on research conducted to evaluate the latent structure underlying TEIQue-SF item data and test the gender invariance of scores as critical initial steps in determining the psychometric robustness of the inventory. In doing so, the article demonstrates an application of exploratory structural equation modeling as an alternative to the more restrictive independent clusters model of confirmatory factor analysis for examining factorially complex personality data.