Correlates of physician burnout across regions and specialties: a meta-analysis.

Background: Health care organizations globally realize the need to address physician burnout due to its close linkages with quality of care, retention and migration. The many functions of health human resources include identifying and managing burnout risk factors for health professionals, while also promoting effective coping. Our study of physician burnout aims to show: (1) which correlates are most strongly associated with emotional exhaustion (EE) and depersonalization (DP), and (2) whether the associations vary across regions and specialties.

Regret in later life: exploring relationships between regret frequency, secondary interpretive control beliefs, and health in older individuals.

The present study examined what older people regret, and the relationships between regret, health and life satisfaction. The study also explored the role of secondary interpretive control beliefs in relation to regret. Participants (N= 228; 79-98 years old) were asked to report on the content and frequency of their regret, secondary interpretive control beliefs (e.

Validation of the Narrative Emplotment Scale and its correlations with well-being and psychological adjustment.

Two studies examined correlates of the Narrative Emplotment Scale (NES), which measures the extent to which individuals perceive chance events and unchosen experiences as meaningfully connected. In Study 1 (N=99), the NES demonstrated adequate test-retest stability and good internal reliability. The scale was positively related to paranormal beliefs, mystical experiences, and absorption.

The role of attributional retraining and elaborative learning in college students' academic development.

In the present longitudinal study, the authors examined the impact of attributional retraining (AR) techniques on academic motivation and achievement for college students who are either frequently or infrequently using elaborative learning strategies. During the 1st semester, 203 students completed an initial questionnaire assessing elaborative learning followed by 1 of 3 treatment conditions (No AR, Writing AR, Aptitude Test AR). Results indicated improvements in students' end-of-year perceptions of control, success, and emotions, as well as course-specific and overall academic performance for those receiving either AR format, with "high elaborators" showing higher levels on these measures than "low elaborators.