Work engagement interventions can be effective: a systematic review

Work engagement is associated with important individual and organisational outcomes (e.g. employee health and well-being, performance). This narrative systematic review aims to synthesise the increasing number of work engagement interventions and inform future research by exploring: (1) the specific intervention foci, delivery methods and content of engagement interventions; (2) intervention effectiveness; and (3) underlying mediators and moderators. A systematic search for interventions employing a validated engagement measure revealed 40 studies. Five were personal resource building, twelve job resource building, three leadership training, eighteen health promotion, and two job and personal resource building. Twenty (50%) studies observed significant positive effects on work engagement, two (5%) had a negative effect, and eighteen (45%) had no effect. Job and personal resources, job demands and well-being were important mediators. Moderators included the specific intervention focus and delivery method, employee participation, manager support, and intervention level (top-down vs bottom-up). Bottom-up interventions, and job crafting and mindfulness interventions particularly, were most successful. Implementation difficulties were common, including poor response and attrition rates, and adverse factors (e.g. organisational restructuring, redundancy, economic downturn). We highlight implications for research and practice and stress the need to test underlying theories to build knowledge around how, why, and when interventions work.     

Towards happiness interventions: construct clarification and intervention methodologies

The aim of this study was to investigate the main streams of research on happiness, the approaches/models flowing from these philosophies and the methodology of happiness interventions. A systematic review was performed outlining the authors, the purpose of the research, the nature of the sample/setting, the method utilised and the key findings. Peer-reviewed articles published between 1950 and 2013, written in English/Afrikaans, and which examined the concepts of happiness were analysed. The results showed three causes for failing interventions: (a) unidimensional models/ approaches towards happiness, (b) targeting the concept of happiness instead of mediating factors; and (c) fragmented methodological interventions. The results support the need for a multidimensional model of happiness. Interventions focusing on psychological processes and utilising multi-facet methodologies should be developed and implemented to promote happiness. This study contributes to the existing literature by providing an integrative framework for positive psychological interventions directed at happiness.     

Impact of psychoeducational content delivered online to a positive psychology aware community

Happiness-increasing interventions demonstrate significant variation in outcomes, suggesting that the people who use them might be as important as the interventions themselves to determine efficacy. In light of this, instructive interventions might not be necessary to increase happiness given a population with knowledge of happiness-increasing strategies. We recruited 270 participants with knowledge of positive psychology to receive six weeks of online psychoeducation. We explored participants’ use of the website, reported use of happiness strategies, and changes in well-being. Those who spent more time on the website reported smaller changes in well-being than those who spent less time on the website. Conversely, those who reported employing more happiness strategies reported greater increases in well-being than those who used fewer strategies. This shows that for those already familiar with positive psychology, information, rather than instruction, might increase well-being. This has implications for studies evaluating the efficacy of happiness-increasing interventions more broadly.     

Effects of positive interventions and orientations to happiness on subjective well-being

This study examined the effects of positive interventions and orientations to happiness on well-being. Participants were 218 self-selected adults randomly assigned to one of four positive interventions (pleasure, engagement, meaning or a combination), or daily events or no intervention control groups. Participants completed the Mental Health Continuum-Short Form and Orientations to Happiness Questionnaire. Analysis of variance results supported the hypothesis that well-being would significantly increase for participants in all intervention groups with those in the meaning, engagement, pleasure and combination groups showing larger increases than those in the control groups. Contrary to expectations, the control group also showed an increase in well-being. The prediction that participants’ dominant orientation to happiness would influence the success of the positive interventions in increasing well-being was supported at post-intervention but not at follow-up. Findings support the effectiveness of positive interventions in increasing well-being and underscore the importance of including individual difference factors such as Orientations to Happiness.     

Modeling of variables related to problematic social media usage: Social desirability tendency example

Social media usage has been popular for the last decade. Individuals use their social media environments for various reasons such as to socialize, play games, have fun and share posts. Overuse of these environments may lead to negative psychological and behavioral consequences for individuals. Additionally, it increases the worries about potential addicted/problematic use of social media. In this study, it is aimed to determine the level of problematic social media usage of participants who are active social media users and to analyze the relationships between problematic social media usage and various personal characteristics and social variables. Study in relational screening model is carried out with the participation of 580 volunteers. Partial least squares (PLS) structural equation modeling is used to analyze the data obtained through various scale according to the research model. The structural equation modeling analysis shows that there is a significant relationship between problematic social media usage and the daily time of social media usage, the use of frequency of social media for recognition, publicity, communication/interaction and education, loneliness, and social anxiety. The variable which shows higher correlation between problematic social media usage is social anxiety.     

感知社会支持与学生学业成就关系的元分析：学习投入的中介作用

学业成就是衡量学生学习认知能力和检测其学习效果的重要指标,受到感知社会支持和学习投入等因素的显著影响,先前的研究已经考察了这两个因素对学业成就的共同作用机制,但感知社会支持与学业成就的关系强度不明,且尚不完全清楚中介效应、调节效应对二者关系的影响。因此当前研究采用元分析方法检验效应量的可靠性、学习投入的中介效应以及一系列调节效应。研究共纳入符合要求的原始文献41篇,含78个研究。结果发现：(1)感知社会支持及子类型与学业成就呈现显著的正相关,但效应值偏小,即二者之间存在的是弱相关。此外,感知社会支持及子类型显著正向预测学习投入,且对学习投入的效应量高于对学业成就的效应量。(2)学段仅对感知教师支持的调节效应显著,学业成就指标调节了感知社会支持及子类型与学业成就之间的关系,而经济水平和文化背景的调节效应不显著。(3)学习投入在感知社会支持及子类型对学业成就的影响中起到部分中介作用,且中介效应只存在于初中群体,在高中群体中介效应不显著。     

Humor-based online positive psychology interventions: A randomized placebo-controlled long-term trial

While correlational evidence exists that humor is positively associated with well-being, only few studies addressed causality. We tested the effects of five humor-based activities on happiness and depression in a placebo-controlled, self-administered online positive psychology intervention study (N = 632 adults). All of the five one-week interventions enhanced happiness, three for up to six months (i.e. three funny things, applying humor, and counting funny things), whereas there were only short-term effects on depression (all were effective directly after the intervention). Additionally, we tested the moderating role of indicators of a person × intervention-fit and identified early changes in well-being and preference (liking of the intervention) as the most potent indicators for changes six months after the intervention. Overall, we were able to replicate existing work, but also extend knowledge in the field by testing newly developed interventions for the first time. Findings are discussed with respect to the current literature.     

A preventive,psychoeducational approach to increase perceived social support

Investigated the effects of a 13-week preventive, psychoeducational intervention program to improve perceived social support. Fifty-one, low-perceived support, community residents were randomly assigned to an intervention or wait-list control condition. Intervention subjects received training in social skills and cognitive reframing regarding the self and social relations. The intervention led to increased perceived social support from family, but not from friends. As hypothesized by social cognition models, increases in perceived support appeared to be mediated by changes in self-esteem and frequency of self-reinforcement. Further, such changes in cognition about the self were larger than the changes observed for perceived support, suggesting that it may be easier to change cognition about the self than perceptions of support.     

Validation of continuous measures of peer social interaction with self- and teacher-reports of friendship and social engagement

ABSTRACT

The present study validates a new procedure that combines continuous measures of proximity (Ubisense) and vocalization (LENA) into measures of peer social interaction. The data were collected from 4 boys and 5 girls (ages 2–3 at the outset) on 8 separate days (3–4 hours per day) over the course of an academic year. Teacher reports of friendship were positively correlated with continuous measures of dyadic social interaction (i.e., the amount of time two children spent in proximity to one another, talking). Self-reports of reciprocated friendship were marginally correlated with continuous measures of dyadic social interaction, but only in the spring semester (when children were older and their reports of friendship more reliable). At the individual level, peer nominations of likeability, and teacher ratings of sociability and withdrawal were correlated with continuous measures of social interaction (i.e., the amount of time a child spent in proximity to other children, talking).     

移动社交媒介使用行为对青少年友谊质量的影响:网络自我表露和网络社会支持的中介作用

随着移动智能设备和移动互联网的出现,移动社交媒介已日益成为人们网络活动和人际交往的新平台。为考察移动社交媒介使用行为、网络自我表露、网络社会支持和友谊质量之间的关系,本研究采用问卷法对473名青少年进行了调查。结果发现:(1)移动社交媒介使用行为会对网络自我表露和网络社会支持产生显著的直接正向影响,网络自我表露会对网络社会支持产生显著的直接正向影响,网络社会支持会对友谊质量产生显著的直接正向影响。(2)移动社交媒介使用行为可以通过网络社会支持的中介作用对友谊质量产生显著的间接影响,还可以通过网络自我表露和网络社会支持的链式中介作用对友谊质量产生显著的间接影响。     

Dimensions of social support in the experience of work engagement in middle age: A Northern Finland Birth Cohort 1966 Study

So far, the relationship between the various dimensions of social support and work engagement has not been widely examined in the literature. In this study, we examined the relationship of social support at work (from a colleague or supervisor) and social support in one’s private life (from a spouse, relative or friend) with various dimensions of work engagement (vigor, dedication and absorption). The participants (N = 5,259–5,376, 46 years-old, 52.7% women) came from the Northern Finland Birth Cohort 1966 study. Social support was evaluated with the Social Support Questionnaire (SSQ), and work engagement was assessed with a short version of the Utrecht Work Engagement Scale (UWES-9). The data were analyzed using linear regression analyses. The results showed that high social support at work (p < 0.001) and in one’s private life (p < 0.001) were associated with higher total work engagement, higher vigor, higher dedication, and higher absorption. These findings were adjusted for gender, marital status, education and occupational status. The results were essentially unchanged when they were additionally adjusted for job strain and effort-reward imbalance. To conclude, our findings indicate that the experience of overall social support may play a role in the experience of work engagement.     

Empowering communities through social media

Multicultural competence is a cornerstone of modern day counseling psychology. The new multicultural and social justice competencies highlight the integration of social justice and multicultural frameworks. These competencies include community engagement through social justice advocacy. Social media may be one way to advocate for social justice for underserved or marginalized communities. Social media networks impact in the Arab Spring and the 2016 United States (U.S.) Presidential election suggests that people may utilize social media to inform and act on their social or political views. Throughout this article, we will explore the benefits of social media for raising critical consciousness, as defined by Freire, and examine how counseling psychologists can utilize social media to engage in social justice advocacy in diverse communities.     

Promoting child and family wellness: priorities for psychological and social interventions

In order to foster the well‐being of children and families we propose a shift in the priorities of psychological and social interventions. Following a brief discussion of the concept of wellness, we present a framework for interventions to promote child and family wellness. Psychological and social intervention strategies to promote child and family wellness are then reviewed and interpreted in terms of the framework. Recommendations for changing priorities for programmes and policies are based on the framework and a review of the effectiveness of existing interventions. Copyright © 2000 John Wiley & Sons, Ltd.     

Early language outcomes in Argentinean toddlers: Associations with home literacy,screen exposure and joint media engagement

This study aimed to analyse the contribution of mothers' home literacy beliefs and practices and the quantity and quality of screen media exposure on Argentinean toddler's language. In addition, we considered parent–child joint engagement, as well as adult scaffolding behaviours during the use of electronic devices. A total of 465 mothers of 18–36 months old children completed an online survey including: the MacArthur Bates CDI, home literacy, screen exposure, joint engagement and scaffolding questionnaires. We observed positive effects of literacy beliefs, PC times and verbal scaffolding on language outcomes. TV exposure contributed negatively to vocabulary and, along with educational content, to sentence use. Shared reading and screen media experiences can be an opportunity for language stimulation, provided there is dialogue and joint engagement. Passive screen exposure and inadequate content may be detrimental for toddlers' language outcomes, probably by displacement of socially significant interactions.     

Addressing the role of personality,ability, and positive and negative affect in positive psychology interventions: Findings from a randomized intervention based on the authentic happiness theory and extensions

The present study explores the role of personality, ability, and affect in a randomized, group-based positive psychology intervention program based on Seligman’s authentic happiness theory and extensions. A total of 100 adults (M = 45.7, SD = 12.8) were randomly assigned to the 12-week intervention program (five training sessions) or a waiting list control group. The intervention consisted of basic information, group activities, and homework assignments. Participants in the intervention group demonstrated higher levels of happiness, pleasure, and engagement after completion of the program. Baseline levels of psychometric intelligence moderated the intervention effectiveness (greater effects for those higher in reasoning, vocabulary, and general intelligence). There were no effects for the big five personality traits. Finally, increases in positive affect before and after the homework assignment were associated with greater levels of happiness after the program. The relevance of these findings for the development of new programs is discussed.     

Examining approaches to encourage COVID-19 vaccination on social media

Following the release of the first COVID-19 vaccinations many people utilized social media to promote vaccination among their social circles. These attempts to persuade others to get vaccinated ranged from positive encouragement (e.g., emphasizing the prosocial benefits and positive outcomes) to shame and threats (e.g., name calling and threating to end friendships over vaccination status). The present study investigated how these different social media messages affected COVID-19 vaccination intentions. In June 2021, shortly after vaccines had been made freely available to anyone over the age of 16 in the United States, unvaccinated participants read a manipulated Twitter message designed to be either encouraging or shaming. Message-type did not significantly affect intentions to become vaccinated against COVID-19; however, participants who saw the encouraging message reported that the post made them feel more likely to get vaccinated. Self-efficacy was also manipulated but did not reveal any significant effects. Additional analyses suggest that having personal experience with COVID-19 moderates reactions to these different messages. We discuss limitations and promising avenues for future research on the effects of social media messages on health behaviors.     

Enhancing social relationships through positive psychology activities: a randomised controlled trial

Despite the robust relationship between well-being and social relationships, the latter has received little examination within positive psychology activities (PPAs). This study aimed to test whether kindness- and gratitude-based PPAs, through positive social interaction with peers, enhanced relationship satisfaction. Using a longitudinal randomised controlled design, 225 participants were assigned to one of three conditions (relationship-focused, self-focused or control) and completed measures of relationship satisfaction, social support and happiness on three occasions (baseline, post-intervention and six weeks). The experimental PPAs were relationship-focused (involving social interaction) or self-focused (no social interaction). Those who completed relationship-focused PPAs had greater increases in relationship satisfaction than the self-focused and active control activities at six-week follow-up. Additionally, only those in the relationship-focused condition felt their existing friendships had improved at intervention cessation. Regardless of participants’ initial levels of social support, the intervention effects remained. In conclusion, PPAs fostering social kindness and gratitude significantly strengthened relationship satisfaction.     

Sense of community,civic engagement and social well‐being in Italian adolescents

This study investigates the relationship between sense of community, civic engagement and social well‐being in a sample of Italian adolescents. Participants were 14–19 year‐old high school students (N = 566) from two demographically distinct cities. Participants completed a questionnaire assessing sense of community, social well‐being (Keyes, 1998 ), involvement in structured group activities (group membership) and civic engagement. Results showed that involvement in formal groups is associated with increased civic involvement and increased sense of community. Sense of community predicts social well‐being and explains some of the association between civic engagement and social well‐being. Findings suggest that, to increase social well‐being, it is important to provide adolescents with more opportunities to experience a sense of belonging to the peers' group and promote prosocial behaviours in the community context. Copyright © 2007 John Wiley & Sons, Ltd.     

Gender differences in the person-activity fit for positive psychology interventions

Research on positive psychology interventions (PPIs) has established the value of activities such as acts of kindness, gratitude, and savoring life’s joys, for increasing individuals’ sense of well-being. Critical to the efficacy of PPIs is person-activity fit – the degree activities stem from intrinsic motivation. Although person-activity fit effects are well documented, gaps remain in our understanding of how sociodemographic variables, particularly age and gender, play a role. We investigated how gender may affect self-reported person-activity fit across three PPIs: A gratitude journal; Acts of Kindness; and Savoring life’s joys. Age was explored since the subject sample ranged widely, from 18 to 51?years. Twenty-eight men and 82 women completed person-activity fit questionnaires. A multiple analysis of variance resulted in a main effect for gender, with women showing greater person-activity fit for all three PPIs. Among women only, age correlated significantly with person-activity fit for all three PPIs, suggesting greater maturational variability among men.