Objective: To test the explanatory power of coping strategies and intolerance of uncertainty on men’s perceived stress levels and test the moderating role of coping strategies in the relationship between intolerance of uncertainty and perceived stress during the Covid-19 pandemic. Method: This was an online cross-sectional study in which 1,006 men living in Brazil during the Covid-19 pandemic participated. Participants were recruited using a snowball sampling technique and completed a questionnaire containing measures of all study variables. Data were examined using a correlation and a regression analysis. Results: Intolerance of uncertainty (β = .51) and refusal (β = .15) positively predicted perceived stress, whereas control (β = –.31) and isolation (β = –.06) negatively predicted it. Together, these variables explained 52% of men’s perceived stress (p < .001). Isolation and social support lessened the relationship between intolerance of uncertainty and stress (p < .001). Conclusion: Men high in intolerance of uncertainty and refusal were more vulnerable to stress during the pandemic. However, coping helped mitigate the relationship between intolerance of uncertainty and perceived stress, thus being a promising psychosocial intervention in this context.

Creativity and innovation are now required given the new configurations in work processes, in organizational formats, in physical and intangible technologies, as well as in products and markets. In parallel with the growing centrality and interest in the phenomena of creativity and innovation, a broadening of its concepts is observed. The inflation and trivialization of uses tend to make them self-explanatory and not very enlightening regarding situations to which they apply and the associated effects. The lack of conceptual clarity thus contributes both to undermining policies to promote creativity and innovation in organizations, as well as to hinder the employees' adherence to such policies. The study aimed to characterize the key elements of workers' informal definitions of creativity and innovation, and identify their alignment with definitions and theoretical perspectives. The study included 231 workers from Portuguese-, Spanish-, and Basque-speaking countries, aged 22-75 years. The qualitative data analysis software ATLAS.ti 7 was used for coding and categorization. One point of convergence with the specialized literature was that creativity and innovation strongly associated with novelty in the development of an idea / product / process / service. Creativity, however, is defined more in terms of dispositional factors rather than contextual and situational factors, diverging from current theoretical perspectives. Planning as a key aspect for organizational innovation development is practically absent from the workers' definitions. It discusses some impacts of these settings for organizational management practices.

This study aimed to show, by empirical evidence, that using different techniques of data analysis can contribute to the production of complementary knowledge about complex phenomena, such as emotions. The article discusses the results derived from using two textual analysis techniques and their articulation. Its main contribution is methodological, specifically in qualitative analysis supported by software. The study included 517 artists working in various artistic sectors, such as music and theater. ALCESTE and ATLAS.ti were used in the analysis. Results suggest convergences or complementarities between these two techniques. While ATLAS.ti allows for a dialogue between data and theory, through open coding, for better alignment between categorical theoretical system and data, ALCESTE organizes data in classes or categories, through calculations of word co-occurrence, which requires a theoretical frame to give them meaning.

O objetivo deste estudo foi caracterizar trabalho emocional docente ao identificar e mapear as demandas emocionais no contexto do ensino profissional e tecnológico. A coleta de dados realizou-se em duas etapas: pesquisa documental e técnica do grupo focal com participação de seis gestores e seis professores. Adotou-se a análise indutiva para o corpus documental, com apoio do software Atlas.ti, e um sistema dedutivo de codificação e categorização aberto para análise do corpus dos grupos focais. Foram definidas oito demandas emocionais agrupadas em três macrocategorias: interacional, técnico-pedagógico e intrapessoal. Os eventos afetivos interacionais mobilizam fortemente os docentes, principalmente quando se trata do comportamento inadequado do aluno. Conclui-se que as demandas emocionais da interação professor-aluno exigem maior preparo do docente para assegurar o seu desempenho e manter o seu bem-estar.