Though there are measures of forgiveness published in the behavioural science literature, very few scales are available to measure forgiveness in workplace relationships. The Workplace Forgiveness Scale aimed to measure forgiveness of a specific offense. Data from 348 professional nurses in Thailand were subjected to an exploratory factor analysis (EFA) and the psychometric properties of the scale were examined. Results from EFA suggested retaining four underlying factors of the forgiveness construct: Overcoming Negative Thought and Feeling toward the Offender, Seeking to Understand the Offender's Reasons, Fostering Positive Approaches towards the Offender, and Belief in the Benefits of Forgiveness. Reliability coefficients for the total scale and subscales were adequate. Evidence of construct validity is presented. Scores on the forgiveness scale were positively associated with other related forgiveness constructs. Nomological validity analysis supported the theoretical networks of the forgiveness construct. Forgiveness played the complete mediating role in the relationship between dispositional forgiveness and willingness to reconcile, and played a partial mediating role in the relationship between rumination and seeking to revenge the offender. Bootstrap analysis on the parameter estimates of the sample results revealed satisfactory level of internal replicability and stability of the results across the samples. Implications for future research are discussed.

Though there are measures of forgiveness published in the behavioural science literature, very few scales are available to measure forgiveness in workplace relationships. The Workplace Forgiveness Scale aimed to measure forgiveness of a specific offense. Data from 348 professional nurses in Thailand were subjected to an exploratory factor analysis (EFA) and the psychometric properties of the scale were examined. Results from EFA suggested retaining four underlying factors of the forgiveness construct: Overcoming Negative Thought and Feeling toward the Offender, Seeking to Understand the Offender's Reasons, Fostering Positive Approaches towards the Offender, and Belief in the Benefits of Forgiveness. Reliability coefficients for the total scale and subscales were adequate. Evidence of construct validity is presented. Scores on the forgiveness scale were positively associated with other related forgiveness constructs. Nomological validity analysis supported the theoretical networks of the forgiveness construct. Forgiveness played the complete mediating role in the relationship between dispositional forgiveness and willingness to reconcile, and played a partial mediating role in the relationship between rumination and seeking to revenge the offender. Bootstrap analysis on the parameter estimates of the sample results revealed satisfactory level of internal replicability and stability of the results across the samples. Implications for future research are discussed.

Self-leadership is an ability to influence oneself, which is considered as an instrumental part of personal effectiveness. In the current study, the Revised Self-Leadership Questionnaire was translated into Thai, called the RSLQ-Thai Version, and its psychometric properties of construct validity were examined using structural equation modeling. Packages of questionnaires, including the RSLQ-Thai Version and its related variables, were administered to 350 undergraduate students in a university located in North Thailand. Data were analysed using structural equation modeling. Results provided support for the evidence of the construct validity of the RSLQ-Thai Version. Evidence for convergent validity, a second-order factor model of self-leadership, with respect to the two alternative models, reported better fit indices. This means that the scale is assessing self-leadership, which is consistent with its own theoretical construct. Moreover, dimensions of self-leadership were distinct from extraversion and conscientiousness, revealing evidence of discriminant validity. Evidence of nomological validity supported the theoretical network of the self-leadership construct. Self-leadership had a significant positive direct effect on academic self-efficacy and had positive indirect effects on satisfaction with life, flourishing, and academic performance through academic self-efficacy as the mediator. Implications for future research are discussed.

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