Sixteen recent longitudinal studies are examined for evidence relevant to the claim that a change to one's employment status affects one's mental health. Although there were limitations to the set of studies examined, most of the studies supported this claimed relationship. Examination was then made of the size of this effect. In carrying out this examination, the set of study results were divided into two categories: (a) those addressing the question of the extent to which gaining employment impacts on mental well‐being; (b) those addressing the question of the extent to which employment loss impacts on mental health. The meta‐analyses indicated that there was a weighted effect size of .54 for the first question, and a smaller weighted effect size (.36) for the latter question.

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The present study describes the development and psychometric properties of the Self-Regulated Learning Teacher Belief Scale (SRLTB). The SRLTB is a self-report teacher scale with 10 items assessing teachers' beliefs about introducing self-regulated learning (SRL) in primary education. The process of item and scale development as well as testing and scale refinement procedure is presented. An explorative study (n ( ( =399) revealed a one-factor structure representing adherence of teachers for SRL in primary school. Next, Rasch analysis revealed good fit of the scale to the unidimensional continuum model. In a following study (n ( ( =553), construct validity of the SRLTB was confirmed. Finally, implications and limitations of the SRLTB for studying SRL are discussed. In general, the SRLTB appears to be a useful instrument for examining teacher beliefs about self-regulated learning practices in primary schools. BackgroundSelf-regulated learning (SRL) refers to independent, academically effective forms of learning that involve metacognition, intrinsic motivation, and strategic action (Zimmerman, 1989(Zimmerman, , 1990(Zimmerman, , 2002. The metacognitive component covers planning, setting goals, organizing, self-monitoring, and self-evaluating at various points during the process of acquisition. The motivational component emphasizes high self-efficacy, self-attributions, and intrinsic task interest. Finally, the behavioral component refers to selecting, structuring, and creating environments that optimize learning (Zimmerman, 2002).

The purpose of this study was to examine the role of organizational citizenship behaviour as a component of job performance. Participants comprised 41 human-service workers, who completed a job satisfaction questionnaire and were rated for their organizational citizenship, as well as being measured on three discretionary organizational participant behaviours. Job satisfaction correlated significantly with organizational citizenship and participation behaviours (correlations ranged from +0.40 to +0.67). Findings were consistent with the view that satisfaction may not be reflected in productivity but is evident in discretionary involvement in the workplace. Implications for monitoring and managing a wide range of employee behaviours are outlined.