The present paper reports results regarding the development and validation of the S.I.E.D.U., an electronic instrument for assessing users’ skills in electronic dictionary searches. The S.I.Ε.D.U. is a self-report questionnaire with 32 Likert-type items and its content development was based on a review of relevant literature, expert review and pilot testing. The scale’s construct validity is assessed by means of a preliminary exploratory factor analysis (EFA) and a subsequent confirmatory factor analysis (CFA). The results suggest a correlated four-factor structure: 1) familiarity with different types of electronic dictionaries and the conditions of their use; 2) strategies for lemmatization and acquaintance with dictionary conventions; 3) navigation skills; and 4) look-up strategies in new electronic environments. Internal consistency reliability of the four subscales is high and test-retest reliability is excellent. Also, the ability of the instrument to discriminate between experts and non-experts in electronic dictionary use is demonstrated. Results are discussed and implications are provided in the context of electronic lexicography.

The purpose of the present study was to investigate the profile of digital dictionary users as well as the effects of age, gender and career orientation on the use of digital dictionaries. A total of 1,141 individuals, aged 15-64 years old, participated in a large-scale empirical study. Data were collected through the online self-report questionnaire Strategy Inventory for Electronic Dictionary Use (SIEDU) which can be used to assess strategic use of electronic dictionaries and contains the following subscales: 1) familiarity with different types of electronic dictionaries and the conditions of their use; 2) strategies for lemmatization and acquaintance with dictionary conventions; 3) navigation skills; and 4) look-up strategies in new electronic environments. Results indicated significant main effects of gender and age on digital dictionary use, but a non-significant effect of career orientation. These results suggest that instruction for strategic dictionary use should be introduced in classroom so that appropriate dictionaries are used in all courses regardless of the field of study.

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PurposeIncivility constitutes an increasing trend in different workplaces across the world. However, incivility has largely been overlooked in public organizational settings and mainly in the field of secondary education. The purpose of this paper is to provide a better understanding of the effects of supervisor incivility (SI) on psychological safety and work engagement of teachers of secondary schools, through the schools' level of perceived insider status (PIS).Design/methodology/approachData were collected through an online questionnaire that was based on previously validated scales. The final sample included 396 educators who taught different subjects in a Greek region.FindingsResults revealed a negative correlation between head teacher incivility and teacher attitudes (psychological safety/work engagement) through the mediating role of PIS. However, a direct link between SI and psychological safety was also discovered.Originality/valueThe contribution of the study is in exploring one part of the dark side of leadership behavior, e.g. SI, at school and leadership behavior's effects on teacher attitudes, which remain largely unexplored due to teacher embarrassment or fear in acknowledging supervisor misbehavior. Further, the study does not only examine direct, but also indirect effects of incivility. Finally, the current study is the first study to investigate the phenomenon of SI in the Greek context, therefore, extending the geographical and cultural data base concerning incivility.