Academic Relational Civility as a Key Resource for Sustaining Well-Being

Fabio, Annamaria Di; Kenny, Maureen E.

doi:10.3390/su10061914

Cited by 18 publications

(18 citation statements)

References 62 publications

(101 reference statements)

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“…Future research could also continue to study in depth the relationships between the new integrated construct of HELP and personality traits to see if these results will be confirmed or will emerge specificities in relation to different categories and contexts. Notwithstanding the highlighted limitations, the results of this work offers new opportunities for future research and interventions from a primary prevention perspective (Hage et al, 2007; Kenny and Hage, 2009; Di Fabio and Kenny, 2016b; Di Fabio, 2017a) for entrepreneurs, workers, and healthy organizations in the 21st century (Tetrick and Peiró, 2012; Di Fabio and Palazzeschi, 2012; Di Fabio et al, 2016; Di Fabio and Kenny, 2016a; Di Fabio and Gori, 2016b; Dempsey and Kauffman, 2017; Di Fabio and Peiró, 2018). HELP can be considered as preventive individual resources to successfully face with the challenges of the current continuous changing labor market.…”

Section: Discussionmentioning

confidence: 99%

High Entrepreneurship, Leadership, and Professionalism (HELP): A New Resource for Workers in the 21st Century

2018

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World of work in the 21st century is characterized by instability, insecurity, and continuous change. To face these challenges of the post-modern era, workers are required to use their personal resources. A new construct called high entrepreneurship, leadership, and professionalism (HELP) is a preventive resource that helps maintain, improve, and find work in uncertain or dynamic conditions. This study aims to examine the personality correlates of HELP in Italian workers and identify different clusters based on HELP and other variables, such as workplace relational civility and flourishing. To this end, the following instruments were administered to 204 Italian workers: the HELP questionnaire, the Big Five Questionnaire, the Workplace Relational Civility Scale, and the Flourishing Scale. The personality correlates of HELP underscored the role of conscientiousness (and its subdimension perseverance) and extraversion (and its subdimension dominance). The cluster analysis identified three clusters characterized by high, average, and low HELP scores. Participants in the first cluster with high HELP scores appeared to possess higher perseverance, dominance, workplace relational civility, especially readiness, and higher flourishing than those in the other two groups. The present results can open new opportunities for future research and interventions in a primary prevention perspective to foster resources for workers and healthy organizations in the 21st century.

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Section: Discussionmentioning

confidence: 99%

High Entrepreneurship, Leadership, and Professionalism (HELP): A New Resource for Workers in the 21st Century

2018

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“…The social context of adjustment is of paramount importance, and previous sustainability research has found social ties, such as academic relational civility, to have profound impacts on wellbeing [24]. In the case of international students, acquaintances with host nationals has facilitated psychological adjustment [5].…”

Section: Multidimensional Predictors Of Sociocultural Adaptationmentioning

confidence: 99%

Birds of a Feather Fare Less Well Together: Modeling Predictors of International Student Adaptation

Gibbs¹,

Güneri

Pankau

et al. 2020

Sustainability

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Sociocultural adaptation to the host country is an important corollary to the psychological well-being of international students. We used structural equation modeling (SEM) to test a model of sociocultural adaptation and psychological wellbeing. International students in Ankara, Turkey (N = 161, mean age = 22.35) completed online surveys. Consistent with our hypotheses, interpersonal connections with host nationals predicted greater sociocultural adaptation (β = 0.250, p = 0.001) and interpersonal connections with co-nationals resulted in poorer psychological adjustment (β = −0.171, p = 0.025). Host-country language proficiency led to better sociocultural adaptation (β = 0.262, p < 0.001), and perceptions of greater cultural distance had a negative impact on both psychological (β = 0.314, p < 0.001) and sociocultural adaptation (β = 0.328, p < 0.001). Thus, students who were able to engage in relations with host-country nationals fared better. Our results provide insight for sending and receiving institutions regarding the preparation (e.g., exploring cognitive frames for immersion, language skills, reviewing coping strategies) and supportive services (e.g., connection with host country nationals) that will facilitate the adjustment of international students. Drawing on the model of cross-cultural adaption proposed by Searle and Ward [9,10] and related literature, we modeled the effects of intrapersonal, interpersonal, and contextual factors on the psychological and sociocultural adjustment of international students at a prestigious, comprehensive, public university in Ankara, Turkey. This university attracts over 1000 international students to its campus from 85 different countries. The largest proportion come from the Middle East and Central Asia and they enroll in the variety of majors/disciplines that are offered. The overall number of students who are enrolled in undergraduate and graduate programs is 27,000. While the language of the country and the surrounding community is Turkish, the medium of instruction is English. Turkey is a developing country with a diverse population that has, over the last several decades, seen cultural shifts towards the adoption of several Western ideals, such as individualism and a nuclear family structure, but in many ways retains its collectivistic roots through cultural values of sharing and hospitality. With this specific cultural context established, questions surrounding how international students adjust to this environment can be explored. Sociocultural AdaptationSociocultural adaptation has been defined as "behaviorally based competencies required in various situations and circumstances during cross-cultural transitions" [11] (p. 1476). Examples include adjusting to living, working, and studying in a new environment, and the ability to perceive, understand, and respond appropriately to new cultural situations. Research on international student adjustment has been advanced by Ward and colleagues [9,12,13], who have analyzed numerous variables across their studies, such a...

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“…Regarding the strengths that can be invigorated for the relationships with others, we have resources that can be enhanced in terms of workplace relational civility [27] and its specific application in an academic context in terms of academic relational civility [14,36]. Workplace Relational Civility [37] is defined as a relational style "characterized [sic] by respect and concern for oneself and others, interpersonal sensitivity, personal education, and kindness toward others.…”

Section: Confucianismmentioning

confidence: 99%

“…Relational decency at work, in terms of relationships based on decency and characterized by respect for the self and others, being able to express beliefs and opinions freely, assertiveness, being tactful; Relational culture at work, in terms of courtesy, kindness, politeness; Relational readiness at work, in terms of speed in understanding the feelings of others and exhibiting proactive sensibility, ability to understand the emotions of others, delicacy, empathy, and compassion. Academic relational civility presents the same dimensions but with respect to the organizational specific academic context [14,36]. Workplace relational civility implies a scale with a mirror modality of evaluation (me with others, part A, and others with me, part B) allowing an in-depth evaluation of interpersonal interactions considering one's own contribution and the contribution of others in relationships.…”

Section: Confucianismmentioning

confidence: 99%

The Psychology of Harmony and Harmonization: Advancing the Perspectives for the Psychology of Sustainability and Sustainable Development

Fabio

Tsuda

2018

Sustainability

Self Cite

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After delineating the roots of harmony in the literature from both the Eastern and the Western perspectives, the paper introduces the new Psychology of harmony in terms of harmonization that widens the perspective calling for psychological contributions regarding components, processes and building strengths in a preventive perspective. The complex construction of Harmony from a psychological perspective underlines the concept of relationality. Harmony results at three main points, with oneself, with others, and with nature/the natural world, also taking into account the spatial and temporal perspectives. The Psychology of harmony as harmonization represents a pillar for a new research area in the psychology of sustainability and sustainable development, considering harmonization in geographical and temporal perspectives, including meaningful construction processes from the past, to the present, and into the future using reflexivity processes at the individual, group, community, social, and national levels. Introducing the innovative psychology of harmony as harmonization the present article offers promising perspectives for research and intervention with the aim to individuate and foster new strengths from a preventive perspective.

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Academic Relational Civility as a Key Resource for Sustaining Well-Being

Cited by 18 publications

References 62 publications

High Entrepreneurship, Leadership, and Professionalism (HELP): A New Resource for Workers in the 21st Century

High Entrepreneurship, Leadership, and Professionalism (HELP): A New Resource for Workers in the 21st Century

Birds of a Feather Fare Less Well Together: Modeling Predictors of International Student Adaptation

The Psychology of Harmony and Harmonization: Advancing the Perspectives for the Psychology of Sustainability and Sustainable Development

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