Marc Dussault

How do job characteristics contribute to burnout? Exploring the distinct mediating roles of perceived autonomy, competence, and relatedness

This study aimed to better understand the psychological mechanisms, referred to in the job demands–resources model as the energetic and motivational processes, that can explain relationships between job demands (role overload and ambiguity), job resources (job control and social support), and burnout (emotional exhaustion, depersonalization, and personal accomplishment). Drawing on self-determination theory, we examined whether psychological resources (perceived autonomy, competence, and relatedness) act as specific mediators between particular job demands and burnout as well as between job resources and burnout. Participants were 356 school board employees. Results of the structural equation analyses provide support for our hypothesized model, which proposes that certain job demands and resources are involved in both the energetic and motivational processes—given their relationships with psychological resources—and that they distinctively predict burnout components. Implications for burnout research and management practices are discussed.

PROFESSIONAL ISOLATION AND OCCUPATIONAL STRESS IN TEACHERS

The aim of the study was to investigate the relationship between professional isolation of teachers and their occupational stress. A systematic random sample of 1,110 teachers in Quebec were administered French Canadian versions of the UCLA Loneliness Scale and Teacher Stress Inventory. Analysis gave, as expected, a positive and significant correlation between isolation and occupational stress. This highlights the importance of looking for ways to reduce professional isolation of teachers.

Revisiting the factorial validity of the Revised UCLA Loneliness Scale: a test of competing models in a sample of teachers.

Over the years, various studies addressing different populations have consistently raised concerns about the unidimensionality of the Revised UCLA Loneliness Scale. In the present study, the factorial structure of the scale was examined by comparing it to alternative models. In a sample of 1,157 French Canadian teachers, results of confirmatory factor analysis support a three-factor model solution. Support for the invariance of this model across sexes and teaching levels (i.e., elementary and high school) was also obtained.

Human-Computer Interaction: A Review of the Research on its Affective and Social Aspects

Prevailing research influenced by cognitive psychology has dealt mainly with the cognitive aspects of the human-computer interaction (HCI). The advent of computers in schools should prompt educational researchers to scrutinize the affective and social aspects of student-computer interactions since they play an important role in learning. A review of 34 qualitative and non-qualitative studies was conducted. Its main purpose is to synthesize results and to highlight important issues that research has left unsolved. Results concern the nature of the HCI (social or parasocial), the interface (mainly a comparison between graphic and text types), and the relation between variables linked to HCI (mainly trust, locus of control, attitude, ease of use, and liking).

Leadership: Validation of a Self-Report Scale

The aim of this paper was to propose and test the factor structure of a new self-report questionnaire on leadership. A sample of 373 school principals in the Province of Quebec, Canada completed the initial 46-item version of the questionnaire. In order to obtain a questionnaire of minimal length, a four-step procedure was retained. First, items analysis was performed using Classical Test Theory. Second, Rasch analysis was used to identify non-fitting or overlapping items. Third, a confirmatory factor analysis (CFA) using structural equation modelling was performed on the 21 remaining items to verify the factor structure of the scale. Results show that the model with a single third-order dimension (leadership), two second-order dimensions (transactional and transformational leadership), and one first-order dimension (laissez-faire leadership) provides a good fit to the data. Finally, invariance of factor structure was assessed with a second sample of 222 vice-principals in the Province of Quebec, Canada. This model is in agreement with the theoretical model developed by Bass (1985), upon which the questionnaire is based.

Loneliness and Self-Efficacy in Education Majors:

The aim of the study was to investigate the relationship between loneliness and self-efficacy for a sample of 314 French Canadian education majors who were administered French Canadian versions of the UCLA Loneliness Scale and Teacher Efficacy Scale. Analysis yielded, as expected, a negative and significant correlation of –.25 between scores on loneliness and self-efficacy.

Évolution des conceptions relatives à l’enseignement, à l’apprentissage et aux technologies de l’information et de la communication chez des enseignants du primaire

Le present texte fait etat de l’evolution des conceptions relatives a l’enseignement, a l’apprentissage et aux technologies de l’information et de la communication (TIC) dans le cadre d’une recherche ‐ action ‐ formation visant a accroitre le recours aux TIC chez des enseignants du primaire. Ces conceptions sont degagees a partir de donnees recueillies lors d’entrevues menees aupres de huit volontaires parmi les 40 enseignants engages dans l’etude. Elles sont mises en lien avec deux perspectives de l’apprentissage : le behaviorisme social et le neoconstructivisme. De plus, l’incidence de telles conceptions sur les pratiques d’integration pedagogique des TIC est discutee. Enfin, le present texte suggere des pistes d’intervention susceptibles d’orienter des programmes de developpement professionnel concus a l’intention d’enseignants. Mots cles : Developpement professionnel, changement conceptuel, enseignants, TIC This article reports the evolution in conceptions relevant to teaching, learning and information and communication technologies (ICT) within the framework of an action ‐ training ‐ research aiming to increase the recourse to ICT by primary teachers. These conceptions emerge from the data gathered during interviews conducted with eight volunteers among the 40 teachers engaged in the study. They are linked to two perspectives of learning: social behaviorism and neoconstructivism. In addition, the incidence of such conceptions on the pedagogical integration practices of ICT is discussed. Lastly, the present text suggests courses of interventions likely to orient professional development programmes designed for teachers. Key words: Professional development, conceptual change, teachers, ICT

Psychosocial factors linked to the occupational psychological health of police officers: Preliminary study

Abstract In the literature, the police environment is considered to be in a category of jobs with a high level of stress. More and more police officers are at work for stress-related psychological health problems. It is possible that the work functions associated with this professional field make police officers vulnerable to the psychological health problems. To date, the statement is obvious. Literature on the psychological health of police officers remains inadequate. To our knowledge, no study has examined factors that may contribute to or harm the psychological health of police officers. A sample of 12 police officers was interviewed during the winter of 2016 for this qualitative study. The officers participated voluntarily in a semi-directed interview conducted using a predefined interview guide. The purpose of this study was to determine the predictive factors associated with psychological health in the police officers’ workplaces. An inductive analysis of all the statements collected was conducted and the results were divided into three factors: socioeconomic (budget cuts and social pressure), organizational (police culture, managerial instability, leadership, recognition and interpersonal support) and personal (self-employed, efficiency, emotional abilities and disillusionment). This study can serve as a premise for police organizations to question their influence on the psychological health of police officers. This qualitative study aims to initiate innovative reflection in a sector where the development of knowledge is currently insufficient.

Effet de diverses sources d’information sur l’auto-efficacite au leadership

Resume La presente etude s’interesse a l’auto-efficacite au leadership en tant qu’antecedent du leadership. Elle verifie l’effet de diverses sources d’information sur l’auto-efficacite au leadership. Un plan de recherche avec trois groupes experimentaux et un groupe de comparaison a ete utilise pour verifier l’effet de l’experience de maitrise, de l’experience vicariante et de la persuasion verbale sur l’auto-efficacite au leadership. Les resultats revelent que l’experience vicariante produit un effet significativement plus important que l’experience de maitrise et que la persuasion verbale. Les implications theoriques et pratiques decoulant des resultats sont discutees a la lumiere des theories de l’auto-efficacite de Bandura (2003) et du leadership transformatif de Bass (1985).