Pilar Martín-Hernández

During the transition of each career, the perception and adaptability of work characteristics change. There are mixed results concerning which work characteristics are more central, which may be due to the occupational and temporal context. Comparing work characteristics across occupational categories (i.e., white, blue and pink) and career stages (i.e., entry, middle and end) allows the most influential characteristics for each collar occupation in all career stages to match workers’ abilities and needs and was the aim of this study. Employees ( N = 2166) participated in this research, and a psychological network analysis was applied. The results reveal common core characteristics for the three-collar occupational and career categories and specific central work characteristics according to career stage and collar occupational category. Therefore, a relationship is established by the occupational and temporal context, which includes employees with the evaluated work characteristics and provides new evidence for work design as an approach to match the person–environment fit. Practical implications for the educational context and future research in vocational behavior are discussed.

Artificial Intelligence (AI) is a broad term that usually refers to a diverse set of computational procedures that can mimic human decisions and/or processes so closely that they appear intelligent, being able, for example, to process quickly large volumes of data. AI is such a powerful tool that organisations are increasingly using it in various areas, including human resources (HR) management, especially in recruitment and selection functions. For instance, big data algorithms are highly instrumental in expanding the process of searching for candidates. However, there are several key questions that are still unresolved regarding ethical issues and the reactions and attitudes towards AI of its users (recruiters, selection managers and potential candidates), necessitating a more extensive empirical and systematic review of the literature at this level. In this context, this paper discusses AI and its applications in HR recruitment and selection processes, addressing the future trends and challenges defined in the existing literature.

Sustainable innovation is the cornerstone of economic growth and development of regions and nations, as well as of organizational competitiveness and success. Innovation is a complex process that relies on individuals and often implies social activities based on interaction with others. Higher Education (HE) is expected to prepare innovative and teamwork-competent individuals. However, it has been noted that, so far, HE has not really addressed the question of how to train innovative college students capable of working in teams. To face such challenges, incorporating active teaching and learning methodologies, such as game-based learning (GBL), could be of great utility, as well as conducting much more research about the effect of teamwork-related factors on IWB, such as teamwork engagement (TWE) and teambuilding (TB). Under this background, our aim was to test the predictor effect of teamwork competence (TWE) on IWB, exploring the moderating role of TWE and TB in a sample comprising 142 college students of Health Sciences and Social Work. Our obtained results, through a multiple additive moderation analysis, showed that TWC positively predicted IWB. Moreover, this effect was moderated by TWE and TB. Therefore, these findings set light around how to foster IWB in HE.

The stereotypical gender traits used in self-descriptions could contribute to shape ambivalent sexist attitudes toward women, including antipathy toward women who appear to threaten the gender hierarchy (i.e., hostile sexist attitudes) and affection for women who embrace traditional feminine roles (i.e., benevolent sexism). Empirical evidence associates more stereotypically feminine traits with benevolent sexism and masculine traits with hostile sexism but does not offer a clear picture, likely because of the non-controlled effect of social desirability and other gender traits in those relationships. We examine whether self-ascribed masculine traits moderate the modulating influence of social desirability in the linkage between feminine traits and benevolent sexism, and whether self-ascribed feminine traits moderate the modulating effect of social desirability in the association between masculine traits and hostile sexist attitudes. Results reveal that stereotypical gender traits and social desirability are connected to benevolent and hostile sexism, although differently. The gendered profile of those with benevolent attitudes (i.e., participants who self-attribute largely feminine traits) is different from those with hostile attitudes (i.e., participants who self-ascribe mainly masculine traits). In addition, the need to gain others’ approval or, more importantly, to avoid their disapproval, leads individuals to offer more socially desirable responses that mask their hostility toward women, whereas this need is less evident when hiding benevolent attitudes. As benevolent sexism is more pervasive in society and, unlike hostile sexism, is not easily recognized as a type of prejudice, it is harder to counteract and, therefore, to eliminate.

Information about the paper titled "PRACTICING CONFLICT RESOLUTION AND NEGOTIATION THROUGH GAME-BASED LEARNING AMONGST PSYCHOLOGY UNIVERSITY STUDENTS" at IATED Digital Library

Information about the paper titled "THE HOUSE OF LOST HILL: FOSTERING MINDFULNESS AND INNOVATION BEHAVIOUR THROUGH A GAME BASED LEARNING EXPERIENCE" at IATED Digital Library

The aim of the present study is to analyze the relation between the severity of symptoms in people with ASD on their parents’ overload, moderated by parental well-being and the ASD pragmatic level. A sample consisted of 28 fathers and mothers whose children had ASD. The obtained results showed that the higher the ASD severity, the better the parental overload was perceived if parents had low well-being levels. However, this relation did not occur if the parental well-being level was high. Moreover, the relation between severity and parental overload moderated by parental well-being occurred regardless of the pragmatic language level. Therefore, the main results of this study are that the responsibility for parental overload depends more on parental well-being than on the symptom severity of the person with ASD. The relevance of carrying out interventions with not only people with ASD, but also with their parents or caregivers for their well-being is highlighted.

Higher Education Instituions (HEIs) should be the driving force behind the training of college students in terms of both hard and soft skills (for example, innovation and teamwork competencies), and they should also do so without neglecting their health and well-being, perhaps more than ever in these complex times of the SARS-CoV2 pandemic. Game-based learning (GBL) could be a powerful and useful tool in this regard. There is, however, some controversy surrounding the use of games for learning purposes in higher education institutions, and most of the research done about this issue corresponds to GBL through digital games. Under this background, the main objective of this study was to test the effect of GBL on the intrinsic motivation (IM), teamwork engagement (TWE), team building (TB), teamwork competence (TWC), and innovation behaviors (IWB) of 142 college students of Health Sciences and Social Work. After rehearsing in small groups, the game was tested (T2). Our results obtained through the differential analyses confirmed that undergraduates were more intrinsically motivated, experienced more TWE, TB, and TWC, and developed more IWB than before playing the game (T1). Therefore, the development of core personal skills might be promoted effectively by games in an efficient, engaging, and motivating way.