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This cross-sectional investigation explores the relative importance of specific psychological factors influencing adjustment in a sample of internationally mobile children and adolescents, commonly referred to as third culture kids (TCKs), living in Switzerland.

The study cohort comprised 126 participants aged 7–17 years, all of whom had experienced international relocations due to their parents' professional commitments. Participants were recruited from local and international schools in Switzerland, and data were collected through validated online questionnaires after obtaining informed consent. The study focused on proximal psychological factors, including emotion regulation strategies (such as cognitive reappraisal and emotion suppression), negative social cognition, resilience and perceived stress, assessing their impact on psychological adjustment. Outcomes were measured through indicators of well-being and mental health, including emotional and behavioral symptoms.

Commonality analysis was used to evaluate the relative contributions of each psychological factor to well-being and mental health in the sample. Perceived stress emerged as the most significant contributor to well-being, while resilience played a crucial buffering role against mental-health difficulties. These findings are consistent with Berry’s Acculturative Stress Model, which highlights the importance of managing stress in the context of cultural transitions. Additionally, the presence of well-established expatriate support networks in Switzerland may have mitigated the negative effects of stress, suggesting that similar patterns may not hold in less resource-rich environments.

The study offers important insights into the challenges faced by TCKs during international relocations, underscoring the need for further cross-cultural research. It remains essential to examine whether emotion regulation strategies such as cognitive reappraisal and resilience mechanisms function similarly in different cultural and socioeconomic contexts.

The findings also suggest the potential benefits of tailored psychotherapeutic interventions aimed at enhancing the well-being and adaptive capacity of TCKs.

Overall, this research contributes valuable knowledge to the understanding of the psychological mechanisms that can inform strategies for supporting TCKs as they navigate the complexities of global mobility.

Structural mentoring barriers are policies, practices and cultural norms that collectively disadvantage marginalized groups and perpetuate disparities in mentoring. This study aims to better understand structural mentoring barriers at the postdoctoral training stage, which has a direct impact on faculty diversity and national efforts to retain underrepresented groups in research careers.

A diverse sample of postdoctoral scholars (“postdocs”) from across the USA were asked to participate in focus groups to discuss their training experiences. The authors conducted five 90-min focus groups with 32 biomedical postdocs, including 20 (63%) women and 15 (47%) individuals from underrepresented racial/ethnic groups (URG).

A social-ecological framework was used to categorize both the upstream and downstream manifestations of structural mentoring barriers, as well as mentoring barriers, overall. Notable structural barriers included: academic politics and scientific hierarchy; inequalities resulting from mentor prestige; the (over) reliance on one mentor; the lack of formal training for academic and non-academic careers; and the lack of institutional diversity and institutional mentor training. To overcome these barriers, postdocs strongly encouraged developing a network or team of mentors and recommended institutional interventions that create more comprehensive professional development, mentorship and belonging.

For postdoctoral scientists, structural mentoring barriers can permeate down to institutional, interpersonal and individual levels, impeding a successful transition to an independent research career. This work provides strong evidence for promoting mentorship networks and cultivating a “mentoring milieu” that fosters a supportive community and a strong culture of mentorship at all levels.

This study aims to establish if risk factors for venous thromboembolism (VTE) in older hospitalized psychiatric patients differ from geriatric inpatients and if the current risk assessment tools being used are suitable.

The authors undertook a single centre retrospective review of 75 records for presence of predetermined risk factors. In total, 55 discharged patients with thrombotic events within geriatric settings were compared with 20 from mental health settings. Differences in risk factors were determined using t-test and Fisher’s exact test.

VTE patients in geriatric units were older and had reduced mobility. Psychiatric patients were more likely to be dehydrated and treated with psychotropics. Whilst rates of VTE screening were comparable in both settings, geriatric inpatients were more frequently prescribed thromboprophylaxis.

Older psychiatric inpatients differ from those in medical/surgical settings in their profiles and risk factors for VTE. Approaches for VTE risk management also differed.

The study suggests the need for VTE screening tools and treatment protocols specific to older psychiatric settings.

Targeted approaches may improve outcomes specific to each group.

To the best of the authors’ knowledge, this is the first attempt in comparing VTE risk factors across acute physical health care and mental health settings.

This study aimed to examine the impact of learning organization (LO) on job satisfaction and individual performance in Vietnamese enterprises. The study further explores the mediating effect of job satisfaction on the relationship between learning organization and employee performance.

Data were collected from 653 employees from various types of organizations in Vietnam. Structural equation modeling was implemented to test the hypotheses.

The results revealed that the proposed research model was supported. Results indicated that LOs positively influenced employees’ job satisfaction and the broader range of their individual performance. In addition, employees’ job satisfaction motivated them to achieve higher performance levels. The study also found a mediating effect of job satisfaction on the relationship between LO and employee performance. The results underscore the importance of implementing an LO culture for individual outcomes such as job satisfaction and employee performance in the Vietnamese cultural context, which is based on socialism and Confucianism.

To the best of the authors’ knowledge, this is the first study to examine the relationships among LO, job satisfaction and individual employee performance in the Vietnamese context. The results offer a deeper understanding of the LO concept in the Vietnamese cultural context and highlight the cultural impact on the LO concept and its effects. The results suggest how the LO concept is applied in the Vietnamese context.

This service evaluation aims to understand the experiences of service users (SUs) who accessed an early intervention in psychosis (EIP) service during the Coronavirus pandemic using qualitative and quantitative methodologies and compare these to a previous pre-pandemic study conducted within the same service (Watkins et al., 2018).

This paper collated experiences of individuals accessing an EIP service to inform service development. Questionnaires and individual interviews were conducted to provide quantitative and qualitative data. Descriptive statistics and T-test confidence intervals were created from the results and compared to findings of Watkins et al. (2018). Interviews were transcribed verbatim and analysed using Braun and Clarke’s (2006) thematic analysis.

Data showed participants were largely satisfied with all areas of the service with “work or education”, “living skills”, and “addictions” scoring highest. Though participants reported no overall dissatisfaction, satisfaction levels dropped in “social activities” compared to the findings of Watkins et al. (2018), perhaps due to the national restrictions put in place to manage the spread of Coronavirus during this time. Interview analysis identified three themes of importance consistent with prior literature, highlighting the importance of relationships and validation during recovery.

This evaluation did not consider whether participants had accessed the service prior to the pandemic or only during, meaning that some participants could have a point of comparison with the service pre-pandemic, whereas others might not. Similarly, the participants were not the same as those of the Watkins et al.’s (2018) evaluation, meaning that direct comparisons of pre- and post-pandemic experiences were not possible. In addition, this evaluation collected data at only one time point early in the pandemic; therefore, it is unknown if client experiences of services differed as the pandemic and restrictions continued over time.

The Covid-19 pandemic has been an unprecedented challenge for health services, and the effects of this are becoming widely reported. This evaluation of clinical services offers a valuable perspective of service user experience of receiving mental health services during a global health crisis further offering a comparison to pre-pandemic services and the experiences of those who used them.

Unbanked status in the United States varies across the population, but the phenomenon of being unbanked tends to be more pronounced for Black households. This paper extends the current body of literature by conceptualizing banked status as an element of financial inclusion and by expanding the number and type of variables used to describe banked status.

This study’s theoretical orientation was informed by the work of Blanco et al. (2019). Survey data used in this study were gathered between May 2021 and February 2022 by Elevate's Center for the New Middle Class. Data were analyzed as a secondary dataset for this study. Three methods were used to evaluate the data. First, sample descriptives were calculated. Second, a correlation analysis was conducted to evaluate the associations between variables and to ensure that multicollinearity would not be an issue at the third stage of analysis. Third, a logistic regression was estimated to identify the variables that were significantly associated with being banked (i.e. holding a checking or savings account) (coded 1) or being unbanked (coded 0).

In this study, 17% of Black households were currently excluded from the financial marketplace. Factors of particular importance in describing unbanked status include being younger than age 55, identifying as male, being married, reporting higher income, relying on the use of credit more often, experiencing employment/financial stress more frequently, less trust in mainstream banking institutions, and inaccessibility to banks and credit unions. Implications for policy and practice are discussed.

This study adds to the financial inclusion literature by illustrating how unbanked status in the United States varies across the population, but that in general, a few common markers differentiate the banked and unbanked status of Black households. Factors of particular importance in describing unbanked status include being younger than age 55, identifying as male, being married, reporting higher income, relying on the use of credit more often, experiencing employment/financial stress more frequently, less trust in mainstream banking institutions, and inaccessibility to banks and credit unions. Implications for policy and practice are discussed.

The purpose of this study was to provide a model for informal workplace learning. Despite the prevalence and recognized importance of informal learning in the workplace, scattered literature and different perspectives have caused a lack of shared understanding about its nature, and little research effort has been made in this direction so far.

This paper identified the most significant components of informal workplace learning using the qualitative meta-synthesis method. For this purpose, after searching sources from different databases and screening them, 17 sources were selected due to compatibility with the research criteria. The texts extracted from the sources were analyzed using a thematic analysis method and synthesized using an aggregation approach. Finally, a themes network was created as a model with 8 main components and 11 sub-components.

The results indicated that eight components were considered significant to informal workplace learning, including learning stimulus, awareness and intent to learn, action or experience, critical reflection on action, facilitators, collective learning, self-directed and context.

This meta-synthesis contributes to the coherence and integration of the informal workplace learning literature. The obtained conceptual model, in addition to the general components of informal workplace learning, provides an explanation of the characteristics of each and the relationships between its components to achieve a complete understanding of the nature of informal workplace learning. Since no study has been done so far to comprehensively identify the most significant components of informal workplace learning, it is not possible to refer to their results in comparison with the results of this study.

Small and medium-sized enterprises (SMEs) are critical in the global business environment, yet they face significant challenges of survival. This study aims to investigate the role of continuous learning and resilience dynamic capabilities (RDC) on SME performance.

The authors conducted a quantitative survey of leaders from 290 SMEs to examine the relationship between continuous learning and performance. Structural equation modeling (SEM) is used to test the dependent relationships in this study. In addition, the Monte Carlo Method is used to test the mediating effect of RDC.

The results suggest that there is a direct effect of continuous learning on firm performance, as well as an indirect effect through RDC. In other words, the effect of continuous learning on firm performance was partially mediated through RDC.

The authors also explored whether firm life cycle stage matters regarding the role of continuous learning and RDC in SMEs. The mediating role of RDC becomes more pronounced (fully mediated) as SMEs transition from the growth stage to maturity stage of their life cycle.

The purpose of this review is to evaluate existing learning agility measures and offer recommendations for their use in organizational and scholarly contexts.

This is a general review paper assessing the psychometric qualities of prevalent learning agility measures. Measures were selected based on their predominance and use in the learning agility literature and organizational settings.

Learning agility measurement is an area requiring further research. Multiple conceptualizations of learning agility exist, making the true structure of learning agility unclear. The learning agility measures in the academic literature deviate from learning agility’s traditional conceptualization and require further validation and convergent validity studies. Commercial measures of learning agility exist, but their development procedures are not subjected to peer review and are not widely used in academic research, given the cost associated with their use.

Learning agility is prevalently used in organizational settings and is receiving increased scholarly attention. Various conceptualizations and measurement tools exist, and it is unclear how these theories and measures relate and differ. This paper contributes to practice by providing practical guidelines and limitations for measuring learning agility.

Learning agility was initially conceived as a multidimensional construct comprising people agility, results agility, change agility and mental agility. As the construct has evolved, the dimension structure of the measure has evolved as well. This study addresses a gap in our current understanding of how to conceptualize and measure learning agility.

This study aims to address workplace cyber incivility in digital environments by proposing human resource (HR) management strategies derived from a systematic review of the literature. It seeks to clarify the concept of cyber incivility, identify its antecedents and outcomes and provide practical recommendations for HR practices to mitigate its effects.

A systematic review following PRISMA guidelines analyzed 31 empirical studies (2006–2024) using Google Scholar, PsycINFO, Business Source Complete and Web of Science databases with keywords, including “cyber incivility,” “digital workplace” and “employee well-being.” Studies were included if they focused on workplace cyber incivility, provided primary data and were published in English, while those on cyber aggression or bullying were excluded. Two authors independently screened studies, resolving discrepancies through discussion. Thematic analysis synthesized findings on definitions, antecedents, outcomes and moderators.

The review identifies gaps in the literature, including inconsistent measurement approaches, limited understanding of cyber incivility’s multidimensional nature, insufficient examination of dyadic perspectives between perpetrators and targets and fragmented research across different digital platforms. The included studies (n = 31) examined diverse professional contexts, with sample sizes ranging from 69 to 830 participants. Cyber incivility is shaped by individual factors (e.g. personality traits, demographic characteristics), situational factors (e.g. workload, stress) and technology-driven factors (e.g. misinterpretation in digital communication). Its negative impacts include reduced job satisfaction, heightened stress, burnout and increased turnover intentions. Evidence-based HR recommendations include developing digital communication guidelines, implementing resilience-building programs and offering training on digital etiquette and conflict resolution.

This study provides a comprehensive framework for understanding cyber incivility in digital work environments and offers evidence-based HR interventions to foster respectful communication and improve employee well-being. It bridges existing research gaps by synthesizing fragmented studies and highlighting actionable strategies for HR professionals.