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The purpose of this paper is to use the job demands-resources model to investigate intra-individual engagement-burnout profiles, and demands-resources profiles.

A representative sample of the US workforce was surveyed online. Latent profile analysis (LPA) and configural frequency analysis examined intra-individual profiles and their inter-relations.

A negative inter-individual correlation between engagement and burnout suggested that burnout tends to be lower when engagement is high, but intra-individual analyses identified both aligned engagement-burnout profiles (high, moderate, and low on both variables), and discrepant profiles (high engagement – low burnout; high burnout – low engagement). High engagement and burnout co-occurred in 18.8 percent of workers. These workers reported strong mixed (positive and negative) emotions and intended to leave their organization. Another LPA identified three demands-resources profiles: low demands – low resources, but moderate self-efficacy, low workload and bureaucracy demands but moderate information processing demands – high resources, and high demands – high resources. Workers with high engagement – high burnout profiles often reported high demands – high resources profiles. In contrast, workers with high engagement – low burnout profiles often reported profiles of high resources, moderate information processing demands, and low other demands.

This study examined the intersection of intra-individual engagement-burnout profiles and demands-resources profiles. Previous studies examined only one of these sides or relied on inter-individual analyses. Interestingly, many employees appear to be optimally engaged while they are burned-out and considering to leave their jobs. Demands and resources facets were distinguished in the LPA, revealing that some demands were associated with resources and engagement.

A chaotic home environment, marked by disorganization, noise and a lack of routine, has negative associations with language development, social competence and executive functioning. This study aims to investigate the mediating effect of chaotic homes on adaptive behaviors, or behaviors that allow independent functioning, in children diagnosed with autism spectrum disorder (ASD) compared to neurotypical (NT) children. Children with ASD have difficulties with adaptive functioning in their environment, and identifying factors in the home that may exacerbate these behaviors will help in understanding the larger family dynamics that may affect behavior.

In total, 251 primary caregivers completed questionnaires about their children’s adaptive behavior and the structure of the home environment.

The results of a mediation analysis found a significant indirect effect of ASD status leading to lower adaptive behaviors through home chaos. This suggests those with ASD experienced more household chaos than NT children, which influenced their lower adaptive behavior scores.

This research provides insights into the complex relationship between the home environment and child behavior in children with ASD.

Achievement motivation is not a fixed quantity. Rather, it depends, in part, on one’s subjective construal of the learning environment and their place within it – their narrative. In this paper, we describe how brief interventions can maximize student motivation by changing the students’ narratives.

We review the recent field experiments testing the efficacy of social-psychological interventions in classroom settings. We focus our review on four types of interventions: ones that change students’ interpretations of setbacks, that reframe the learning environment as fair and nonthreatening, that remind students of their personal adequacy, or that clarify students’ purpose for learning.

Such interventions can have long-lasting benefits if changes in students’ narratives lead to initial achievement gains, which further propagate positive narratives, in a positive feedback loop. Yet social-psychological interventions are not magical panaceas for poor achievement. Rather, they must be targeted to specific populations, timed appropriately, and given in a context in which students have opportunities to act upon the messages they contain.

Social-psychological interventions can help many students realize their achievement potential if they are integrated within a supportive learning context.

This paper aims to highlight the possibility that the same cultural and/or institutional environment can differentially affect each of the two moments of entrepreneurship – opportunity identification and opportunity exploitation. It is possible that the cultural and institutional environment in a particular place may encourage opportunity identification, but discourage opportunity exploitation, or vice versa. Specifically, this paper argues that understanding entrepreneurship in Trinidad and Tobago requires that we focus on how Trinidadian culture and institutions differentially affect both moments of entrepreneurship.

To examine how Trinidad and Tobago’s culture and institutions affect entrepreneurial opportunity identification and exploitation in that country, the paper uses a qualitative approach. In total, 25 subjects agreed to interviews, conducted in July and August 2009 in Trinidad. The questions were geared at understanding attitudes toward work and entrepreneurship in Trinidad, and how politics, culture and ethnicity interacted with those attitudes. The paper also examined institutional indicators from the Economic Freedom of the World: 2013 Annual Report and the World Bank’s 2016 Doing Business Report.

The research identified features of the cultural and institutional environment in Trinidad and Tobago that help to explain why opportunity identification is relatively common among all ethnic groups there, but why opportunity exploitation appears relatively suppressed among African–Trinidadians. In particular, the research finds that the inheritance of British institutions, a post-colonial political culture, a post-colonial business culture and ethnically based social networks all have positive and negative influences on each moment of entrepreneurship.

Further research would involve an analysis of a wider set of both formal and informal entrepreneurial activities in Trinidad and Tobago, across industries and periods.

This paper has implications for understanding the complex nature of entrepreneurship, which many policymakers try to encourage, but which is shaped by deep cultural and historical factors, and also indirectly influenced by state policies and laws.

Ethnic patterns in entrepreneurship shape the way groups see themselves and others.

While authors writing about opportunity recognition/identification and opportunity exploitation have captured the important dimensions of entrepreneurship, they underestimate the possibility of a disconnect between entrepreneurial identification and exploitation. Focusing on instances where the disconnect exists allows us to move away from characterizations of cultures as progress-prone or progress-resistant, and instead allows us to focus on these gaps between identifying and exploiting entrepreneurship across cultures.

This paper aims to examine income convergence among the Euro members from 1995 to 2021.

This study uses Phillips and Sul’s test (2007, 2009) extended by Lyncker and Thoennessen’s (2017) algorithm jointly with β and σ  – convergence analysis and a traditional growth equation.

This analysis identifies three clubs of countries in terms of gross domestic product (GDP) per capita with notable disparities between and within them, which implies that the theory of optimal currency areas has not been fulfilled.

These results rule out the core/periphery divide as presented in the literature to date. Finally, by estimating an endogenous economic growth model, this study finds the primary factors underpinning the differences between the three stationary states: labor productivity, physical and human capital, investment and international trade.

The purpose of this paper is to explore a possible effect of #MeToo media on individuals’ personal recall and reinterpretation of sex harassment (SH) experiences. The authors experimentally examine how exposure to high-profile stories of sexual misconduct triggers memories and reinterpretation of one’s own past SH experiences.

Using a sample of 393 US adults, participants were randomly assigned to read one of four media passages, two of which were news stories or transcripts of high-profile cases of sexual harassment or misconduct (e.g., the Trump Access Hollywood transcript), then completed the Sexual Experiences Questionnaire (SEQ) and follow-up questions about how the media impacted their memory of their prior SH experiences.

Sexual misconduct media stories, compared to control conditions, indirectly predicted self-report of past SH (SEQ) through both remembering and reinterpreting one’s past experiences. Gender and political ideology moderated the indirect effects such that the effects of the media stories were stronger for women and for those higher on progressive political ideology.

This study experimentally demonstrated what has publicly been assumed to be a driving force behind the upswing of SH reports and the seriousness by which they have been regarded during the #MeToo era: publicized stories of high-profile sexual misconduct triggers personal recall of having been sexually harassed in the past and reinterpretation of SH experiences. The #MeToo movement may be acting as a driver of social change, facilitating changes in social norms. As these social norms change, organizations should be prepared to effectively respond to a possible increase in reporting SH experiences due changes in norms around reporting SH.

This study uses an experimental design to investigate the role of high-profile media stories about SH as a driving force behind the #MeToo movement.

Many researchers partner with schools but may be unfamiliar with practices for initiating contact and sustaining relationships with school leaders. Partnering with schools requires significant effort from the researcher to nurture communication and trust. This can pose challenges for researchers who are new to the field, have relocated to a new university or need to rebuild relationships due to transitions in school staffing.

In this mixed-methods study, we interviewed and surveyed school and district leaders in Delaware to learn how researchers can best communicate and form relationships with schools and districts.

We found no singular best method exists to initiate contact with schools and districts. Rather, researchers should consider the unique needs of the local context. Leaders’ decision to participate in research was most influenced by their own interest in the research topic, alignment with schools’ needs and researchers’ willingness to build a relationship with the local education agency.

Despite broad acknowledgment about the importance of school–university partnerships, few studies directly engage educators in discussing their goals, preferences and needs when working with researchers. We sought to formalize an understanding of best practices researchers can consider when initiating contact and building relationships with schools, directly from the perspective of school and district leaders. Developing these understandings from practitioners ensures the information authentically represents the perspectives of those who researchers seek to connect with, rather than assumptions of the researcher.

Multiple forces that shape the identities of adolescents and young adults also influence their subsequent career choices. Early work experiences are key among these forces. Recognizing this, youth service programs have emerged worldwide with the hope of shaping participants’ future trajectories through boosting engagement in civically oriented activities and work. Despite these goals, past research on these programs’ impact has yielded mixed outcomes. Our goal is to understand why this might be the case.

We rely on interview, archival, and longitudinal survey data to examine young adults’ experiences of a European youth service program.

A core feature of youth service programs, namely their dual identity of helping others (i.e., service beneficiaries) and helping oneself (i.e., participants), might partly explain the program’s mixed outcomes. We find that participants focus on one of the organization’s identities largely to the exclusion of the other, creating a dynamic in which their interactions with members who focus on the other identity create challenges and dominate their program experience, to the detriment of a focus on the organization and its goals. This suggests that a previously overlooked feature of youth service programs (i.e., their dual identity) might prove both a blessing for attracting many diverse members and a curse for achieving desired outcomes.

More broadly, our results suggest that dual identity organizations might attract members focused on a select identity, but fail to imbue them with a blended identity; thus, limiting the extent to which such organizations can truly “redirect” future career choices.

This chapter considers the modes and politics of refugee representation, and the function of art and literature as sites of resistance to, or the reinforcing of, dehumanising or idealised tropes of people seeking refugee protection. Specifically, the chapter addresses the connection between dehumanised representations of the imagined refugee and the violence and ‘logic’ of Australia’s offshore detention regime in Nauru and Papua New Guinea. In engaging with these issues, the chapter draws on Manus Prison Theory and its focus on who gets to represent refugee experience, and to generate knowledge about it and on what terms. It considers these questions through an examination of two contrasting art projects, which alternately raise and contest the idea of the ‘deserving refugee’. In exploring these questions, the chapter also engages with the temporalities of refugee representation and the role of crisis in generating ‘stock’ refugee representations. It ultimately argues that the politics of refugee representation are central to questions of refugee and migrant justice, and further, that we cannot separate contemporary forms and representations of violence against refugees from colonial and neocolonial acts of sovereignty and expulsion.

The field of human resource management faces a significant dilemma. While emerging evidence, theory, and practical demands are increasing the visibility and credibility of human capital as a key to organisational success, the measures used to articulate the impact of human resource management decisions remain misunderstood, unwanted by key constituents, or even counter‐productive. This article proposes that the key to creating meaningful HR metrics is to embed them within a model that shows the links between HR investments and organisational success. The PeopleVantage model is proposed as a framework, the application of the model is illustrated, and the potential of the model for guiding research and practical advances in effective HR measures is discussed.