Positive organizational psychology (POP) is a research area that focuses on the positive aspects of optimal functioning at work. Although consolidated and with a large volume of publications, no bibliometric analysis has been performed that allows knowing its high-level structure, developments, and distribution of knowledge since its origins. The objective is to analyze the 7181 articles published in POP on the Web of Science Core Collection (WoSCC). A retrospective bibliometric analysis and science mapping were performed. The title, authors, institutions, countries, scientific categories, journals, keywords, year, and citations were extracted from WoSCC. Impact factor, quartile, and country were collected from Journal Citation Reports (JCR) 2019. Authors were classified according to the proposal of Crane, and Bradford’s law was calculated. The results show that it is an area with more than 100 years of experience, divided into three stages of different productivity and visibility, highlighting a decrease in its visibility in recent years. With a multidisciplinary and international interest, psychology and business and economics stand out, especially in countries such as the United States, the United Kingdom, and the Netherlands. Four popular study topics emerged: well-being at work, positive leadership, work engagement, and psychological capital.

Background:: Donaldson & Donaldson (2021b) developed a scale to assess Positive Functioning at Work, adding four new blocks to strengthen the original PERMA framework in the workplace. The aim of the present study was to validate this scale in a Spanish sample. Method:: 698 Spanish workers participated, 59% were women and 41% were men, 71.6% were employees and 71.2% belonged to the basic worker level. Results:: Confirmatory Factor Analysis showed a good fit of the nine-factor model (χ/df = 2.441; RMSEA = .056, 90% IC (.049, .063); SRMR =. 062; CFI = .926; TLI = .916), the bifactor model (χ/df = 1.703; RMSEA = .044, 90% CI [.037, .050]; SRMR = .050; CFI = .959; TLI = .952) and the ESEM model (χ/df = 1.736; RMSEA = .041, 90% CI [.033, .049]; SRMR = .017; CFI = .976; TLI = .942). The adapted scale also demonstrated good internal consistency, with a Cronbach’s α of .90 for the scale, and evidence of discriminant, criterion, predictive, and incremental validity with other well-being and performance measures, as well as measurement invariance across educational levels. Conclusions:: This scale provides a comprehensive measurement tool that can help in the design of workplace programs and interventions.

Introduction: Transversal competences constitute a key element for the academic-professional training and sociolabour insertion of university students. Numerous studies reveal a gap between the level of generic skills and the level demanded by the labor market. The evaluation of these competencies becomes essential in university education, so it is necessary to have valid evaluation tools. Objective: To develop a measurement instrument that effectively evaluates said competencies. Method: a questionnaire has been designed based on the model used by Solanes et al. (2008), using the Delphi method to assess content validity. The test has been administered to 946 students, dividing this sample into four equal subgroups to carry out two parallel analyzes and two confirmatory factor analyzes. Results: The final scale is composed of 38 items that explain 53.1% of the variance, with a McDonald’s omega of .94. The parallel analysis reveals a factorial structure of five factors. Likewise, the confirmatory factor analyzes provide evidence of validity on the internal structure of the questionnaire (CMIN/DF = 1.903; RMSEA = .062; CFI = .91; PNFI = .657; NFI = .90; RMR = .042; PGFI = .88). Discussion: An instrument is provided that meets the specifications to be considered a valid and reliable tool, which evaluates the transversal skills most demanded by the labor market. Introducción: Las competencias transversales constituyen un elemento clave para la formación académico-profesional e inserción sociolaboral del alumnado universitario. Numerosos estudios dan cuenta de una brecha entre el nivel de competencias genéricas y el nivel demandado por el mercado laboral. La evaluación de estas competencias se torna fundamental en la formación universitaria, por lo que es necesario contar con herramientas de evaluación válidas. Objetivo: Desarrollar un instrumento de medición que evalúe eficazmente dichas competencias. Método: Se ha diseñado un cuestionario a partir del modelo utilizado por Solanes et al. (2008), utilizando el método Delphi para evaluar la validez de contenido. La prueba fue administrada a 946 estudiantes, dividiendo esta muestra en cuatro subgrupos iguales para efectuar dos análisis paralelos y dos análisis factoriales confirmatorios. Resultados: La escala definitiva está compuesta por 38 ítems que explican el 53.1% de la varianza, con un omega de McDonald de .94. El análisis paralelo revela una estructura factorial de cinco factores. Asimismo, los análisis factoriales confirmatorios proporcionan evidencias de validez sobre la estructura interna del cuestionario (CMIN/ DF = 1.903; RMSEA = .062; CFI = .91; PNFI = .657; NFI = .90; RMR = .042; PGFI = .88). Discusión: Se proporciona un instrumento que reúne las especificaciones para ser considerado una herramienta válida y fiable, que evalúa las competencias transversales más demandadas por el mercado laboral. Introdução: As competências transversais constituem um elemento chave para a formação acadêmico-profissional e inserção sócio-profissional dos estudantes universitários. Numerosos estudos revelam uma lacuna entre o nível de competências genéricas e o nível exigido pelo mercado de trabalho. A avaliação destas competências é essencial no ensino universitário, razão pela qual é necessário ter ferramentas de avaliação válidas. Objetivo: Desenvolver um instrumento de medição que avalie efetivamente estas competências. Método: Um questionário foi projetado com base no modelo utilizado por Solanes et al. (2008), usando o método Delphi para avaliar a validade do conteúdo. O teste foi administrado a 946 alunos, dividindo esta amostra em quatro subgrupos iguais para realizar duas análises paralelas e duas análises de fator de confirmação. Resultados: A escala final é composta de 38 itens que explicam 53,1% da variação, com um ômega do McDonald's de .94. A análise paralela revela uma estrutura de fatores de cinco fatores. As análises de fatores de confirmação fornecem provas de validade da estrutura interna do questionário (CMIN/ DF = 1,903; RMSEA = .062; CFI = .91; PNFI = .657; NFI = .90; RMR = .042; PGFI = .88). Discussão: Fornecemos um instrumento que atende às especificações para ser considerado uma ferramenta válida e confiável que avalia as competências transversais mais demandadas no mercado de trabalho.

Background: The psychosocial work environment significantly impacts employee well-being and performance. Among the most recognized models for assessing psychosocial risk factors is the Job Demand-Control-Support (JDCS) model, which posits that psychological demands, job control, and social support are core determinants of work-related stress. Although extensively studied, research on its measurement tools—particularly the Job Content Questionnaire (JCQ)—has been disproportionately conducted in WEIRD countries, raising questions about cross-cultural validity.Objective: This study aimed to (I) evaluate the reliability of JCQ dimensions across cultures through a meta-analytic approach and (II) validate a 15-item short version of the JCQ in a large and culturally distinctive Spanish sample.Methods: A meta-analysis of 21 studies (N = 21,732) from WEIRD and non-WEIRD countries assessed the internal consistency of psychological demands and job control dimensions. Additionally, an empirical validation was conducted with 860 Spanish workers using exploratory structural equation modeling (ESEM) to test factorial structure, reliability, and measurement invariance across gender, job level, and educational background.Results: Meta-analytic results showed moderate to high internal consistency for job control (α = 0.737) and psychological demands (α = 0.603), with higher reliability in WEIRD populations for job control. The Spanish validation supported a four-factor ESEM model with excellent fit and invariance across demographic groups. All dimensions showed strong composite reliability and convergent validity.Conclusion: This research confirms the robustness of the JCQ’s core constructs and supports the use of a concise, psychometrically sound version of the instrument across diverse sociocultural contexts. It also advances equitable psychometric practices by bridging WEIRD and non-WEIRD research efforts.

The psychological contract is a fundamental construct for understanding the relationships established between employee and employer. However, the current literature states that there is no validated instrument to measure this construct. The present research aims to validate the psychological contract questionnaire developed by the PSYCONES team, providing empirical evidence on its reliability and validity in the current labor context. A sample of 1764 workers in the Spanish labor market was used, and a cross-validation process was applied, in which exploratory factor analysis was performed and various models (CFA, ESEM, CFA bifactor and ESEM bifactor) were tested to evaluate the structure of the questionnaire. In addition, multigroup invariance analyses were performed to examine the stability of the model according to gender and job level. The results indicated that the four-factor ESEM model showed the best fit and representation of the following dimensions of the psychological contract: fulfillment of company promises, fulfillment of employee promises, psychological contract violation, and perception of justice and trust. Likewise, the scale showed significant relationships with job satisfaction and organizational commitment, reinforcing its concurrent validity. This study provides a psychometrically robust instrument to assess the psychological contract in the workplace, offering a basis for future research and practical applications in different organizational contexts.

The Spanish economy represents an unemployment rate of close to 40% in people under 29 years of age with higher education, a fact that has led to investigate what other elements are necessary in this group to find employment. This study analyzes the emotional intelligence and digital competencies that young people possess in relation to the perception of employability. For its analysis, a questionnaire has been distributed among 111 young people that includes the Employability Perception Scale in University Students, the Trait Emotional Meta-cognition Scale (TMMS-24) and the European model of digital competencies. As for the results, emotional intelligence was found to be more relevant in relation to perceived employability, especially in the dimension of clarity and repair. Digital competencies have obtained a significant but slight relationship with perceived employability. With these results, conclusions and teaching implications for universities can be drawn.