This study examines burnout and engagement—the hypothesized opposite of burnout—in university students from Spain (n = 623), Portugal (n = 727), and the Netherlands (n = 311). Confirmatory factor analyses showed that the expected three-factor structures of the adapted versions of the Maslach Burnout Inventory (MBI) for students (including Exhaustion, Cynicism, and Reduced Efficacy) and the Utrecht Work Engagement Scale (UWES) for students (including Vigor, Dedication, and Absorption) fitted to the data of each sample. However, a rigorous test revealed that most factor loadings of the MBI were not invariant across all samples. Results with the UWES were slightly better, indicating invariance of factor loadings of Absorption in all samples and of Vigor in two of the three samples. Furthermore, as hypothesized, the burnout and engagement subscales were negatively correlated. Finally, irrespective of country, Efficacy and Vigor were positively related to academic performance, that is, the number of passed exams relative to the total number of exams in the previous term.

Most people would agree with the maxim that “success breeds success.” However, this is not the whole story. The current study investigated the additional impact of psychosocial factors (i.e., performance obstacles and facilitators) as well as psychological well-being (i.e., burnout and engagement) on success (i.e., academic performance). More specifically, our purpose was to show that, instead of directly affecting future performance, obstacles and facilitators exert an indirect effect via well-being. A total of 527 university students comprised the sample and filled out a questionnaire. We obtained their previous and future academic performance Grade Point Average (GPA) from the university's records. Structural equations modeling showed that the best predictor of future performance was the students’ previous performance. As expected, study engagement mediated the relationship between performance obstacles and facilitators on the one hand, and future performance on the other. Contrary to expectations, burnout did not predict future performance, although, it is significantly associated with the presence of obstacles and the absence of facilitators. Our results illustrate that, although “success breeds success” (i.e., the best predictor of future performance is past performance), positive psychological states like study engagement are also important in explaining future performance, at least more so than negative states like study burnout.

This study investigates the effects of e-groups on well-being and performance, using a collective approach and an objective performance indicator. Furthermore, it includes collective efficacy as a moderator and negative (anxiety) as well as positive (engagement) well-being. A lab experiment with an interval of 3 weeks was performed among 140 students who were randomly distributed across 18 groups using a chat-internet program and 10 groups working face to face. Half the groups performed under time pressure. Results confirm the moderating role of perceived collective efficacy on well-being and task performance. All groups working under time pressure and low in collective efficacy show an increase in collective anxiety. Chat-internet groups under time pressure show an increase in collective engagement but only when they feel high in collective efficacy. Finally, task performance was poorer in chat groups, working under time pressure, and with low levels of collective efficacy than in the other groups.

This study investigates the relationship between academic engagement, psychological capital (PsyCap) resources (efficacy, hope, optimism, resilience) and academic performance. Data were collected in two different universities, one in Spain (N = 389) and another in Portugal (N = 243). Undergraduate students completed self-report questionnaires regarding academic engagement and Psychological Capital. Academic performance was assessed through Grade Point Average, provided by the universities at the end of the exam period. Results showed a positive relationship between academic engagement, PsyCap, and academic performance in both samples. Results also supported PsyCap as a full mediator in the relationship between academic engagement and academic performance. Exploration of alternative models yielded a superior fit for the proposed model. Accordingly, academically engaged students were likely to experience higher levels of psychological resources, which in turn positively impacted their academic performance. The results point to the importance of considering psychological predictors, rather than the prevalent reliance on traditional predictors of academic performance.

Two studies were conducted to validate the so-called HEalthy and Resilient Organization (HERO) Model. Results from Study 1 provided validity and psychometric support for a new measure designed to assess HEROs composed by semistructured interviews with the CEOs of 14 companies as well as questionnaires for their stakeholders (710 employees, 84 work-units, their immediate supervisors, and 860 customers). In Study 2, SEM (using data aggregated at the work-unit level, which consisted of 303 teams and their supervisors from 43 companies) showed that healthy employees fully mediated the positive relationship between healthy organizational resources and practices, and healthy organizational outcomes (assessed by supervisors). Moreover, regression analyses (at the organizational level, with 2,098 customers) showed that employees’ excellent performance positively predicts customer loyalty and satisfaction with the company.