Self‐esteem is one of the most studied constructs in psychology. It has been measured with a variety of methods and instruments. Although Rosenberg's (1965) self‐report scale is one of the most widely used, empirical evidence on factor validity of this scale is somewhat contradictory, with either 1 or 2 factors. The results of this study suggest the existence of a global self‐esteem factor underlying responses to the scale, although the inclusion of method effects is needed to achieve a good model fit.

This study examined the architecture of the relationships between components of organizational safety climate, including employee attitudes to safety issues and perceptions of the work environment, and related this to self-reported levels of safety activity. Data were collected from a large multinational manufacturing organization by questionnaire. A total of 915 valid questionnaires were returned and formed the basis for structural equation modelling and subsequent analyses. These data showed that a common structure, or architecture, of attitudes to safety issues and perceptions of the work environment could be constructed that explained levels of safety activity. The strength of employees' attitudes with regard to safety management played a pivotal role in this model through both direct and indirect paths. This is consistent with earlier findings on the importance of management commitment in organizations with well developed safety cultures. An examination of the differences between plants/sites showed that employees differed in their attitudes to safety issues, such as the management of safety and communication, and in their perceptions of workplace hazards. It is intended that this model be further utilized within the organization under study as a basis for monitoring safety performance and planned improvements in safety.

Development during life-span implies to cope with stressful events, and this coping may be done with several strategies. It could be useful to know if these coping strategies differ as a consequence of personal characteristics. This work uses the Coping with Stress Questionnaire with this aim using a sample of 400 participants. Specifically, the effects of gender and age group (young people, middle age and elderly), as well as its interaction on coping strategies is studied. With regard to age, on one hand, it is hypothesised a decrement in the use of coping strategies centred in problem solving and social support seeking as age increases. On the other hand, the use of emotional coping is hypothesised to increase with age. With respect to gender, it is hypothesised a larger use of emotional coping and social support seeking within women, and a larger use of problem solving within men. A MANOVA found significant effects for the two main effects (gender and age) as well as several interactions. Separate ANOVAs allowed us to test for potential differences in each of the coping strategies measured in the CAE. These results partially supported the hypotheses. Results are discussed in relation to scientific literature on coping, age and gender.

This research analysed relationships between perceived teachers’ autonomy support and academic success, with self-efficacy and school engagement acting as mediators. This was a survey of 870 students from the Universidad Autónoma de Santo Domingo (Dominican Republic), with a mean age of 26.99 years (SD = 5.09), 50.6% were men. Factor structure for measures was established. Then a structural equation model based on theoretical considerations was estimated. Final outcomes were grades and subjective well-being. Self-efficacy and school engagement were considered mediators, and the exogenous variable was perceived teacher’s autonomy support. This initial model fitted the data well, but several theoretically driven modifications were made and a final model was established. Teacher’s autonomy has important direct effects on engagement and self-efficacy, and it also was a direct predictor of subjective well-being. Self-efficacy and engagement had direct effects on subjective well-being. Grades were explained by the effects of self-efficacy, cognitive, and emotional engagement. As a conclusion, the main chain of effects hypothesised among the variables fitted the observed data well, and can, therefore, be tentatively supported: self-efficacy and engagement mediate the effects of autonomy support on academic achievement.