Psychological stress, loneliness, and psychological inflexibility are associated with poorer mental health and professional performance in university teachers. However, the relationship between these variables is understudied. The aim of the present study is to analyze the mediating role of psychological (in)flexibility on the effect of loneliness on psychological stress. A total of 902 professors from 11 universities in Ecuador were analyzed using standardized scales: the Perceived Stress Scale (PSS-14) to assess psychological stress, the Loneliness Scale Revised-Short (UCLA-3) for loneliness, and the Avoidance and Action Questionnaire (AAQ-7) and Life Engagement Test as double measures of psychological (in)flexibility. Mediation was tested by using PROCESS macro for SPSS. The results indicated that psychological flexibility mediated the relationship between loneliness and stress in university professors, regardless of sex and the measure of psychological (in)flexibility considered. The practical implications of the results are discussed herein.

La Universidad juega un papel fundamental en la formación no solo de capacidades técnicas, sino también en el desarrollo de actitudes. En este sentido, una de sus responsabilidades es el fomento y apoyo del espíritu emprendedor entre sus estudiantes, en muchos casos en forma de empresas de participación. Sin embargo, estas actitudes emprendedoras se verán afectadas por elementos culturales y nacionales. El presente artículo desarrolla un estudio con el objetivo de estudiar los antecedentes de la actitud emprendedora en estudiantes universitarios de dos países el cual puede ser de gran utilidad en los procesos de selección en programas universitarios de formación y fomento de empresas. Para estudiar tal objetivo, se llevó a cabo un estudio transcultural con 499 estudiantes universitarios chilenos (n=226) y españoles (n=273) de tres ramas del conocimiento (empresas, tecnológicas y otras). De los resultados obtenidos, se observó que la muestra española estaba más influenciada por factores sociales y familiares que en la muestra chilena en la cual prevalecían otros factores de carácter más individual. En cualquier caso, se observó también la importancia del apoyo de la Universidad en el proceso de creación de empresas. El estudio muestra, finalmente, perfiles actitudinales específicos distintos de emprendimiento atendiendo a diferencias culturales.

Burnout has harmful consequences for individuals and organizations. The study of its antecedents can help us to manage and prevent it. This research aims to explore the role of the effort-reward imbalance (ERI) model as well as the mediation of the working experience in the burnout processes. For this purpose, we have conducted a study in 629 employees from two hospitals in the city of Guayaquil (Ecuador). For this study, the Spanish version of the Maslach Burnout Inventory was applied, as well as the ERI Questionnaire, along with other socio-demographical and occupational variables. A statistical analysis was performed with the obtained data, using structural equation models (SEMs). Results showed that employee effort has a stronger and statistically significant direct effect on emotional burnout, whereas the perception of the obtained reward also had this effect but indirectly in a negative sense, with job experience as a mediating variable.

In a period of uncertainty, trust in leadership and perceptions of fairness have emerged as pivotal factors for fostering employee identification and affective commitment. Drawing from authentic leadership theory, this leadership style is identified as a crucial antecedent of affective commitment, examining the mediating role of distributive justice and the moderating role of interactional justice. A quantitative approach was employed, utilizing data from 302 questionnaires completed by Spanish retail workers. For data analysis, SPSS v.25 was used to generate descriptive statistics, while partial least squares structural equation modeling was applied to test the proposed hypotheses. Our findings revealed that authentic leadership is positively associated with the development of affective commitment, with distributive justice acting as a mediating factor between the two. Furthermore, interactional justice negatively moderates the relationship between distributive justice and affective commitment. Contrary to initial expectations, the second moderation, between authentic leadership and affective commitment, was not found to be significant. The research concludes by discussing the practical implications of the results.