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This paper aims to report a non-randomized control study undertaken to investigate prevalence and correlates of conduct disorder among male secondary education students in South-West Nigeria and to assess the impact of a problem-solving skills and attributional retraining (PSSAR) intervention with this population.

In total, 787 male students from two schools were screened for conduct disorder. All participants who met criteria for the disorder were allocated to either treatment (n = 55) or control (n = 47) groups. Outcome measures comprised the strengths and difficulties questionnaire (SDQ; teacher and student versions) and the teacher rating of students’ aggressive behaviors.

Of the sample, 13% were found to present with difficulties that met criteria for conduct disorder. The presence of these difficulties correlated with several demographic variables, including parental conflict and alcohol use. A statistically significant reduction in mean scores was observed for the treatment group in the student rating of the SDQ emotional subscale and total difficulties scores. Teacher ratings were less consistent in that conduct problems, prosocial behavior and total difficulties increased following the intervention, whereas peer problems and aggressive behavior were reported by teachers to reduce. No statistically significant change was found in the outcome measures for the control group.

In resource-constrained settings, school-based interventions are an important means through which treatment gaps in child and adolescent mental health can be addressed.

In resource-constrained settings, school-based interventions are an important means through which treatment gaps in child and adolescent mental health can be addressed. This study’s findings offer some preliminary support for the PSSAR intervention for conduct disorder in this context and indicate areas for further research.

We review past research on the relationship between attributional perceptions, emotions, and workplace aggression and develop a conceptual model that extends this research in two ways. First, we consider the influence of controllability attributions on the type (otherdirected, self-directed, hostile, non-hostile) and likelihood of aggressive responses to negative workplace outcomes and situations. Second, we consider the extent to which discrete negative emotions might mediate these attribution-aggression relationships. Implications for anticipating and preventing workplace aggression based on this conceptual model are discussed.

This paper emphasizes that employee attributional processing is a vital element in understanding employee aggression in organizations. The purpose of this paper is to summarize attributional perspectives and integrate recent theoretical advances into a comprehensive model.

The paper achieved its objectives by reviewing and integrating research and theories on aggression, cognitive processing, and attribution processes to explain how employee aggression unfolds in the workplace. Propositions are suggested.

It was found that early conceptualizations proposing that employee attributions and attribution styles would play important and significant roles in predicting employee aggression were supported by recent research enabling theoretical advancements.

Over the last 15 years, research advances show how attributions influence employee aggression. This paper integrates recent theoretical advances with prior empirical evidence and provides a comprehensive model exhibiting how attributions influence aggression in the workplace.

This paper aims to extend the traditional conceptualization of localization, which has largely focused on recruitment, by examining “employability” and “retention” as crucial determinants of localization success.

Using survey data from local (Emirati) employees in private sector organizations in the United Arab Emirates (UAE), the authors develop a holistic model of localization and test the relationships between stereotypes, organizational socialization, employability and retention outcomes, using Smart-PLS.

Among the main findings are the significant influence of stereotypes on organizational socialization (OS) experiences of Emirati employees, with a negative relationship between “work ethics stereotypes” and perceptions of OS experiences. Strong evidence is also found for the indirect effects of OS experiences on retention of Emirati employees, mediated by employability.

This study contributes to the literature on localization by examining the relationships between key variables not examined together in previous research. In terms of limitations, the cross-sectional nature of the study prevents the identification of direction of causality among these relationships. Since employee integration, as part of localization efforts, is a gradual process, future research should include longitudinal studies.

Employability has emerged as a significant challenge for organizations and governments working to implement successful localization initiatives. This study’s findings highlight several opportunities for organizational and governmental policy interventions to support successful localization.

The authors’ holistic model extends localization literature by providing evidence for the role of stereotypes and employability as key constructs to be examined along with OS experiences and retention.

Focuses on the issue of self‐confidence among women managers and on the psychological processes which may constrain it. One potentially relevant process is how we perceive the causes of our success and failure. Evidence from psychological laboratories suggests that women show a comparative tendency to “explain away” their success and take more personal responsibility for failure. Describes a research study investigating whether these gender differences occur among managers in organizations. The sample consisted of 158 managers in three organizations who accounted for incidents of their own and their direct subordinates′ successful and unsuccessful performance. The results indicated significant differences in how women and men account for their own success. Compared with their male counterparts, women managers tended to attribute their achievement of work goals less to their ability and more to hard work. Women also made more “generous” attributions for the success of subordinates. Finally, women managers (unlike men) tended to believe that ability had more to do with their subordinates′ successful performance than their own. Discusses various interpretations and practical implications of these results.

The purpose of this paper is to explore the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments.

The authors use data from a nationwide and compulsory survey to analyze the relationship between learning environment and student effort. The survey covers all students attending the seventh (last year of primary school) and tenth (last year of lower secondary school) grades in Norwegian compulsory education. Since the survey has been conducted every year since 2006/2007, we can apply panel data methods to reduce the potential for omitted variable problems.

Student satisfaction with teacher guidance, materials and social environment plays an important role in stimulating effort both in class and with homework. Satisfaction with physical work conditions is of less importance, but does stimulate in-class effort among the younger students. Heterogeneity across the genders for tenth graders is also observed. In particular, bullying and satisfaction with teacher guidance are more important determinants for males’ than for females’ effort.

The results indicate that school managers should focus attention on improving not only the quality of teachers and teaching materials, but also the social environment at the school in order to stimulate more student effort.

The results contribute to the literature studying student effort and educational outcomes by providing information on how different school factors affect student effort.

Apprenticeship programmes are designed to provide young trainees with essential broad-based skills. Through apprenticeships, different sectors that are underpopulated can fill up their skills gaps. Apprenticeships are particularly useful to the construction sector which has a high ageing workforce and associated lower labour productivity. However, the completion rates of apprenticeship training programmes in the construction sector remain low in several countries across the globe. Thus, the purpose of this paper is to review the published research on apprenticeship training that is specifically focused on the construction sector, to determine the current status quo and suggest a direction for future research.

A systematic review approach was adopted. Based on a comprehensive search using SCOPUS databases, 33 relevant journal articles were identified and analysed.

It was found that monitoring and control is the most mentioned factor responsible for improvements in the completion rates of apprenticeship training. In contrast, the length of time required for going through the full training is the most common factor responsible for low completion rates. Three research gaps were identified, among which is the dearth of studies that has focused on apprentices training in developing countries.

The gaps identified in the current knowledge on apprenticeship training would serve as a justification for future investigations. However, the scope of the review is limited to papers published in academic journals and citable through SCOPUS.

The outcomes of the study provide researchers and other relevant stakeholders with a concise report on the findings of previous studies. It also provides insight into strategies for improving the completion rates of apprenticeship training in the construction sector.

A systematic evaluation of the extant literature draws on theoretical evidence and highlights the factors that are more likely to influence the outcomes of apprentice training for craftspeople in the construction sector.

Adolescent problem behaviours (substance use, delinquency, school dropout, pregnancy, and violence) are costly not only for individuals, but for entire communities. Policy makers and practitioners that are interested in preventing these problem behaviours are faced with many programming options. The purpose of this review is to discuss two criteria for selecting relevant parenting programmes, and provide five examples of such programmes.

The first criterion for programme selection is theory based. Well-supported theories, such as the social development model, have laid out key family-based risk and protective factors for problem behaviour. Programmes that target these risk and protective factors are more likely to be effective. Second, programmes should have demonstrated efficacy; these interventions have been called “evidence-based programmes” (EBP). This review highlights the importance of evidence from rigorous research designs, such as randomised clinical trials, in order to establish programme efficacy.

Nurse-Family Partnership, The Incredible Years, the Positive Parenting Program (Triple P), Strengthening Families 10-14, and Staying Connected with Your Teen are examined. The unique features of each programme are briefly presented. Evidence showing impact on family risk and protective factors, as well as long-term problem behaviours, is reviewed. Finally, a measure of cost effectiveness of each programme is provided.

The paper proposes that not all programmes are of equal value, and suggests two simple criteria for selecting a parenting programme with a high likelihood for positive outcomes. Furthermore, although this review is not exhaustive, the five examples of EBPs offer a good start for policy makers and practitioners seeking to implement effective programmes in their communities. Thus, this paper offers practical suggestions for those grappling with investments in child and adolescent programmes on the ground.

This study aims to investigate the role of knowledge hiding (KH) on academic performance, using three antecedents – relatedness with peers, territoriality of knowledge and performance motivation. It also looked into the moderating role of academic self-efficacy upon student’s KH behavior and academic performance. The research was grounded on the theory of reasoned action.

Structural equation modeling (SEM) was used to analyze the five hypotheses. The data was collected through a primary survey based on a structured questionnaire with a sample size of 324 students from the Indian higher education institutions.

The study found that performance motivation and territoriality are positively associated with KH, which is further positively related to students’ academic performance. Sense of relatedness had no influence upon KH behavior, implying that proximity of social relationships does not predict KH behavior among students. Additionally, it was also observed that while evasive (a situation where the knowledge hider deliberately provides incorrect, partial or misleading information) and rationalized KH (a situation where the knowledge hider tries to provide a rational justification for not sharing the knowledge) had a significant influence on the academic performance of the students, the effect of “playing dumb” was not significant. The study did not reveal any moderating effect of academic self-efficacy on all three forms of KH and academic performance.

The findings of the study are expected to be valuable for instructors, administrative authorities and policymakers at the higher education level, to create a more conducive teaching and learning environment. Out of the three hiding strategies, students indulge more often in rationalized KH. Based on the outcomes of this research, management may focus toward the creation of an institutional environment conducive toward knowledge sharing interdependency among students.

One of the novel contributions of this study is that it analyzes Indian higher education, providing a developing country perspective, thereby contributing to the body of knowledge in knowledge management and hiding. The study also intends to understand the interplay of constructs such as KH, territoriality, sense of relatedness and academic performance, which have not been discussed previously within the higher education context, thus making the research work original. The study was done among the students and hence, brings in the academic perspective in the KH literature, which has seen limited research impetus.