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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.

Organizations in today's changing environment face significant challenges, requiring continual innovation. Understanding oneself from the employee's perspective is paramount, especially in organizations and businesses, transforming all levels, accommodating new work paradigms and adapting to the post-pandemic business world. The authors examine the employees' critical dimensions, self-concept and resilience through self-reported studies to ascertain the impact on their performance in the organization. Self-concept, a multidimensional knowledge structure, implies the individual's description and examination, including psychological characteristics, attributes and skills. On the other hand, resilience is adapting appropriately to adversity, challenges and stressful situations and emerging unscathed. Resilience additionally leads to profound personal growth and acceptance of reality. It also endows the individual's sense of identity over time. It provides insights into work behavior and outcomes and fosters a positive psychological perspective to improve performance. Job performance is an observable individual performance that adds value and enables organizational goal achievement. To sum job performance is an achievement-related behavior. The research study examines the relationship between employee self-concept, resilience and performance elements (task, contextual and counterproductive work behavior).

Cross-sectional data were collected from 224 employees from the retail sector to test the hypotheses among self-concept, employee performance elements and resilience. SPSS 21.0 was used, and the authors conducted reliability, correlation and regression analysis using statistical tools to analyze the mediating effect.

Self-concept and employee performance elements have significant relationships. The mediating effect of resilience on the relationship between self-concept and counterproductive work behavior and self-concept and contextual performance is significant. In contrast, resilience does not impact the relationship between self-concept and task performance.

The authors examined a framework of untested variables, namely self-concept and the different factors of performance (task, contextual and counterproductive behavior). The authors investigated the mediating effect of resilience in the model, which was not previously explored.

Vicarious abusive supervision (VAS) has recently garnered the attention of hospitality researchers. VAS is prevalent in hospitality work settings characterized by long production chains and open operating environments. Based on the conservation of resources (CORs) theory, this study aims to examine how VAS influences hospitality employees’ work behaviours (i.e. supervisor-directed deviance, silence and helping behaviour) via affective rumination, with the moderating role of industry tenure as an individual contingency on the relationship between VAS and affective rumination.

The data were gathered from 233 restaurant frontline employees and their supervisors in Turkey. The authors tested the proposed model using partial least squares method through SmartPLS 3.

The results reveal that VAS triggers affective rumination, which, in turn, is positively related to supervisor-directed deviance and silence, and negatively related to helping behaviour. Moreover, industry tenure, as a buffer resource, significantly moderates the relationship between VAS and affective rumination.

To reduce the occurrence of VAS and mitigate its negative effects, managers should establish a work environment that embraces understanding and respect, pay attention to how they communicate with employees, implement appropriate interventions when VAS occurs and conduct stress management training and improve employees’ emotion regulation skills in ways that correspond to the employees’ industry experience.

This study advances research on VAS by offering insight into how VAS impacts employees’ work behaviours via the underlying mechanism of affective rumination through a COR lens. The findings also shed light on the salient buffering effect of industry tenure as an individual contingency.

University students often encounter academic challenges and setbacks, which can impact their beliefs about their capabilities, leading to a phenomenon known as learned helplessness. This study explores the antecedents of learned helplessness through the interaction between teacher support, self-efficacy, and cultural dimensions such as power distance, uncertainty avoidance, and masculinity.

Drawing from constructivism, the authors empirically examined a conceptual model utilizing structural equation modeling (SEM). A total of 268 university students completed a self-survey on learned helplessness via a Google Form.

The study shows that LH is influenced by personal attributes, perceived support, and cultural context. Higher self-efficacy is linked to lower LH scores, while teacher support indirectly affects LH through self-efficacy. Power distance and uncertainty avoidance also directly impact LH. Additionally, cultural influences indirectly affect LH through perceived support and self-efficacy. However, the hypothesized connections between masculinity and LH were not supported.

The study advances LH literature by exploring it among university students using a multidimensional, constructivist approach, providing valuable insights for educational authorities. We illuminate how individual, social, and cultural factors influence LH, underscoring the serial mediation between self-efficacy and perceived teacher support. Existing literature frequently overlooks the intricate interplay among cultural dimensions and other factors, limiting the formulation of comprehensive solutions. Our research breaks new ground in quantitative LH examination within education, delving into Hofstede’s cultural dimensions and suggesting strategies to mitigate uncertainty and power distance for student well-being and success.