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This paper reviews 18 workplace spirituality scales developed over a period of 23 years from year 2000 to early 2023. The objective is to provide inputs which can guide future researchers in choosing an existing appropriate workplace spirituality scale and in adopting sound scale development procedures for the development of new workplace spirituality scales.

This paper outlines the need for and importance of carrying out a review of workplace spirituality scales. Thereafter, it carries out a review of each of the 18 workplace spirituality scales. It describes 10 overall limitations of the collective set of workplace spirituality scales. Finally, five future research directions are outlined.

The review indicates that most of the workplace spirituality scales have limitations associated with them. The collective set of workplace spirituality scales also has several overall limitations.

The review suggests that workplace spirituality researchers need to exercise caution in choosing an appropriate existing workplace spirituality scale for their research. The review also provides directions for the future research for developing more adequate workplace spirituality scales.

The inputs from this review will contribute to improve the practice of workplace spirituality research.

As workplace spirituality can make organizations more beneficial for employees and the society, this review's contribution to improving workplace spirituality research has an indirect social significance.

This is, to the author's knowledge, the first comprehensive review of 18 workplace spirituality scales developed over a period of 23 years from year 2000 to 2023.

This study aims to develop an assessment scale for university service quality (university SQ) and examine University Service Quality assessment model (UNIQUAL) of higher education during the pandemic.

Two studies applied a mixed-method design to develop and validate the UNIQUAL scale. In-depth interviews and literature reviews were conducted to refine the initial dimensions and items of UNIQUAL in Study 1. Item analysis, EFA and CFA were then conducted to purify item refinement, scale refinement, purification and validation in Study 2. Finally, a confirmed UNIQUAL model was analyzed via partial least squares structural equation modeling (PLS-SEM) using Smart-PLS 4.0.

The research confirms the four-factor structure of UNIQUAL, with a total of 16 items, to be a valid and reliable scale for the assessment of the service quality (SQ) of universities. Having adopted the bias-corrected and accelerated (BCa) bootstrap approach to study 5,000 subsamples from 27 countries, the authors found “responsiveness” and “empathy” to be significantly associated and have positive relationships with students' satisfaction with university SQ. Furthermore, university SQ and satisfaction were mediated by “health and safety” concerns.

The newly developed UNIQUAL scale would be of value to educators and authorities of higher education to assess the SQ of their universities to enhance the effectiveness of student learning. The improvement in satisfaction with higher education's SQ ultimately helps in retaining both international and local students amidst concerns about traveling and studying during the pandemic.

COVID-19 has affected the private and public sectors worldwide. Millions of students have been affected by schools being shut down and substituted with distance-learning programs. Thus, the assessment of the quality of university services has become an important support mechanism for retaining the sustainability of higher education.

The UNIQUAL scale provides a conceptual model and validates an assessment tool. The research hypotheses confirm the relationship between university SQ and satisfaction from the perspective of international students.

The purpose of this study was to ascertain the relationship between EFL teachers' perception of the intended and unintended consequences of formative assessment (FA) decisions and their sense of self-efficacy and anxiety toward data-driven decision-making (DDDM).

A correlational research design and correlational/regression analysis was utilized to conduct this study. In addition, a thematic analysis was conducted of participants' responses to the open-ended questions.

Descriptive statistics suggest that most EFL teachers perceived both intended and unintended consequential validity of their FA decisions with a moderate level of DDDM self-efficacy and a low level of anxiety. The results of the correlational analysis indicated a strong positive relationship indicating that those with higher teachers' perceptions of consequential validity of formative assessment (TPCVFA) scores tended to report higher DDDM efficacy. The results of the correlational analysis also indicated that a significant relationship did not exist between TPCVFA scores and DDDM anxiety. Finally, multiple regression analyses revealed that TPCVFA was a significant predictor of DDDM efficacy; however, TPCVFA was not a significant predictor of DDDM anxiety.

Data collected from 114 Iranian EFL teachers using the Data-Driven Decision-Making Efficacy and Anxiety Inventory (3D-MEA, Dunn et al. 2013a) and the TPCVFA questionnaire, which was self-developed and validated for the current study.

This study aims to focus on assessing the psychometric properties necessary to validate the internal structure of the TOURQUAL scale.

A quantitative research study was conducted in collaboration with the Brazilian Network of Tourism Observatories, comprising 927 respondents surveyed between October 2021 and May 2022. The data analysis involved the application of descriptive statistics and exploratory factor analysis, in alignment with the principles outlined in the Standards for Educational and Psychological Testing 2014 to validate the scale.

The findings of this study validate the TOURQUAL scale as a robust tool for assessing the perceived quality of tourist services, with results demonstrating one-dimensionality and replicability.

To the best of the authors’ knowledge, this study is the first to assess the psychometric properties for validating the internal structure of the TOURQUAL scale.

Effort by managers and academics have been applied to understand elements that improving organizational performance and results. This study aims to analyze the relationship among job performance, job crafting, work complexity and learning support. The authors conducted a cross-sectional survey in a study with a regression hierarchical (i.e. multilevel) design.

Sample included 530 respondents of both sexes with ages ranging from 17 to 68 (M = 33.9; SD = 9.75). Participants were employees from 53 public and private organizations located in the Southeast of Brazil. They answered the scales: General Self-Assessment Scale of Job Performance, Job Crafting Behaviors, Learning Support and Subjective Task Complexity.

The results indicated that variance in job performance due to the differences among the organizations and learning support can explain 22% of variance at this level. Job crafting explained 22% of the job performance variance at level 1 (worker). It is concluded that the development of actions concerning job crafting and the relationship with the work context predict performance at work. Thus, the authors highlight the importance of maintaining individual-focused management practices, meaning that focusing on workers development promotes good results at the organization.

Results revealed practical implications through individual performance considered in a multilevel perspective both in Levels 1 and 2, which is not the most common for this variable. They could be especially important in scenarios that will demand adaptability and work modification, as the actual ones were observed in the contemporary world of work.

Container shipping is a crucial component of the global supply chain that is affected by a large range of operational risks with high uncertainty, threatening the stability of service, manufacture, distribution and profitability of involved parties. However, quantitative risk analysis (QRA) of container shipping operational risk (CSOR) is being obstructed by the lack of a well-established theoretical structure to guide deeper research efforts. This paper proposes a methodological framework to strengthen the quality and reliability of CSOR analysis (CSORA).

Focusing on addressing uncertainties, the framework establishes a solid, overarching and updated basis for quantitative CSORA. The framework consists of clearly defined elements and processes, including knowledge establishing, information gathering, aggregating multiple sources of data (social/deliberative and mathematical/statistical), calculating risk and uncertainty level and presenting and interpreting quantified results. The framework is applied in a case study of three container shipping companies in Vietnam.

Various methodological contributions were rendered regarding CSOR characteristics, settings of analysis models, handling of uncertainties and result interpretation. The empirical study also generated valuable managerial implications regarding CSOR management policies.

This paper fills the gap of an updated framework for CSORA considering the recent advancements of container shipping operations and risk management. The framework can be used by both practitioners as a tool for CSORA and scholars as a test bench to facilitate the comparison and development of QRA models.

Based on the general formula, which depends on the length and difficulty of the test, the number of respondents and the number of ability levels, this study aims to provide a closed formula for the adaptive tests with medium difficulty (probability of solution is p = 1/2) to determine the accuracy of the parameters for each item and in the case of calibrated items, determine the required test length given number of respondents.

Empirical results have been obtained on computerized or multistage adaptive implementation. Simulation studies and classroom/experimental results show that adaptive tests can measure test subjects’ ability to the same quality over half the test length compared to linear versions. Due to the complexity of the problem, the authors discuss a closed mathematical formula: the relationship between the length of the tests, the difficulty of solving the items, the number of respondents and the levels of ability.

The authors present a closed formula that provides a lower bound for the minimum test length in the case of adaptive tests. The authors also present example calculations using the formula, based on the assessment framework of some student assessments to show the similarity between the theoretical calculations and the empirical results.

With this formula, we can form a connection between theoretical and simulation results.

Risks in implementing green building (GB) projects have emerged as a significant obstacle for GB development, especially in developing countries. In recent years, both academics and construction practitioners have paid considerable attention to the risks associated with GB. In this study, the authors aimed to create a comprehensive risk assessment model that considers three crucial risk features: impact level, probability of occurrence and risk manageability.

In the research, authors adopted the mean scoring and fuzzy synthetic evaluation method to assess GB risks. Based on expert assessments, this model can determine the significance of risk factors, risk groups and overall risk. Notably, this research applied the proposed model to assess GB risks in Vietnam by surveying 58 GB experienced professionals.

The findings revealed that GB risks are relatively high in Vietnam, implying that risk management is essential for GB projects to succeed. The results also showed that “lack of experience of GB designers” is the most critical factor, and “human resources risk in the design phase” is the top crucial risk group.

This study contributes a novel and practical model to help practitioners assess risks in GB projects. In addition, this research offers detailed GB risk evaluations in Vietnam and thus could be a valuable reference for construction practitioners and future studies.

The purpose of this study is that the teaching style of college physical education (PE) teachers affects the establishment of college students' exercise habits.

This study uses the teaching style scale for 32 PE teachers and the autonomic motivation and exercise habits scale for 320 college students in the form of self-report.

Chinese college PE teachers mainly use the teacher-centered reproduction style, and the practice style is the most frequently used; The overall teaching style of college PE teachers was significantly negatively correlated with autonomous motivation and exercise habits. PE teachers' teaching style can negatively affect college students' autonomous motivation, and college students' autonomous motivation can positively affect their exercise habits.

There is a significant negative correlation between the teaching style of college PE teachers and the exercise habits of college students. However, it cannot directly affect the establishment of college students' exercise habits, but is achieved through the mediating role of college students' autonomous motivation.