Non-Cognitive Predictors of Student Success: A Predictive Validity Comparison Between Domestic and International Students Introduction • Schools are highly stressful work environments with daily demands that affect staff’s work and emotional wellbeing (Dicke, Stebner, Linninger, Kunter & Leutner, 2017; Ryan et al. 2017). Increases in job and personal resources may prevent strain (e.g., burnout) and foster wellbeing (e.g., engagement) (Schaufeli, 2017). • Literature indicates that norms of respect, support at school, and positive interaction are strong predictors of wellbeing at schools (stress, burnout, satisfaction, mental health) (Alvarado & Bretones, 2018; Collie et al., 2017). Additionally, a higher level of personal resources leads to a higher level of wellbeing (Xanthopoulou, Bakker, Demerouti, & Schaufeli, 2009). • The assessment of school personnel resources allows us to understand and intervene at different levels for the prevention of stressors at work and the development of resources to promote health. Methods This study is part of a service program aimed to provide culturally sensitive mental health and wellbeing services to students, families, and personnel of public schools in Puerto Rico. Results • Leadership quality is significantly associated with work engagement (β=.14) and cynicism (β=-.20). • Civility norms are associated with work engagement (β=.16) and exhaustion (β=-.18). • Student-staff relationship is significantly related to work engagement (β=.23), exhaustion (β=-.18) and cynicism (β=-.16). • Psychological capital is significantly related to work engagement (β=.34), exhaustion (β=-.28), cynicism (β=-.27), anxiety (β=-.43), and depression (β=-.42). Discussion • Social and personal resources are strong predictors of work- related wellbeing. • Leadership quality, civility norms, and student-staff relationships play a crucial role in school personnel wellbeing. • These positive work climate job resources seem relevant for the promotion of school staff wellbeing. Therefore, these results set the foundation for future interventions. • Psychological capital is positively associated with work-related well being and negatively related to mental health. • Interventions aimed to develop personal resources might be essential to support the acquisition of resources to reduce strain and improve the school staff's psychological functioning. References • Collie, R.J., Perry, N.E., & Martin, A.J. (2017). School context and educational system factors impacting educator stress. In McIntyre, T. M., McIntyre, S. E., & Francis, D. J. (Eds.), Educator Stress: An Occupational Health Perspective. New York, NY: Springer. • Dhingra, S. S., Kroenke, K., Zack, M. M., Strine, T. W., & Balluz, L. S. (2011). PHQ-8 Days: A measurement option for DSM-5 Major Depressive Disorder (MDD) severity. Population Health Metrics, 9(1), 11. • Dicke, T., Stebner, F., Linninger, C., Kunter, M., & Leutner, D. (2018). A longitudinal study of teachers’ occupational well-being: Applying the job demands-resources model. Journal of Occupational Health Psychology, 23(2), 262. • Johnson, B., Stevens, J. J., & Zvoch, K. (2007). Teachers’ perceptions of school climate: A validity study of scores from the Revised School- Level Environment Questionnaire. Educational and Psychological Measurement, 67, 833–844. doi:10.1177/0013164406299102 • Meseguer-de Pedro, M., Soler-Sánchez, M. I., Fernández-Valera, M. M., & García-Izquierdo, M. (2017). Evaluación del Capital Psicológico en trabajadores españoles: diseño y estructura empírica del cuestionario OREA. Anales de Psicología, 33(3), 713-721 • Moncada, S., Utzet, M., Molinero, E., ... & Navarro, A. (2013). The Copenhagen Psychosocial Questionnaire II (COPSOQ II) in Spain- A tool for psychosocial risk assessment at the workplace. American Journal of Industrial Medicine, 57(1), 97-107. • Ryan, S. V., Nathaniel, P., Pendergast, L. L., Saeki, E., Segool, N., & Schwing, S. (2017). Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent. Teaching and Teacher Education, 66, 1-11. • Salanova, M., Schaufeli, W.B., Llorens, S., Peiró, J.M., y Grau, R. (2000). Desde el ‘burnout’ al ‘engagement’: ¿Una nueva perspectiva? Revista de Psicología del Trabajo y las Organizaciones, 16, 117-134. • Schaufeli, W. B. (2017). Applying the job demands-resources model. Organizational Dynamics, 2(46), 120-132. • Schaufeli, W. B., Shimazu, A., Hakanen, J., Salanova, M., & De Witte, H. (2017). An Ultra-Short Measure for Work Engagement: The UWES-3 validation across five countries. European Journal of Psychological Assessment. Advance online publication. http://dx.doi.org/10.1027/1015-5759/a000430 • Spitzer, R.L., Kroenke, K.U., Williams, J.B., & Loewe, B. (2006). A brief measure for assessing generalized anxiety disorder: the GAD-7. Archives of Internal Medicine, 166, 1092-1097. • Walsh, B.M., Magley, V.J., Reeves, D.W., Davies-Schrils, K.A., Marmet, M. D., & Gallus, J.A. (2012). Assesing workgroup norms for civility: The development of the civility norms questionnarie-brief. Journal of Business Psychology, 27, 407-420. • Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2009). Reciprocal relationships between job resources, personal resources, and work engagement. Journal of Vocational Behavior, 74(3), 235-244. Job and Personal Resources to Promote Puerto Rico Public School Personnel Health and Well-being Israel Sánchez-Cardona, PhD; Coralee Pérez Pedrogo, PhD; Marizaida Sánchez-Cesáreo, PhD; Eric Rivera, MS; Betzaida Santiago, PhD; Ángela Pérez, MS; & Rosario Justinianes, MA. Third Mission Institute, Carlos Albizu University, San Juan, Puerto Rico Israel Sánchez-Cardona, Ph.D. [email protected] Acknowledgment: This research was funded by a Project AWARE Grant (SM080958-01) and implemented in collaboration with the Department of Education of Puerto Rico & the Puerto Rico Mental Health and Anti- Addiction Services Administration. 231 school personnel 5 schools (81.33% response rate) 80.1% women 77.5% Academic staff & 11% service staff 68.4% full time & 29% part time or contract 6.96 years (SD= 6.93) working in schools Leadership quality (α=.92; Moncada et al. 2013) Student-Staff relations (α= .82; Johnson, Stevens, & Zvoch, 2007) Civility norms (α=. 67; Walsh et al., 2012) Psychological Capital (α= .90; Meseguer-de Pedro et al., 2017) Job and Personal Resources Exhaustion (α= . 92) & Cynicism (α= .85) (Salanova et al., 2000) Work engagement (α= . 81; Schaufeli et al., 2017) Anxiety (α= .92) (GAD-7; Spitzer et al., 2006) Depression (α= . 91) (PHQ-8; Dhingra et al., 2011) Well being & Mental Health Instruments M SD 1 2 3 4 5 6 7 8 Leadership quality 3.51 1.03 Civility norms 3.45 .88 .52** Student-staff relationship 3.09 .72 .36** .24** Psychological Capital 5.41 .53 .11 .14* .21** Work engagement 3.92 .81 .35** .36** .39** .43** Exhaustion 2.77 .94 -.27** -.29** -.30** -.35** -.65** Cynicism 1.92 .91 -.35** -.29** -.32** -.34** -.69** .69** Anxiety 5.64 4.76 -.08 -.05 -.15* -.44** -.25** .38** .26** Depression 4.96 4.99 -.11 -.09 -.15* -.44** -.33** .42** .36** .81** Note: * p<.05; **p<.01 Burnout Mental Health Predictor Work Engagement Exhaustion Cynisism Anxiety Depression β SE β SE β SE β SE β SE Leadership quality .14* .05 -.08 .07 -.20** .06 -.03 .33 -.05 .35 Civility Norms .18** .06 -.18** .07 -.12 .07 -.03 .38 -.002 .40 Student-Staff Relationships .23** .07 -.18** .08 -.16** .08 -.06 .42 -.05 .45 Psychological Capital .34** .08 -.28** .11 -.27** .10 -.43** .53 -.42** .56 R 2 .35 .22 .24 .20 .20