Non-Cognitive Predictors of Student Success: A Predictive Validity Comparison Between Domestic and International Students

Introduction •  Schoolsarehighlystressfulworkenvironmentswithdailydemands

that affect staff’s work and emotional wellbeing (Dicke, Stebner,Linninger,Kunter&Leutner,2017;Ryanetal.2017). Increases injobandpersonalresourcesmaypreventstrain(e.g.,burnout)andfosterwellbeing(e.g.,engagement)(Schaufeli,2017).

•  Literature indicates thatnormsof respect, supportat school,andpositive interaction are strong predictors of wellbeing at schools(stress,burnout,satisfaction,mentalhealth)(Alvarado&Bretones,2018; Collie et al., 2017). Additionally, a higher level of personalresources leads to a higher level of wellbeing (Xanthopoulou,Bakker,Demerouti,&Schaufeli,2009).

•  The assessment of school personnel resources allows us tounderstandandinterveneatdifferentlevelsforthepreventionofstressors at work and the development of resources to promotehealth.

Methods This study is part of a service program aimed to provide culturallysensitivemental health andwellbeing services to students, families,andpersonnelofpublicschoolsinPuertoRico.

Results•  Leadership quality is significantly associated with work

engagement(β=.14)andcynicism(β=-.20).•  Civilitynormsareassociatedwithworkengagement(β=.16)and

exhaustion(β=-.18).•  Student-staff relationship is significantly related to work

engagement(β=.23),exhaustion(β=-.18)andcynicism(β=-.16).•  Psychologicalcapital issignificantlyrelatedtoworkengagement

(β=.34), exhaustion (β=-.28), cynicism (β=-.27), anxiety (β=-.43),anddepression(β=-.42).

Discussion •  Social and personal resources are strong predictors of work-

relatedwellbeing.•  Leadershipquality,civilitynorms,andstudent-staffrelationships

playacrucialroleinschoolpersonnelwellbeing.

•  Thesepositiveworkclimatejobresourcesseemrelevantforthepromotionofschoolstaffwellbeing.Therefore,theseresultssetthefoundationforfutureinterventions.

•  Psychological capital is positively associated with work-relatedwellbeingandnegativelyrelatedtomentalhealth.

•  Interventions aimed to develop personal resources might beessentialtosupporttheacquisitionofresourcestoreducestrainandimprovetheschoolstaff'spsychologicalfunctioning.

References •  Collie,R.J.,Perry,N.E.,&Martin,A.J.(2017).Schoolcontextandeducationalsystemfactorsimpactingeducatorstress.InMcIntyre,T.M.,McIntyre,S.E.,&Francis,D.J.(Eds.),

EducatorStress:AnOccupationalHealthPerspective.NewYork,NY:Springer.•  Dhingra, S. S., Kroenke, K., Zack,M.M., Strine, T.W., & Balluz, L. S. (2011). PHQ-8 Days: Ameasurement option for DSM-5Major Depressive Disorder (MDD) severity.

PopulationHealthMetrics,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.JournalofOccupationalHealthPsychology,23(2),262.•  Johnson,B.,Stevens,J.J.,&Zvoch,K.(2007).Teachers’perceptionsofschoolclimate:AvaliditystudyofscoresfromtheRevisedSchool-LevelEnvironmentQuestionnaire.

EducationalandPsychologicalMeasurement,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:

diseñoyestructuraempíricadelcuestionarioOREA.AnalesdePsicología,33(3),713-721•  Moncada,S.,Utzet,M.,Molinero,E.,...&Navarro,A.(2013).TheCopenhagenPsychosocialQuestionnaireII(COPSOQII)inSpain-Atoolforpsychosocialriskassessmentat

theworkplace.AmericanJournalofIndustrialMedicine,57(1),97-107.•  Ryan,S.V.,Nathaniel,P.,Pendergast,L.L.,Saeki,E.,Segool,N.,&Schwing,S.(2017).Leavingtheteachingprofession:Theroleofteacherstressandeducationalaccountability

policiesonturnoverintent.TeachingandTeacherEducation,66,1-11.•  Salanova,M.,Schaufeli,W.B.,Llorens,S.,Peiró,J.M.,yGrau,R.(2000).Desdeel ‘burnout’al ‘engagement’:¿Unanuevaperspectiva?RevistadePsicologíadelTrabajoy las

Organizaciones,16,117-134.•  Schaufeli,W.B.(2017).Applyingthejobdemands-resourcesmodel.OrganizationalDynamics,2(46),120-132.•  Schaufeli,W.B.,Shimazu,A.,Hakanen,J.,Salanova,M.,&DeWitte,H.(2017).AnUltra-ShortMeasureforWorkEngagement:TheUWES-3validationacrossfivecountries.

EuropeanJournalofPsychologicalAssessment.Advanceonlinepublication.http://dx.doi.org/10.1027/1015-5759/a000430•  Spitzer, R.L., Kroenke, K.U.,Williams, J.B., & Loewe, B. (2006). A briefmeasure for assessing generalized anxiety disorder: the GAD-7.Archives of InternalMedicine, 166,

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JobandPersonalResourcestoPromotePuertoRicoPublicSchoolPersonnelHealthandWell-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

IsraelSánchez-Cardona,Ph.D.isanchez2@albizu.edu

Acknowledgment:ThisresearchwasfundedbyaProjectAWAREGrant(SM080958-01)andimplementedincollaborationwiththeDepartmentofEducationofPuertoRico&thePuertoRicoMentalHealthandAnti-

AddictionServicesAdministration.

231schoolpersonnel5schools

(81.33%responserate)

80.1%women

77.5%Academicstaff&11%servicestaff

68.4%fulltime&29%parttimeorcontract

6.96years(SD=6.93)workinginschools

Leadershipquality(α=.92;Moncadaetal.2013)

Student-Staffrelations(α=.82;Johnson,Stevens,&Zvoch,2007)

Civilitynorms(α=.67;Walshetal.,2012)

PsychologicalCapital(α=.90;Meseguer-dePedroetal.,2017)

Job and Personal

Resources Exhaustion(α=.92)&Cynicism(α=.85)(Salanovaetal.,2000)

Workengagement(α=.81;Schaufelietal.,2017)

Anxiety(α=.92)(GAD-7;Spitzeretal.,2006)

Depression(α=.91)(PHQ-8;Dhingraetal.,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 MentalHealth

Predictor WorkEngagement Exhaustion Cynisism Anxiety Depression

β SE β SE β SE β SE β SE

Leadershipquality .14* .05 -.08 .07 -.20** .06 -.03 .33 -.05 .35

CivilityNorms .18** .06 -.18** .07 -.12 .07 -.03 .38 -.002 .40

Student-StaffRelationships .23** .07 -.18** .08 -.16** .08 -.06 .42 -.05 .45

PsychologicalCapital .34** .08 -.28** .11 -.27** .10 -.43** .53 -.42** .56

R2 .35 .22 .24 .20 .20