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In addition, service climate moderates the influence of role stress on burnout, suggesting a moderated mediation relationship. The study contributes to the organizational management literature by confirming the four dimensions of role stress and demonstrating how role stress impacts employees’ turnover intention. Furthermore, the critical effect of service climate is further investigated. Theoretical contributions and managerial implications are discussed based on the findings. the study also investigates the moderating effect of service climate on role stress (challenge-hindrance stressors) and burnout. Copyright © 2020 Wen, Zhou, Hu and Zhang.To learn more about Chilean emotional beliefs related to emotion development, 271 Mapuche and non-Mapuche parents and teachers in urban and rural settings reported their emotion beliefs using a questionnaire invariant in the Chilean context (Riquelme et al., in press). Included are six beliefs previously found to resonate across three United States cultures (i.e., beliefs about the value and cost of certain emotions; control of emotion; knowledge of children’s emotion; manipulation of emotion; and emotional autonomy), and five others distinctive to the indigenous people of this region (i.e., value of being calm; controlling fear specifically; interpersonality of emotion; learning about emotion from adults; and regulation through nature). MANOVAs were conducted to examine these beliefs across culture (Mapuche, non-Mapuche), role (parent, teacher), and geographical location (rural, urban). For United States-derived beliefs, there were no main effects, although two interactions with culture by role and location were significant. For all five Mapuche-generated beliefs, there were significant main effects for culture, role, and location. Results highlight both similarities and differences in beliefs across cultures, roles, and geographical location. Implications for the Chilean context include the importance of non-Mapuche teachers’ sensitivity to the values and emotion-related beliefs of Mapuche families. Implications for the global context include an expanded view of emotion-related beliefs, including beliefs that children can control fear and be calm, that emotion-related values include attending to the needs of others, and that two ways of controlling emotion are through learning by listening to/watching elders, and by being in nature. Copyright © 2020 Halberstadt, Oertwig and Riquelme.A disturbed body image with fluctuating behavioral patterns of body related avoidance (BA) and body checking (BC) characterizes individuals with eating disorders (EDs) such as anorexia (AN) or bulimia nervosa (BN). So far, these behavioral body image components are mostly assessed via self-report instruments thereby neglecting their behavioral and partially automatic characteristics. Therefore, behavioral measures of BA and BC are needed. The present study investigates a behavioral assessment task for BA and BC in a sample of patients with diagnosed EDs and healthy controls. The sample consisted of 40 women diagnosed with either BN (N = 19) or AN (N = 21; ED sample) and 24 non-eating disordered, healthy female controls (HC). Within the Body Image Approach Task (BIAT) participants viewed photos of their own body (self-image) and a matched control body (other-image) by zooming the photos closer toward them (image became more focused) on the screen. The BIAT yields zoom-levels recorded separately for self- relateded to adapt measures of behavioral body image components to the processes evoked in patients with ED during confrontation with body images. Copyright © 2020 Legenbauer, Radix, Naumann and Blechert.The SRL vs. ERL TheoryTM predicts that regulation-related factors in the student and in the context combine to determine the student’s levels in emotional variables, stress, and coping strategies. The objective of the present research was to test this prediction in the aspect of coping strategies. Ko143 BCRP inhibitor Our hypothesis posed that students’ level of self-regulation (low-medium-high), in combination with the level of regulation promoted in teaching (low-medium-high), would determine the type of strategies students used to cope with academic stress; the interaction of these levels would focus coping strategies either toward emotions or toward the problem. A total of 944 university students completed validated questionnaires on self-regulation, regulatory teaching, and coping strategies, using an online tool. ANOVAs and MANOVAs (3 × 1; 3 × 3; 5 × 1) were carried out, in a quasi-experimental design by selection. Level of self-regulation and level of regulatory teaching both had a significant effect on the type of coping strategies used. The most important finding was that the combined level of self-regulation and external regulation, on a five-level scale or heuristic, predicted the type of coping strategies that were used. In conclusion, the fact that this combination can predict type of coping strategies used by the student lends empirical support to the initial theory. Implications for the teaching-learning process at university and for students’ emotional health are discussed. Copyright © 2020 de la Fuente, Amate, González-Torres, Artuch, García-Torrecillas and Fadda.Psychological research on leadership has demonstrated that it achieves social impact, particularly in the improvement of working environments and organizational performance. The understanding of the organizational context of leader behavior and its different components is crucial to analyzing the impact of leadership in organizations. The purpose of this study is to identify and analyze the transformation and change of leadership skills and aptitudes before and after the implementation of an excellence EMBA program, particularly in relation to two components of the organizational context (1) goals and purposes, and (2) people and groups. Data were collected from open-ended questionnaires completed by alumni and current participants in an Executive MBA program (EMBA) and enrolled in leadership courses. The emerging issues identified in the responses include themes linked to dialogic leadership and show that participants improve their leadership skills and aptitudes, advancing toward effective leadership and potential social impact in their organizations.