Religion and Pandemic Weight Gain: A Refuge from the Storm?

The COVID-19 pandemic was an inherently stressful global crisis that was associated with weight gain for over 40% of the American public. Building on previous research, we draw on recently collected national survey data from the United States to examine the effects of religious attendance (both in-person and virtual), the sense of divine control, and religious/spiritual (R/S) struggles on pandemic weight gain. A series of logistic regression models were conducted. Our findings suggest that divine control and monthly in-person religious attendance were associated with a lower risk of pandemic weight gain, while R/S struggles were associated with a higher risk of weight gain. Our results reveal the complex role that religiosity can play with respect to pandemic weight gain.

Tpack, Organizational Support, and Technostress in Explaining Teacher Performance during Fully Online Learning

Aim/Purpose This study aims to analyze (1) the effect of organizational support on Techno-logical Pedagogical Content Knowledge (TPACK), (2) the effect of organiza-tional support and TPACK on teacher performance, (3) the effect of organiza-tional support and TPACK on technostress, and (4) the effect of technostress on teacher performance.Background The disruption of Information Technology (IT) innovation in educational prac-tice happened two decades ago. However, the more massive and intense IT inte-gration in teaching and learning practice was demanded during the COVID-19 pandemic. These circumstances made teachers and students face a new teaching and learning environment with complete IT mediation. Therefore, they will show a unique response valuable for managing effective education and further research regarding teaching and learning in the online environment.Methodology Using a purposive sampling technique, data was collected from 419 pre-service teachers in the economics and business field. The data was then tabulated and analyzed using PLS-SEM.Contribution This study connects the concept of TPACK as knowledge to organizational support and technostress as the organizational and personal response to deal with massive IT integration in fully online learning during the COVID-19 pan-demic. This study bridges the educational concept of teacher competence to the behavioral framework of IS users to deal with the online environment. Teach-ing and learning are tasks that engage human -to-human interaction, which is different from other productive activities like the business sector. Therefore, this study may give fruitful findings, both theoretically and practically, to im-prove educational practice in this digital age.Findings Researchers found that organizational support and TPACK were valuable ante-cedents of teacher performance in an online environment. At the same time, technostress is not a critical threat to teacher performance. However, tech-nostress exists among teachers and is uncontrollable by TPACK and organiza-tional support. Researchers argue it is an unavoidable circumstance. The educa-tional system demands a rapid shift to fully online learning due to the COVID-19 pandemic. Therefore, the teacher should accept the challenge to maintain the continuity of teaching and learning activities.Recommendations for Practitioners Recommendations for Researchers (1) Teachers' knowledge and organizational support should become an essential concern for policy makers and school leaders to maintain teacher performance in this dynamic online environment. (2) The educational leader should develop a strategy to manage technostress among teachers from another aspect beyond TPACK and organizational support. (3) Policymakers should develop a strategy to compensate for teacher effort and sacrifices resulting from IT disruption in their working experience. Researchers should confirm and refine the framework developed in the private sector to the educational sector to generate more theoretical and empirical un-derstanding regarding the functional integration of IT devices on certain enti-ties' productive tasks. Impact on Society This study gives more understanding of how teachers respond to IT-integrated tasks in their academic activity. This discussion will give more wisdom to under-stand the threshold of IT usefulness in the educational field besides giving pref-erence to managing it to maintain teachers' work quality.Future Research Further research is required to identify the critical factors to manage teachers' technostress effectively. A qualitative research method may be helpful in explor-ing teachers' complex responses regarding IT-integrated tasks.

Unethical practices in online classes during COVID-19 pandemic: an analysis of affordances using routine activity theory

Purpose: While online classes have enabled many universities to carry out their regular academic activities, they have also given rise to new and unanticipated ethical concerns. We focus on the “dark side” of online class settings and attempt to illuminate the ethical problems associated with them. The purpose of this study is to investigate the affordances stemming from the technology-user interaction that can result in negative outcomes. We also attempt to understand the context in which these deleterious affordances are actualized. Design/methodology/approach: We obtain the data from narratives written by students at a top private university in Bangladesh about their experiences of online classes and exams and from focus group discussions with them. We use the lens of affordance theory to identify the abilities that goal-oriented actors – primarily students – obtain from the technology-user interactions, which result in negative outcomes. We also attempt to understand the contextual actualization of those affordances through the lens of Routine Activity Theory (RAT). Findings: We find three deleterious affordances and three associated deviant outcomes. Non-monitorability which results in academic dishonesty, disguiseability which results in cyber-truancy, and intrudeability which results in embarrassment and harassment. Our findings reveal a deeper underlying problem with the existing educational approach in the universities of Bangladesh and suggest that there is a need to introduce more modern teaching techniques focused on issues such as student engagement and interactive learning. Originality/value: To the best of our knowledge, this is the first paper that combines affordance theory with RAT to identify unethical practices observed in online class settings in the context of a least developed country like Bangladesh and to examine the environmental components that give rise to the pre-conditions for the unethical practices to surface. © 2022, Emerald Publishing Limited.

The Roles of Worry, Social Media Information Overload, and Social Media Fatigue in Hindering Health Fact-Checking

Health misinformation has become a salient issue on social media. To lower the risk of health misinformation, fact-checking matters. However, most existing studies investigated fact-checking from the journalism angle, while little is known about how information-seekers' social media use affects their fact-checking behaviors. Also, it remains unclear how individuals' health worry is associated with health fact-checking. Based on the O-S-O-R model, this study explored the underlying mechanism through which health worry and social media might hinder users' fact-checking. Specifically, with a two-wave panel survey conducted in China during the COVID-19 pandemic, this study showed that individuals' worry about COVID-19 increased social media information overload, which resulted in social media fatigue that could reduce health fact-checking. Also, the direct relationship between worry and fact-checking was not significant, but was completely mediated by social media information overload and social media fatigue. The findings demonstrate the negative roles of worry and social media in inhibiting users' fact-checking behaviors. Important theoretical and practical implications for promoting effective factchecking are discussed.

Women in travel and tourism: does fear of COVID-19 affect Women's turnover intentions?

Purpose The purpose of this study was to examine the role of fear of COVID-19 and job stress on women's turnover intentions in the hospitality industry (travel agencies). Also, the mediating role of work-family conflict was examined. Design/methodology/approach Three theoretical approaches of importance for framing issues of fear of COVID-19, job stress, work-family conflict and women's turnover intentions. Using the purposive sampling technique, the participants for the current paper were selected from the population of employees of top travel and tour operation firms in Lagos, Nigeria. Findings Findings from the study indicate that the fear of COVID-19 and job stress was found to be positively related to work-family conflict and work-family conflict was positively related to women's turnover intentions. Work-family conflict mediates the positive relationship between fear of COVID-19 and women's turnover intentions, while against priori;the work-family conflict did not mediate the relationship between job stress and women's turnover intentions. Research limitations/implications Our study's findings were limited in their generalizability because they focused on a specific operating sector of tourism, travel and tour. Testing the study's model in different tourism operating sectors or mixed industries could offer better insights. A comparative study between this current context and western/non-western contexts to provide more contextual insights. Originality/value This study considered travel agencies (the pillar of the tourism industry) that have been understudied. The main strength of the study is its female-centric approach to uncovering the influence of the COVID-19 pandemic on hospitality employee outcomes. Specifically, the study used African females in the hospitality settings to investigate the aforementioned relationships. 10;Keywords: COVID-19;job stress;turnover intention;work-family conflict.

The Role of Gender, TPACK, School Support and Job Satisfaction in Predicting the Technostress Levels of Social Studies Teachers *

Technostress which is called a disease of the modern era has significantly increased its impact on educators due to the Covid-19 pandemic. In this period, social studies teachers also encounter technostress intensively. The aim of this study is to determine the relationships between the technostress levels of social studies teachers and the variables of gender, Technological Pedagogical Content Knowledge [TPACK], school support, and job satisfaction. The study is based on a quantitative research approach and is designed with a correlational survey model. The data of the study were obtained from 270 social studies teachers working in secondary schools. Personal information form, Technostress Scale, Technopedagogic Education Competency Scale (TPACK-deep), School Support Scale, and Minnesota Job Satisfaction Questionnaire-Short Form were used to collect the research data. In the analysis of the research data, SPSS 22.0 program was used. In the analysis of the data, descriptive statistics, Pearson correlation coefficient, and hierarchical multiple regression analysis were used. As a result of the research, it was found that gender, TPACK, school support, and job satisfaction significantly predict the technostress levels of social studies teachers. Future research may focus on how school culture can be strengthened to reduce the technostress levels of social studies teachers.

The dark side antecedents and emotional consequences of leader aggression: The moderating roles of leader self-control and subordinate attributions

Building upon prior work in the fields of workplace occupational health and leadership, this study examined the antecedents and consequences of leadership aggression in the workplace, Specifically, this study was concerned with understanding the dark side dispositions as predictors of abusive supervision and supervisor ostracism, as well as the outcomes of such aggression on subordinates' emotional affect. Using an approach-avoidance framework and socio-analytic theory, this study proposed that leaders' composite scores on "moving against others" or "approach" personality dispositions would be related to abusive supervision, whereas leaders' composite scores on "moving away from others" or "avoidance" personality tendencies would be related to supervisor ostracism. The moderating role of leaders' self-control in the relationship between these personality dispositions and leadership aggression constructs was also examined. Past research has found a relationship between leadership aggression constructs and specific subordinate emotions. For example, Ferris et al. (2016) found that subordinates experienced the emotions of 'anger' or 'anxiety' depending upon the specific supervisor aggression (abusive supervision or supervisor ostracism) experienced. This research study expanded upon these findings by examining the personality antecedents of these supervisor aggression constructs. Since Hogan Development Survey (HDS;2009) supports the underlying factor structure of "moving away from people", "moving towards people" and "moving against people" (Horney, 1950), it was the most appropriate assessment to measure approach (or "moving against") and avoidance (or "moving away") tendencies. Additionally, socio-analytic theory (R. Hogan, 1996) states that such tendencies manifest under conditions of poor self-regulation. Therefore, this study also examined the moderating role of trait self-control in the relationship between leaders' personality dispositions and leadership aggression. The moderating role of subordinates' causal attribution tendencies in the relationship between subordinates' experiences of supervisor aggression (abusive supervision and supervisor ostracism) and emotional outcomes of anger and anxiety was also tested. Specifically, the study proposed that the relationship between abusive supervision and anger would be stronger for individuals with low versus high performance promotion tendencies. Alternatively, the relationship would be weaker for individuals with low versus high injury initiation attribution tendencies. For supervisor ostracism, it was proposed that low harm-inducing motive attributions will result in a stronger relationship between supervisor ostracism and anxiety. The proposed hypotheses were tested through a multi-source dyadic model where leaders and subordinate dyads were recruited via Amazon's Mturk platform. Results revealed that "moving against others" was positively related to abusive supervision. A moderating effect of "moving away from others", self-control and supervisor ostracism was evidenced, however, it was not in the anticipated direction. While moderation effects for causal attribution tendency were not found, the results demonstrated main effects in the direction proposed. Limitations of this study included low sample size, use of Mturk data and a Covid-19 history effect among others. Even so, it provided important implications in understanding how leaders' dark side personality may impact subordinates' perception of leadership aggression. Understanding these relationships provided a first step in helping leaders manage such tendencies. Future research should replicate this model in field settings and under more stable organizational conditions. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Technostress of Chilean Teachers in the Context of the COVID-19 Pandemic and Teleworking.

This article shows the levels of technostress in primary and secondary education teachers in Chile, in the context of educational telework that Chile has adopted in connection with the health crisis by COVID-19. The information has been collected with the use of the RED-TIC scale, previously used in this country, whose validity and reliability of the instrument has been treated, for this case, with confirmatory factorial analysis (CFA) with a national coverage sample of 3006 teachers. The results show that 11% of teachers reveal techno anxiety and 7.2%, techno fatigue. Combining both manifestations, we find that 6.8% of teachers are techno stressed. Finally, fatigue and anxiety factors are higher for female teachers.