Reappraising the Relationship Between Interview Anxiety and Performance Outcome in a Computer-Mediated Setting

By adapting methods used to measure anxiety in physical employment interview, this study in the first stage identifies levels of anxiety induced in a computer-mediated interview setting. In the second stage, the study examines the mediating role of practice interview process in reducing interview anxiety and explores the moderating effects of gender and prior work experience on the relationship between remote interview anxiety and performance outcome. It utilizes partial least squares structural equation modeling to test the direct and mediation effect based on 245 responses received from job aspirants. As in a physical interview, anxiety in a remote situation is related to one's level of preparation and perception of interviewing self-efficacy. The results reveal a significant positive effect of preparation satisfaction on self-efficacy perception of interview performance and significant negative effect of self-efficacy perception and preparation satisfaction on remote interview anxiety. Practice-interview process significantly mediated the performance outcome;however, the moderating effect of gender and work experience was found to be insignificant. Practical implications: Findings from this study have far-reaching implications for educators and professionals working toward mitigating anxiety during the employment selection processes in computer-mediated setting.

Gender, Parenthood, and Employment During COVID-19: An Immigrant-Native Born Comparison in Canada

La pandémie de COVID-19 a bouleversé notre façon de vivre et de travailler. Au Canada, le fossé entre les sexes en matiere d'emploi chez les parents de jeunes enfants s'est considérablement enforcé pendant la pandémie. Les études antérieures, cependant, examinent les parents au Canada sans distinction de leur statut d'immigrant, bien que les parents immigrants et les parents nés au Canada puissent avoir des expériences travail-famille différentes. Dans cette étude, nous examinons comment le croisement des statuts de parent et d'immigrant a influencé l'évolution des écarts d'emploi entre les sexes pendant la pandémie. En nous servant des micro-données de l'enquete sur la main-d'œuvre (EMŒ) de mars 2019 â février 2021, nous examinons la probabilité d'emploi selon le sexe, le statut parental et le statut d'immigrant. Si l'on compare la période de fermeture des écoles (mars â aoÛt 2020) aux mėmes mois de 2019 (avant la pandémie), les femmes immigrées, quel que soit leur statut parental, ont connu des baisses d'emploi plus importantes que leurs homologues masculins et que les non-immigrants, et le fossé entre les sexes s'est le plus creusé chez les immigrants récents ayant des enfants d'âge scolaire. Lorsque les écoles ont progressivement rouvert (de septembre 2020 â février 2021), l'emploi s'est rétabli plus rapidement pour les meres récemment immigrées que pour celles établies. Dans l'ensemble, nos résultats montrent que, parmi les parents de jeunes enfants, l'écart croissant entre les sexes en matiere d'emploi pendant la pandémie était concentré parmi les immigrants, les meres immigrantes étant désavantagées de maniere disproportionnée. Cette étude met en lumiere la façon dont la pandémie a exacerbé les inégalités intersectionnelles fondées sur le sexe, la parentalité et le statut d'immigrant.Alternate abstract:The COVID-19 pandemic has upended how we live and work. In Canada, the gender gap In employment among parents with young children widened substantially during the pandemic. Previous studies, however, examine parents in Canada without distinguishing them by immigrant status, although immigrant versus Canadian-born parents may have distinct work-family experiences. In this study, we investigate how the intersection of parental and immigrant statuses influenced change in gender employment gaps during the pandemic. Drawing on Labor Force Survey (LFS) microdata from March 2019 to February 2021, we examine the probability of employment by gender, parental status, and immigrant status. When comparing the school closure period (March to August 2020) relative to the same months in 2019 (pre-pandemic), immigrant women, irrespective of parental status, witnessed larger declines in employment than their male counterparts and nonimmigrants, and the gender gap widened the most among recent immigrants with school-aged children. When schools gradually reopened (September 2020 to February 2021), employment recovered faster for recent than established immigrant mothers. Overall, our findings show that among parents of young children, the growing gender gap in employment during the pandemic was concentrated among immigrants, with immigrant mothers disproportionately disadvantaged. This study illuminates how the pandemic exacerbated intersectional inequalities based on gender, parenthood, and immigrant status.

Report shows slow progress on sex-disaggregated data

[...]without such data, decision-makers can’t be held to account” Lorenz Noe, senior data analyst, Open Data Watch The absence of sex-disaggregated information on these topics can undermine policies to support women, says Lorenz Noe, a senior data analyst at Open Data Watch and co-author of the report, published in summary on 3 December, with the full report to be released in February 2021. According to the report, poorer regions in Africa and the Caribbean struggle the most to publish sex-disaggregated data, while many Middle Eastern countries publish such data in some detail, despite ranking low on indexes of women’s rights. See PDF] Jamison Crowell, Open Data Inventory manager and lead author of the report, says the coverage score of sex-disaggregated data, which determines whether it is collected at all, is lower than the openness score, which measures availability.

Comparative Analysis of Age, Sex, and Viral Load in Outpatients during the Four Waves of SARS-CoV-2 in A Mexican Medium-Sized City

Governments have implemented measures to minimize SARS-CoV-2 spread. However, these measures were relaxed, and the appearance of new variants has prompted periods of high contagion known as waves. In Mexico, four waves distributed between July and August 2020, January and February 2021, August and September 2021, and January and February 2022 have appeared. Current health policies discourage mass sampling, preferring to focus on the corrective treatment of severe cases. Outpatients are only advised to undergo brief voluntary confinement and symptomatic treatment, with no follow-up. Therefore, the present study aimed to analyze sex, age, and viral load in outpatients during the four waves in a medium-sized city in Mexico. For each wave, the date of peak contagion was identified, and data were collected within ±15 days. In this regard, data from 916 patients (434 men and 482 women) were analyzed. The age range of positive patients (37–45 years) presented a higher frequency during the first and third waves, while 28–36 years was the most frequent age range during the second and fourth waves, while the viral load values were significantly higher, for both sexes, during the fourth wave. Obtained data of COVID-19 prevalence in population segments can be used for decision-making in the design of effective public health policies.

COVID-19 is more deadly for men than for women

From around age 50, male excess mortality from COVID-19 is higher than that observed for all-cause mortality. This difference may reflect a higher infection risk for men due to their behaviour and activities, but also a higher prevalence of comorbidities liable to increase case fatality rates (risk of dying of the disease once infected).

Sex differences across teacher's motivation, teaching satisfaction, loneliness and affects during COVID-19

Resumen: La motivación, la satisfacción docente, la soledad y los estados afectivos son variables significativas en el rendimiento docente. No obstante, la presencia de la docencia en casa durante la COVID-19 puede haber influido en estas variables. Por ello, los objetivos de esta investigación fueron examinar si existen diferencias de sexo en la motivación del docente, la satisfacción docente, la soledad y los estados afectivos;y si existe alguna asociación entre la edad y la motivación del docente, la satisfacción docente, la soledad y los estados afectivos. Una muestra de 315 docentes (Mage=41.95;DT=10.18) participó en el estudio y cumplimentó una serie de cuestionarios de autoinforme durante el periodo de COVID-19 de docencia en casa. Los resultados revelaron que existen diferencias de sexo en la regulación identificada, la soledad y el equilibrio de los afectos negativos. En particular, las docentes obtuvieron puntuaciones significativamente más altas en regulación identificada y equilibrio de los afectos negativos y los docentes reportaron puntuaciones más altas en la variable soledad. En conclusión, se debe considerar crear intervenciones para ayudar a los docentes a reducir las consecuencias negativas de la soledad y los estados afectivos negativos sobre el rendimiento docente y mejorar los perfiles motivacionales, especialmente entre los docentes hombres.Alternate :Motivation, teaching satisfaction, loneliness and affects are significant variables concerning the quality of teaching performance. Nevertheless, the presence of the homebased teaching during COVID-19 could have influenced these variables. As such, the goals of this research were to examine whether there are sex differences in teacher's motivation, teaching satisfaction, loneliness and affects;and if there is any association of age on teacher motivation, teaching satisfaction, loneliness and affects. A sample of 315 teachers (Mage=41.95;SD=10.18) participated in the study and fulfilled a series of self-report questionnaires during COVID-19 homebased teaching. Results revealed significant sex differences in identified regulation, loneliness, and balance of negative affects. In particular, female teachers reported significantly higher scores in identified regulation and balance of negative affects and men reported higher scores in loneliness. In conclusion, it should be considered to create interventions to help teachers to reduce the negative consequences of loneliness and negative affects on teaching performance and to enhance motivational profiles, especially among men teachers.