Identifying energy and emotion-based conflict: Development of a refined work-life conflict scale.

While work-family conflict, and more broadly work-life conflict, has traditionally been conceptualized through the dimensions of time, strain, and behaviour, an expansion of these dimensions should prove advantageous for measurement and comprehension. Specifically, energy and emotion-based conflict have been cited as possible factors that would be beneficial to the measurement of work-life conflict. While these forms of conflict have been discussed as viable areas of expansion in the work-life conflict literature, there has yet to be a systematic empirical attempt to include both energy and emotion as their own distinct dimensions. In the present research, items were identified and/or created to represent energy and emotion-based forms of conflict to explore their feasibility in work-life conflict measurement. Energy and emotion were identified as distinct dimensions of work-life conflict through four studies of construct validation. Collectively, a four-factor solution of time, behaviour, energy, and emotion was supported. Multi-wave data indicated that energy and emotion-based conflicts were incrementally predictive of outcomes, including job satisfaction and job-related burnout, above and beyond other measures. By combining and expanding existing literature to include energy and emotion as independent dimensions, this research creates a more encompassing scale that more comprehensively represents the construct of work-life conflict.

Teaching Through Collaboration: Flexibility and Diversity in Caregiver-Child Interaction Across Cultures.

Teaching supports the high-fidelity transmission of knowledge and skills. This study examined similarities and differences in caregiver teaching practices in the United States and Vanuatu (N = 125 caregiver and 3- to 8-year-old child pairs) during a collaborative problem-solving task. Caregivers used diverse verbal and nonverbal teaching practices and adjusted their behaviors in response to task difficulty and child age in both populations. U.S. caregivers used practices consistent with a direct active teaching style typical of formal education, including guiding children's participation, frequent praise, and facilitation. In contrast, Ni-Vanuatu caregivers used practices associated with informal education and divided tasks with children based on difficulty. The implications of these findings for claims about the universality and diversity of caregiver teaching are discussed.