Öğretmenlerin Psikolojik Sermayelerinin Geliştirilmesine Yönelik Bir Karma Yöntem Araştırması

Yıl 2016, , 27 - 58, 01.06.2016

Mahmut Kalman M. Semih Summak

https://doi.org/10.21547/jss.256733

Cited By: 1

Öz

Bu araştırmanın amacı, Psikolojik Sermaye Geliştirme Programı’nın (PSGP) ortaokul öğretmenlerinin psikolojik sermayeleri üzerindeki etkisini incelemektir. Araştırmada ilk olarak 8 haftalık bir eğitim programı tasarlanmış ve deney grubunda yer alan ortaokul öğretmenlerine uygulanmıştır. Araştırmanın ikinci aşamasında ise uygulanan eğitim programına katılan öğretmenlerin programla ilgili görüşleri alınmıştır. Ayrıca, araştırmanın bütün oturumları bir kamera aracılığıyla kayıt altına alınmıştır. Araştırmada, nicel ve nitel yöntemlerin bir arada kullanıldığı iç içe karma araştırma deseni kullanılmıştır. Araştırmanın çalışma grubunu 20142015 eğitim-öğretim yılında Gaziantep ili Şahinbey ve Şehitkâmil ilçelerinde görev yapmakta olan ortaokul öğretmenleri oluşturmaktadır. Araştırmaya deney (N=22) ve kontrol (N=22) grubunda yer alan 44 öğretmen katılmıştır. PSGP’nin etkililiğinin incelenmesi amacıyla, Luthans, Avolio, Avey ve Norman (2007) tarafından geliştirilen Psikolojik Sermaye Ölçeği kullanılmıştır. Uygulanan programın katılımcı görüşlerine göre değerlendirilmesi amacıyla araştırmacı tarafından geliştirilen 20 maddelik bir değerlendirme formu kullanılmıştır. Son olarak, programa katılan öğretmenlerin programla ilgili tutum ve algılarını gözlemlemek için kaydedilen videolar analiz edilmiştir. Araştırmada elde edilen bulgulara göre, uygulanan PSGP deney grubunda yer alan öğretmenlerin psikolojik sermayeleri üzerinde anlamlı bir farklılığa yol açmıştır. Hiçbir eğitimin verilmediği kontrol grubunda ise psikolojik sermaye son-test puanlarında anlamlı bir farklılığın olmadığı saptanmıştır. Uygulanan programın “Amaç”, “İçerik”, “Yöntem-Teknik-Materyal” ve “Değerlendirme” boyutlarına ilişkin katılımcı algılarının yüksek düzeyde olduğu görülmüştür. Video analizi sonuçlarına göre ise katılımcıların uygulanan PSGP’ye ilişkin olumlu tutum ve algılara sahip olduğu görülmüştür. Araştırma sonuçlarına dayalı önerilerde bulunulmuştur

Anahtar Kelimeler

Pozitif örgütsel davranış, psikolojik sermaye, psikolojik sermaye geliştirme programı, öğretmen görüşleri

A Mixed Methods Study on Developing Teachers’ Psychological Capital

Öz

The purpose of the present study was to examine the effect of the Psychological Capital Development Training Intervention (PCDTI) on middle school teachers’ psychological capital. In the first phase of the study, an 8-week training intervention was designed, and the training intervention was administered to middle school teachers included in the experimental group. In the second phase of the study, teachers’ views about the PCDTI were gathered. Meanwhile, all of the sessions of the PCDTI were recorded using a camera. Embedded mixed methods research design was used in the study. The sample of the research consisted of middle school teachers working at schools located in Şahinbey and Şehitkâmil districts of Gaziantep province in the academic year of 2014-2015. A total of 44 teachers were assigned to the experimental (N=22) and control groups (N=22). In order to examine the effectiveness of the PCDTI, Psychological Capital Questionnaire, which was developed by Luthans, Avolio, Avey and Norman (2007), was used as a data collection tool. The participants’ views about the PCDTI were gathered using a 20-item evaluation form developed by the researcher. Videos recorded during the sessions were analyzed to observe the participants’ attitudes and reveal their perceptions regarding the intervention. The findings of the research indicated that the PCDTI was effective in developing teachers’ psychological capital. In the control group, however, no statistically significant differences were detected in terms of psychological capital post-test scores. It was revealed that the participants were satisfied with “Purpose”, “Content”, “Methods-Techniques-Materials” and “Evaluation” dimensions of the PCDTI at high levels. Video analysis results demonstrated that the participants had positive attitudes and perceptions regarding the PCDTI. The study concludes by offering some implications based on the findings

Anahtar Kelimeler

Positive organizational behavior, psychological capital, psychological capital development training intervention, teachers’ views

Kaynakça

• Adams, V.H., Snyder, C.R., Rand, K.L., King, E.A., Sigmon, D.R., and Pulvers, K.M. (2002). Hope in the workplace. In R. Giacolone and C. Jurkiewicz (Eds.), Handbook of workplace spirituality and organizational performance, (pp. 367-377). New York: Sharpe.
• Akçay, V.H. (2011). Pozitif psikolojik sermaye kavramı ve işletmelerde sürdürülebilir rekabet üstünlüğünü sağlamadaki rolü. Gazi Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 13(1), 73-98.
• Akkermans, J., Brenninkmeijer, V., Schaufeli, W.B., and Blonk, R.W. (2015). It's all about CareerSKILLS: Effectiveness of a career development intervention for young employees. Human Resource Management, 54(4), 533-551.
• Avey, J.B., Luthans, F., Smith, R.M., and Palmer, N.F. (2010). Impact of positive psychological capital on employee well-being over time. Journal of Occupational Health Psychology, 15(1), 17-28.
• Avey, J.B., Nimnicht, J.L., and Pigeon. N.G. (2010). Two field studies examining the association between positive psychological capital and employee performance. Leadership & Organization Development Journal, 31(5), 384-401.
• Avey, J.B., Reichard, R.J., Luthans, F., and Mhatre, K.H. (2011). Metaanalysis of the ımpact of positive psychological capital on employee attitudes, behaviors, and performance. Human Resource Development Quarterly, 22, 127-152.
• Avey, J.B., Wernsing, T.S., and Luthans, F. (2008). Can positive employees help positive organizational change? Impact of psychological capital and emotions on relevant attitudes and behaviors. The Journal of Applied Behavioral Science, 44(1), 48-70.
• Bakker, A.B. and Schaufeli, W.B. (2008). Editorial: Positive organizational behavior: Engaged employees in flourishing organizations. Journal of Organizational Behavior, 29, 147-154.
• Bandura A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
• Bandura A. (2000). Exercise of human agency through collective efficacy. Curr. Dir. Psychol. Sci., 9, 75-78.
• Bandura, A. (2008). An agentic perspective on positive psychology. In Lopez, S.J. (Ed.), Positive psychology: Exploring the best in people (Vol. 1, pp. 167- 196). Westport, CT: Greenwood Publishing Company.
• Barney, J. (1991). Firm resources and competitive advantage. Journal of Management, 17, 99-120.
• Bartee, L.M. (2011). The relationship between teachers’ implicit theories of intelligence and psychological capital in urban high schools. Unpublished doctoral dissertation, Walden University.
• Bauman, L.V. (2014). The impact of a psychological capital intervention on college student well-being. Unpublished doctoral dissertation, Azusa Pacific University.
• Bobek, B.L. (2002). Teacher resiliency: A key to career longevity. The Clearing House, 75, 202-205.
• Bonanno, G.A., Romero, S.A., and Klein, S.I. (2015). The temporal elements of psychological resilience: An integrative framework for the study of individuals, families, and communities. Psychological Inquiry, 26(2), 139-169.
• Bryant, F.B. and Cvengros, J.A. (2004). Distinguishing between hope and optimism: Two sides of a coin, or two separate coins? Journal of Social and Clinical Psychology, 23(2), 273-302.
• Bullough, R.V. (2011). Hope, happiness, teaching and learning. In C. Day and J.C.K. Lee (Eds.), New understandings of teacher’s work: Emotions and educational change (pp. 17-32). New York: Springer.
• Bush, T. (2008). Leadership and management development in education. London: Sage. Büyükgöze, H. (2014). Lise öğretmenlerinin görüşlerine göre algılanan örgütsel destek ve psikolojik sermaye ilişkisi. Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• Carr, A. (2004). Positive psychology. New York: Brunner-Routledge.
• Carver, C.S. and Scheier, M.F. (2002). Optimism. In C.R. Snyder and S.
• Lopez (Eds.), Handbook of positive psychology (pp. 231-243). Oxford, UK: Oxford University Press.
• Carver, C.S., Scheier, M.F., and Segerstrom, S.C. (2010). Optimism. Clinical Psychology Review, 30(7), 879-889.
• Castro, A.J., Kelly, J., and Shih, M. (2010). Resilience strategies for new teachers in high-needs areas. Teaching and Teacher Education, 26, 622-629.
• Cheung, F., Tang, C.S., and Tang, S. (2011). Psychological capital as a moderator between emotional labor, burnout, and job satisfaction among school teachers in China. International Journal of Stress Management, 18(4), 348-371.
• Choi, Y. and Lee, D. (2014). Psychological capital, big five traits, and employee outcomes. Journal of Managerial Psychology, 29(2),122-140.
• Choudhury, K. (2013). Managing workplace stress: The cognitive behavioural way. New Delhi: Springer.
• Coutu, D.L. (2002). How resilience works. Harvard Business Review, 80(3), 46-55.
• Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson Education.
• Creswell, J.W. and Plano Clark, V.L. (2014). Karma yöntem araştırmaları: Tasarımı ve yürütülmesi (2. baskıdan çeviri). (Çeviri ed., Y. Dede ve S.B. Demir), Ankara: Anı Yayıncılık.
• Çetin, F. ve Basım, H.N. (2012). Örgütsel psikolojik sermaye: Bir ölçek uyarlama çalışması. Amme İdaresi Dergisi, 45(1),121-137. Day, C. (2014). Resilient principals in challenging schools: The courage and costs of conviction. Teachers and Teaching: Theory and Practice, 20(5), 638-654.
• Demerouti, E., van Eeuwijk, E., Snelder, M., and Wild, U. (2011). Assessing the effects of a “personal effectiveness” training on psychological capital, assertiveness and self-awareness using self-other agreement. Career Development International, 16(1), 60-81.
• Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55(1), 34-43.
• Donaldson, S.I. and Dollwet, M. (2013). Taming the waves and wild horses of positive organizational psychology. In A. Bakker (Ed.) Advances in positive organizational psychology, (Vol. 1, pp. 1-21), Emerald Group Publishing Limited.
• Feldman, D.B. and Dreher, D.E. (2012). Can hope be changed in 90 minutes? Testing the efficacy of a single-session goal-pursuit intervention for college students. J Happiness Stud, 13, 745-759.
• Fraenkel, J., Wallen, N., and Hyun, H. (2012). How to design and evaluate research in education (8th ed.), New York: McGraw-Hill.
• Fredrickson, B.L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218-226.
• French S.L. and Holden T.Q. (2013). Positive organizational behavior: A buffer for bad news. Business Communication Quarterly, 75, 208-220. Gable, S.L. and Haidt, J. (2005). What (and why) is positive psychology?. Review of General Psychology, 9, 103-110.
• Gooty, J., Gavin, M., Johnson, P.D., Frazier, M.L., and Snow, D.B. (2009). In the eyes of the beholder: Transformational leadership, positive psychological capital, and performance. Journal of Leadership & Organizational Studies, 15(4), 353-367.
• Griffiths, A. (2014). Promoting resilience in schools: A view from occupational health psychology. Teachers and Teaching: Theory and Practice, 20(5), 655-666.
• Gu, Q. and Day, C. (2007). Teachers’ resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23,1302-1316.
• Hancock, D.R. and Algozzine, B. (2006). Doing case study research: A practical guide for beginning researchers. New York, NY: Teachers College Press.
• Hefferon, K. and Boniwell, I. (2011). Positive psychology: Theory, research and applications. Berkshire, England: Open University Press. Hobfoll, S. (2002). Social and psychological resources and adaptation. Review of General Psychology, 6, 307-324.
• Hodges, T.D. (2010). An experimental study of the impact of psychological capital on performance, engagement, and the contagion effect. Unpublished doctoral dissertation, University of Nebraska-Lincoln.
• Jung, H.S. and Yoon, H.H. (2015). The impact of employees’ positive psychological capital on job satisfaction and organizational citizenship behaviors in the hotel. Contemporary Hospitality Management, 27(6), 1135-1156.
• King, L.A. (2003). Some truths behind the trombones? Psychological Inquiry, 14(2),128-131.
• Külekçi, E. (2015). Üniversite öğrencilerinin sosyal sorumluluk temelli liderlik becerilerinin geliştirilmesine yönelik deneysel bir araştırma. Yayınlanmamış doktora tezi, Gaziantep Üniversitesi Eğitim Bilimleri Enstitüsü, Gaziantep.
• Larson, M.D. (2004). Positive psychological capital: A comparison with human and social capital and an analysis of a training intervention. Unpublished doctoral dissertation, University of Nebraska-Lincoln.
• Lazarus, R.S. (1999). Hope: An emotion and a vital coping resource against despair. Social Research, 66(2), 653-678.
• Leech, N.L. and Onwuegbuzie, A.J. (2007). An array of qualitative data analysis tools: A call for data analysis triangulation. School Psychology Quarterly, 22(4), 557-584.
• Linley, P.A., Joseph, S., Harrington, S., and Wood, A.M. (2006). Positive psychology: Past, present, and (possible) future. The Journal of Positive Psychology, 1(1), 3-16.
• Liossis, P.L., Shochet, I.M., Millear, P.M., and Biggs, H. (2009). The promoting adult resilience (par) program: The effectiveness of the second, shorter pilot of a workplace prevention program. Behaviour Change, 26(2), 97-112.
• Locke, E.A. (2002). Setting goals for life and happiness. In C.R. Snyder and S. Lopez (Eds.), Handbook of positive psychology(pp.299-312). Oxford, UK: Oxford University Press.
• Lopez, S.J. and Snyder, C.R. (Eds.) (2009). Handbook of positive psychology (2nd ed.). Oxford, UK: Oxford University Press.
• Luck, L., Jackson, D., and Usher, K. (2006). Case study: A bridge across the paradigms. Nursing Inquiry, 13(2), 103-109.
• Luthans, F. (2002a). Positive organizational behavior: Developing and managing psychological strengths. Academy of Management Executive, 16(1), 57- 72.
• Luthans, F. (2002b). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23, 695-706.
• Luthans, F. and Avolio, B.J. (2009). The ‘‘point’’ of positive organizational behavior. Journal of Organizational Behavior, 30, 291-307.
• Luthans, F. and Youssef, C.M. (2004). Human, social, and now positive psychological capital management: Investing in people for competitive advantage. Organizational Dynamics, 33(2),143-160.
• Luthans, F. and Youssef, C.M. (2007). Emerging positive organizational behavior. Journal of Management, 33, 321-349.
• Luthans, F., Avey, J.B., and Patera, J.L. (2008). Experimental analysis of a web-based training intervention to develop positive psychological capital. Academy of Management Learning and Education, 7, 209-221.
• Luthans, F., Avey, J.B., Avolio, B.J., and Peterson, S. (2010). The development and resulting performance impact of positive psychological capital. Human Resource Development Quarterly, 21, 41-66.
• Luthans, F., Avey, J.B., Avolio, B.J., Norman, S.M., and Combs, G.M. (2006). Psychological capital development: Toward a micro-intervention. Journal of Organizational Behaviour, 27, 387-393.
• Luthans, F., Avolio, B.J., Avey, J.B., and Norman, S.M. (2007). Positive psychological capital: measurement and relationship with performance and satisfaction. Personnel Psychology, 60, 541-572.
• Luthans, F., Youssef, C.M. and Avolio, B.J. (2007a). Psychological capital: Investing and developing positive organizational behavior. In D. Nelson and C.L. Cooper (Eds.),Positive organizational behavior: Accentuating the positive at work, (pp. 9-24), Thousand Oaks, CA: Sage.
• Luthans, F., Youssef, C.M. and Avolio, B.J. (2007b). Psychological capital: Developing the human competitive edge. Oxford, England: Oxford University Press.
• Luthans, F., Youssef, C.M., and Rawski, S.L. (2011). A tale of two paradigms: The impact of psychological capital and reinforcing feedback on problem solving and innovation. Journal of Organizational Behavior Management, 31(4), 333- 350.
• Luthans, F., Youssef-Morgan, C.M. and Avolio, B.J. (2015). Psychological capital and beyond. Oxford, England: Oxford University Press.
• Luthar, S.S. (2006). Resilience in development: A synthesis of research across five decades. In D. Cicchettiand D.J. Cohen (Eds.), Developmental psychopathology, Vol 3: Risk, disorder, and adaptation (2nd ed.), (pp. 739-795). Hoboken, NJ: John Wiley & Sons Inc.
• Lyubomirsky, S. and Abbe, A. (2003). Positive psychology’s legs. Psychological Inquiry, 14(2), 132-136.
• Masten, A.S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56, 227-239.
• Masten, A.S. and Reed, M.G.J. (2002). Resilience in development. In C.R. Snyder and S. Lopez (Eds.), Handbook of positive psychology (pp. 74-88). Oxford, UK: Oxford University Press.
• Meiklejohn, J., Phillips, C., Freedman, M.L., Griffin, M.L., Biegel, G., Roach, A., ... and Saltzman, A. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291- 307.
• Millear, P., Liossis, P., Shochet, I.M., Biggs, H., and Donald, M. (2008). Being on PAR: outcomes of a pilot trial to ımprove mental health and wellbeing in the workplace with the promoting adult resilience (PAR) program. Behaviour Change, 25(4), 215-228.
• Nafstad, H.E. (2015). Historical, philosophical and epistemological perspectives. In S. Joseph (Eds.), Positive psychology in practice: Promoting human flourishing in work, health, education, and everyday life (2nd Ed.), (pp. 9-30). Hoboken, NJ:Wiley.
• Nelson, D. and Cooper C.L. (2007). Positive organizational behavior: An inclusive view. In D. Nelson and C.L. Cooper (Eds.), Positive organizational behavior: Accentuating the positive at work, (pp. 3-8).Thousand Oaks, CA: Sage.
• Nigah, N., Davis, A.J., and Hurrell, S.A. (2012). The impact of buddying on psychological capital and work engagement: an empirical study of socialization in the professional services sector. Thunderbird International Business Review, 54(6), 891-905.
• Noble, T. and Mcgrath, H. (2013). Well-being and resilience in education. In S.A. David, I. Boniwell, and A.C. Ayers (Eds), The Oxford handbook of happiness, (pp. 563-578). Oxford University Press, Oxford:UK.
• Nolan, A., Taket, A., and Stagnitti, K. (2014) Supporting resilience in early years classrooms: The role of the teacher. Teachers and Teaching: Theory and Practice, 20(5), 595-608.
• Parker, S. (1998). Enhancing role-breadth self-efficacy: The roles of job enrichment and other organizational interventions. Journal of Applied Psychology, 83, 835-852.
• Patton, M.Q. (2002). Qualitative research and evaluation methods, (3rd ed.). Thousand Oaks, California: Sage.
• Peterson, C. and Chang, E. (2002). Optimism and flourishing. In C. Keyes and J. Haidt (Eds.), Flourishing: Positive psychology and the life well-lived (pp. 55- 79). Washington, DC: American Psychological Association.
• Peterson, S.J. and Byron, K. (2008). Exploring the role of hope in job performance: Results from four studies. Journal of Organizational Behavior, 29, 785- 803.
• Peterson, S.J., Balthazard, P.A., Waldman, D.A., and Thatcher, R.W. (2008).
• Neuroscientific implications of psychological capital: Are the brains of optimistic, hopeful, confident, and resilient leaders different? Organizational Dynamics, 37(4), 342-353.
• Peterson, S.J., Luthans, F., Avolio, B.J., Walumbwa, F.O., and Zhang, Z. (2011). Psychological capital and employee performance: A latent growth modeling approach. Personnel Psychology, 64, 427-450.
• Plano Clark, V.L. and Creswell, J.W. (2015). Understanding research: A consumer's guide. (2nd Ed.). Boston, MA: Pearson.
• Robertson, I.T., Cooper, C.L., Sarkar, M. and Curran, T. (2015). Resilience training in the workplace from 2003 to 2014: A systematic review. Journal of Occupational and Organizational Psychology, 88, 533-562.
• Russo, S.D. and Stoykova, P. (2015). Psychological capital intervention (PCI): A replication and extension. Human Resource Development Quarterly, 26(3), 329-347.
• Saldaña, J. (2011). Fundamentals of qualitative research. Madison Avenue, NY: Oxford University Press.
• Scheier, M.F. and Carver, C. (1985). Optimism, coping, and health: Assessment and implications of generalized outcome expectancies. Health Psychology, 4(3), 219-247.
• Schreiber, J.B. and Asner-Self, K. (2011). Educational research. The interrelationship of questions, sampling, design, and analysis. NJ: Wiley.
• Seligman, M.E.P. (1999). Positive social science. Journal of Positive Behavior Interventions, 1(3), 181-182. life. New York: First Vintage Books Edition.
• Seligman, M.E.P. and Csikszentmihalyi, M. (Eds.). (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14.
• Sheldon, K.M. and King, L. (2001). Why positive psychology is necessary. American Psychologist, 56, 216-217.
• Shimazu, A., Kawakami, N., Irimajiri, H., Sakamoto, M., and Amano, S. (2005). Effects of web-based psychoeducation on self-efficacy, problem solving behavior, stress responses and job satisfaction among workers: A controlled clinical trial. Journal of Occupational Health, 47, 405-413.
• Siu, O.L. (2013). Psychological capital, work well-being, and work-life balance among Chinese employees: A cross-lagged analysis. J. Pers. Psychol., 12(4), 170-181.
• Snyder, C.R. (1995). Conceptualizing, measuring, and nurturing hope. Journal of Counseling and Development, 73, 355-360.
• Snyder, C.R. (2000). Handbook of hope. San Diego, CA: Academic Press. Snyder, C.R., Irving, L., and Anderson, J. (1991). Hope and health: Measuring the will and the ways. In C.R. Snyder and D.R. Forsyth (Eds.), Handbook of social and clinical psychology, (pp. 285-305), Elmsford, NY: Pergamon.
• Snyder, C.R., Sympson, S.C., Ybasco, F.C., Borders, T.F., Babyak, M.A., and Higgins, R.L. (1996). Development and validation of the state hope scale. Journal of Personality and Social Psychology, 70, 321-335.
• Stajkovic, A.D. (2006). Development of a core confidence-higher order construct. Journal of Applied Psychology, 91, 1208-1224.
• Stajkovic, A.D. and Luthans, F. (1998). Social cognitive theory and selfefficacy: Going beyond traditional motivational and behavioral approaches. Organizational Dynamics, 26, 62-74.
• Strauss, A. and Corbin, J. (1998). Basics of qualitative research: Procedures and techniques for developing grounded theory (2nd ed). Thousand Oaks, CA: Sage.
• Sweetman, D., Luthans, F., Avey, J.B., and Luthans, B. (2011). Relationship between positive psychological capital and creative performance. Canadian Journal of Administrative Sciences, 28, 4-13.
• Taylor, C., Harrison, J., Haimovitz, K., Oberle, E., Thomson, K., Schonert Reichl, K., and Roeser, R.W. (2015). Examining ways that a mindfulness-based intervention reduces stress in public school teachers: A mixed-methods study. Mindfulness, pp. 1-15. Advance online publication, DOI 10.1007/s12671-015-0425- 4.
• Vanhove, A.J., Herian, M.N., Perez, A.L., Harms, P.D., and Lester, P.B. (2015). Can resilience be developed at work? A meta‐analytic review of resilience‐ building programme effectiveness. Journal of Occupational and Organizational Psychology. Advance online publication, sDOI:10.1111/joop.12123.
• Wagnild, G. and Young, H. (1993). Development and psychometric evaluation of the resiliency scale. Journal of Nursing Measurement, 1(2), 165-178.
• Weis, R. and Speridakos, E.C. (2011). A Meta-analysis of hope enhancement strategies in clinical and community settings. Psychology of Well-Being: Theory, Research and Practice, 1(5).
• Whetten, D., Felin, T., and King, B. (2009). The practice of theory borrowing in organization studies: Current issues and future directions. Journal of Management, 35, 537-563.
• Youssef, C.M. and Luthans, F. (2006). Positivity in the Middle East: Developing hopeful Egyptian organizational leaders. In W. Mobley and E. Weldon (Eds.), Advances in global leadership (Vol. 4, pp. 283-297). Oxford, UK: Elsevier Science/ JAI.
• Youssef, C.M. and Luthans, F. (2007). Positive organizational behavior in the workplace: The impact of hope, optimism, and resilience. Journal of Management, 33(5), 774-800.
• Youssef, C.M. and Luthans, F. (2013). Developing psychological capital in organizations: Cognitive, affective, conative, and social contributions of happiness. In S.A. David, I. Boniwell and A.C. Ayers (Eds.), Oxford handbook of happiness (pp. 751-766). New York, NY: Oxford University Press.
• Youssef-Morgan, C.M. (2014). Kişisel iletişim (Mail yoluyla, 17.12.2014).
• Youssef-Morgan, C.M. and Hardy, J. (2014). A positive approach to multiculturalism and diversity management in the workplace. In J.T. Pedrotti and L.M. Edwards (Eds), Perspectives on the intersection of multiculturalism and positive psychology, (pp. 219-233). Dordrecht, the Netherlands: Springer.