Saxion University of Applied Sciences

About: Saxion University of Applied Sciences is a education organization based out in Enschede, Netherlands. It is known for research contribution in the topics: Health care & Randomized controlled trial. The organization has 390 authors who have published 653 publications receiving 8859 citations. The organization is also known as: Saxion University of Applied Sciences.

Employee perceptions of line management performance: applying the AMO theory to explain the effectiveness of line managers' HRM implementation

Abstract: Line managers are today seen as increasingly important in effectively implementing HRM practices. Based on the Ability-Motivation-Opportunity (AMO) theory, we predict that line managers' performance in this regard will depend on their ability to apply HRM practices, and that their motivation and the opportunity provided will enhance this effect. Through a survey of 174 line managers and 1,065 of their direct subordinates in two organizations, we found ability to be the best predictor of a line manager's HRM performance. Motivation did not moderate the effect of ability on performance as predicted, and our results suggest this relationship needs further attention. Opportunity did enhance the effect of ability on HRM implementation effectiveness. Therefore, HRM departments should aim to enhance line managers' abilities and provide adequate opportunities for them to carry out the expected HRM duties

Using Psychological Artificial Intelligence (Tess) to Relieve Symptoms of Depression and Anxiety: Randomized Controlled Trial.

Abstract: Background: Students in need of mental health care face many barriers including cost, location, availability, and stigma Studies show that computer-assisted therapy and 1 conversational chatbot delivering cognitive behavioral therapy (CBT) offer a less-intensive and more cost-effective alternative for treating depression and anxiety Although CBT is one of the most effective treatment methods, applying an integrative approach has been linked to equally effective posttreatment improvement Integrative psychological artificial intelligence (AI) offers a scalable solution as the demand for affordable, convenient, lasting, and secure support grows Objective: This study aimed to assess the feasibility and efficacy of using an integrative psychological AI, Tess, to reduce self-identified symptoms of depression and anxiety in college students Methods: In this randomized controlled trial, 75 participants were recruited from 15 universities across the United States All participants completed Web-based surveys, including the Patient Health Questionnaire (PHQ-9), Generalized Anxiety Disorder Scale (GAD-7), and Positive and Negative Affect Scale (PANAS) at baseline and 2 to 4 weeks later (T2) The 2 test groups consisted of 50 participants in total and were randomized to receive unlimited access to Tess for either 2 weeks (n=24) or 4 weeks (n=26) The information-only control group participants (n=24) received an electronic link to the National Institute of Mental Health’s (NIMH) eBook on depression among college students and were only granted access to Tess after completion of the study Results: A sample of 74 participants completed this study with 0% attrition from the test group and less than 1% attrition from the control group (1/24) The average age of participants was 229 years, with 70% of participants being female (52/74), mostly Asian (37/74, 51%), and white (32/74, 41%) Group 1 received unlimited access to Tess, with daily check-ins for 2 weeks Group 2 received unlimited access to Tess with biweekly check-ins for 4 weeks The information-only control group was provided with an electronic link to the NIMH’s eBook Multivariate analysis of covariance was conducted We used an alpha level of 05 for all statistical tests Results revealed a statistically significant difference between the control group and group 1, such that group 1 reported a significant reduction in symptoms of depression as measured by the PHQ-9 (P=03), whereas those in the control group did not A statistically significant difference was found between the control group and both test groups 1 and 2 for symptoms of anxiety as measured by the GAD-7 Group 1 (P=045) and group 2 (P=02) reported a significant reduction in symptoms of anxiety, whereas the control group did not A statistically significant difference was found on the PANAS between the control group and group 1 (P=03) and suggests that Tess did impact scores Conclusions: This study offers evidence that AI can serve as a cost-effective and accessible therapeutic agent Although not designed to appropriate the role of a trained therapist, integrative psychological AI emerges as a feasible option for delivering support Trial Registration: International Standard Randomized Controlled Trial Number: ISRCTN61214172; https://doiorg/101186/ISRCTN61214172

Different or alike? Exploring the psychological contract and commitment of different generations of hospitality workers

Abstract: Purpose – This study aims to explore generational differences in the psychological contract of hospitality employees and work outcomes such as commitment and turnover intention.Design/methodology/approach – Data were collected in 20 hotels (n=359) from a four‐star hotel chain in The Netherlands using a self‐administered questionnaire. Data were analysed using MANOVA and post‐hoc analysis.Findings – Findings suggest that opportunities for development and challenge, variation and responsibility are more important to younger generations of hospitality workers. Generation X placed high value on work‐life balance, autonomy and job security. No differences were found for work atmosphere, salary and task description. Significantly lower commitment and higher turnover intention was also found for Generation Y.Practical implications – The findings provide insight into generational differences in expectations that hospitality workers have of their employers. This helps managers in developing management styles as we...

Effects of feedback in a computer-based assessment for learning

Abstract: The effects of written feedback in a computer-based assessment for learning on students' learning outcomes were investigated in an experiment at a Higher Education institute in the Netherlands Students were randomly assigned to three groups, and were subjected to an assessment for learning with different kinds of feedback These are immediate knowledge of correct response (KCR) + elaborated feedback (EF), delayed KCR + EF, and delayed knowledge of results (KR) A summative assessment was used as a post-test No significant effect was found for the feedback condition on student achievement on the post-test Results suggest that students paid more attention to immediate than to delayed feedback Furthermore, the time spent reading feedback was positively influenced by students' attitude and motivation Students perceived immediate KCR + EF feedback to be more useful for learning than KR Students also had a more positive attitude towards feedback in a CBA when they received KCR + EF rather than KR only