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Core self-evaluations (CSE), a personality construct underlying self-esteem, locus of control, generalized self-efficacy, and neuroticism, has previously been found to relate strongly to job satisfaction. While previous research has shown relationships between personality traits and various adverse psychosocial job outcomes, no published studies have looked at the relationship between CSE and job stress. A study was conducted to test the effects of job demands, job control, and social support, as hypothesized in the job demand control support (JDCS) model, and the effect of CSE on job stress. Two hundred and twelve employees from 12 work places in southern Norway filled in a questionnaire consisting measures of job demands, job control, social support, CSE, and job stress. Initially, the results from hierarchical multiple regression analysis showed significant main effects of demands and control on job stress. However, when social support was included in the analysis, control was no longer significant. In addition, ANOVA showed that the two-way job demands × job control interaction effect, and the three way job demands × job control × social support interaction effect, as predicted by the JDCS model, were nonsignificant. The results showed a strong positive main effect of CSE on perceived job stress, and that CSE accounted for a large proportion of the variance in job stress. This is in accordance with studies that have shown relationships between other personality measures and job stress. The present study confirms the relevance of CSE for further research on links between personality and job stress.

<b><i>Introduction:</i></b> We examined a range of alcohol use indicators among Norwegian adolescents before and during the early COVID-19 pandemic. <b><i>Methods:</i></b> We examined two cohorts of Norwegian 16-year-olds from the nationwide MyLife study who entered high school in fall 2020 (i.e., COVID-19 pandemic cohort; <i>n</i> = 915) and fall 2019/18 (i.e., prepandemic cohort; <i>n</i> = 1,621). Through e-surveys, adolescents reported their past year drinking frequencies and quantities (generating the Alcohol Use Disorders Identification Test-Concise; AUDIT-C scores) and completed Social Facilitation (SF) and Tension Reduction (TR) subscales of the Alcohol Outcome Expectancies Scale. Cohort differences across these outcomes were examined with linear and modified Poisson regression models. <b><i>Results:</i></b> There were no cohort differences in the proportion of adolescents who reported drinking in the past year or in drinking/binge drinking frequencies. However, alcohol quantities consumed on a typical drinking day were 1/3 of a drink greater in the COVID-19 cohort than in the prepandemic cohort; aIRR (95% CI) = 1.13 (1.02–1.25). These consumption differences compounded into significantly greater AUDIT-C scores (aIRR [95% CI] = 1.16 [1.02–1.32]) and positive AUDIT-C screens (31.2% vs. 26.4%; aRR [95% CI] = 1.21 [1.07–1.36]) in the COVID-19 cohort. In terms of alcohol-related expectancies, there were no SF differences, but the COVID-19 cohort reported significantly greater TR expectancies; <i>b</i> (95% CI) = 0.11 (0.02–0.20). <b><i>Conclusion:</i></b> Despite the 2020 lockdown, Norwegian adolescents who started high school during the first pandemic year did not differ from their prepandemic peers in terms of how many of them drank, how often they drank, or in prosocial expectations they had of alcohol use. However, they consumed greater alcohol quantities per drinking day, had greater AUDIT-C scores, and reported greater tension reduction expectations of alcohol use. These results underscore the value of examining adolescents' alcohol-related behaviors during the COVID-19 pandemic above and beyond the basic drinking prevalence and frequencies.

AbstractThe current study examined personal barriers that can prevent early childhood education and care (ECEC) professionals from reporting concerns of child maltreatment to child welfare services (CWS). The objectives were to identify different types of personal barriers and to examine differences in reporting according to employee characteristics. Norwegian ECEC professionals (N = 1369; 92% women; mean age, 44 years [SD = 11]) from 170 kindergartens completed e-questionnaires with 25 questions about personal barriers to reporting concerns of child maltreatment and questions about their own personal characteristics. Four barrier factors that underly the 25 different barriers were confirmed with factor analysis. The most endorsed personal barrier factor was "Negative consequences for the child," which predicted barriers related to fear of negative consequences of reporting (e.g., to CWS). The second most important were the "Relationships" factor (barriers related to concerns about relationships with the child or parents), and the "Competence" factor (fear of misunderstanding and being unsure about guidelines). The least endorsed barrier factor ("Coworkers") included fear of what superiors and coworkers might think. In general, ECEC professionals with less formal training and less work experience reported more personal barriers to reporting concerns of child maltreatment. The results are consistent with studies involving other professional groups. Better collaboration between ECEC providers and CWS is important to prevent child maltreatment. Future efforts to improve the detection and reporting of concerns of child maltreatment could consider focusing specifically on professionals with little formal training and little work experience.