Industrial and Organizational Psychology Studies

Abstract Introduction: Despite the wide range of individual, personality, and cultural differences among employees, organizations can proactively prevent behaviors that lead to decreased productivity and efficiency by focusing on strengthening organizational culture and gaining a deep, realistic understanding of human behavior. The primary aim of this study was to investigate the effect of organizational virtue on organizational silence, with the mediating role of social undermining in the Departments of Sports and Youth in Khuzestan Province.
Method: Given the nature of the topic, this research was conducted within the framework of descriptive-correlational studies using structural equation modeling. The statistical population included all managers and employees of the Departments of Sports and Youth in Khuzestan Province, totaling 330 individuals. Based on the Krejcie and Morgan table, a sample of 180 participants was selected through random sampling. Data were collected using three standardized questionnaires: Organizational Virtue (Cameron et al., 2004), Organizational Silence (Morrison and Milliken, 2000), and Social Undermining (Duffy et al., 2012). To test the hypotheses, structural equation modeling was applied, specifically using the Partial Least Squares (PLS) approach.
Results: The findings revealed a significant indirect relationship between organizational virtue and both organizational silence and social undermining. Additionally, there was a direct and significant relationship between social undermining and organizational silence. However, the mediating effect of social undermining in the relationship between organizational virtue and organizational silence was found to be statistically insignificant.
Conclusion: Based on these findings, it is recommended that managers in sports organizations pay special attention to the spiritual, psychological, and social needs of employees while striving to create a dynamic, motivational, and interaction-rich work environment. Such an approach can enhance job satisfaction, boost productivity, improve interpersonal relations, and strengthen team morale, thereby fostering more enthusiastic and responsible task performance. Moreover, under such conditions, positive organizational citizenship behaviors are likely to increase, while negative behaviors such as organizational silence, social undermining, and indifference are expected to decrease.

Abstract Introduction
Contentment, as a positive, enduring, and self-sustaining emotional state, occupies a central position in philosophical, mystical, and religious traditions, often regarded as a foundation of psychological well-being and moral balance. Despite extensive theoretical and empirical exploration, the accurate and culturally sensitive assessment of contentment remains methodologically challenging. Therefore, validating a psychometrically robust Persian version of an established measure is essential for advancing research in positive psychology, well-being, and organizational behavior. The present study aimed to examine the factorial structure, reliability, and convergent validity of the Persian adaptation of the Positive Emotion of Contentment Scale (Cordaro et al., 2021) among non-academic staff at Mohaghegh Ardabili University.

Method
The statistical population consisted of all non-academic staff at Mohaghegh Ardabili University (N = 600). Using convenience sampling, 318 participants voluntarily completed the Persian version of the Positive Emotion of Contentment Scale along with the short form of the NEO Five-Factor Inventory (NEO-FFI) and the Depression, Anxiety, and Stress Scale (DASS-21). Data analysis was performed with SPSS version 27 and AMOS version 24, applying exploratory and confirmatory factor analyses, Pearson correlation coefficients, and reliability tests including Cronbach’s alpha, McDonald’s omega, and test–retest methods.

Results
Exploratory factor analysis supported a single-factor solution explaining 53% of the total variance. Confirmatory factor analysis indicated a good model fit (χ²/df = 1.29; GFI = 0.95; AGFI = 0.94; IFI = 0.92; TLI = 0.91; CFI = 0.92; RMSEA = 0.02). Correlation analyses showed significant positive relationships with extraversion, agreeableness, conscientiousness, and openness, and a negative correlation with neuroticism (p < 0.05). Moreover, contentment was negatively correlated with depression, anxiety, and stress. Reliability indices were satisfactory (α = 0.81, ω = 0.80, test–retest = 0.76).

Discussion
Overall, the Persian version of the Positive Emotion of Contentment Scale demonstrates solid psychometric properties, offering a reliable and valid instrument for assessing contentment in psychological and organizational research contexts.

Abstract Introduction: Today, the importance of human resources in various processes is recognized as an important factor. Human resources is a capital that is recognized as a valuable driving force in all different organizations. The use of internet resources by employees in today's organizations is an undeniable phenomenon. In addition to positive functions such as improving efficiency, improving productivity, and improving communication, these resources have also found non-functional uses, which includes employees' cyberloafing. Cyberloafing is one of the emerging phenomena in modern organizations, and a significant number of employees in different types of organizations spend part of their working time through cyberloafing. The purpose of present research was to investigate the role of workplace ostracism on cyberloafing behavior with mediating role of emotional exhaustion in employees of Sports and Youth departments in Golestan province.
Method: The research method is descriptive and survey. The statistical population of the study included all employees of the sports and youth departments of Golestan province, 228 people. The total number of samples was used to select the samples. Of this number, 216 people completed and returned the questionnaires in full. Therefore, the number of research samples for data analysis was 216 people. For collecting research data, Ferris et al. (2010) workplace ostracism questionnaire, Schaufeli et al. (2002) emotional exhaustion questionnaire, and Moody and Siponen (2013) Cyberloafing behavior questionnaire were used. Also, descriptive and inferential statistics methods were used for data analysis.
Results: The results of the study showed that workplace ostracism had a significant effect on the emotional exhaustion of the employees of Sports and Youth departments. Another part of the research results showed that workplace ostracism had a positive and significant effect on the workplace cyberloafing behavior. The effect of emotional exhaustion on employees of Sports and Youth departments' workplace cyberloafing behavior was positive and significant. Finally, the results showed that the effect of workplace ostracism on the employees of Sports and Youth departments' workplace cyberloafing behavior with the mediating role of emotional exhaustion is significant.
Discussion: Based on the results of the study, it can be concluded that the feeling of ostracism in employees of Sports and Youth departments can have negative attitude and behavioral consequences such as emotional exhaustion and their cyberloafing behavior in the workplace.

Abstract Introduction
A significant part of the quality of teachers' performance in educational processes is affected by their evaluation and perception of their job status. Lack of job security is one of the factors that can have negative and destructive job and behavioral consequences for teachers. Job insecurity is a significant concern for many teachers, influenced by various factors that can vary by region, type of school, and educational policies. Job insecurity for teachers can have far-reaching consequences, not only for the educators themselves but also for students, schools, and the broader education system. Also, teachers on temporary contracts or facing layoffs may struggle with financial uncertainty, making it difficult to plan for the future or meet personal and family needs. Additionally, Job insecurity can lead to chronic stress, anxiety, and burnout. Teachers may feel constantly worried about their future, which can negatively impact their mental and physical health. Therefore, the purpose of this research was to study the relationship between job insecurity and psychological well-being of tuition sports teachers with the mediating role of work-family balance.
Method
This applied research was carried out using a survey research method. The statistical population of this research included all the tuition sports teachers of Golestan province (239 teachers). The total number method was used to determine the sample size and all 239 sports teachers were considered as a statistical sample, and after the final distribution of the research questionnaires, 218 completed questionnaires were collected and analyzed. The research data collection tools included job insecurity questionnaires (Blotenberg & Richter, 2020), work-family balance (Carlson et al., 2009) and psychological well-being (Reif, 1995). The validity of the questionnaires was confirmed by five PhDs in sports management, and in a preliminary study, the results of Cronbach's alpha test showed that the reliability of the questionnaires used was acceptable. The analysis of the collected data was done descriptively (mean and standard deviation) and inferentially (structural equation modeling). Two statistical software SPSS (Version 25) and SmartPLS (Version 4) were used for data analysis.
Results
In the inferential part, after making sure about the quality of the structural model of the research, the hypotheses were tested. The results of the research indicated that there is a significant negative relationship between job insecurity and work-family balance of sports teachers. Another part of the results showed that the relationship between job insecurity and the psychological well-being of sports teachers is negative and significant. Finally, the results of the Sobel test showed that the relationship between job insecurity and the psychological well-being of sports teachers with the mediating role of work-family balance is negative and significant.
Discussion
According to the findings of this research, it can be concluded that the lack of job security can have negative consequences such as reducing the work-family balance and psychological well-being for teachers of sports. Therefore, it is suggested to consider specific programs to change the status of sports teachers.

Abstract The present study was conducted with the aim of recognizing and understanding the factors affecting learning motivation in government organizations. This study is applied in terms of its purpose and is of a survey and exploratory type in terms of data collection method, and has a deductive-inductive research philosophy.
The statistical population of the study is experts, including senior managers and managers in the human resources field of government organizations, whose sample members were selected using the purposive sampling method and based on the principle of theoretical saturation. The data collection tool is an interview in the qualitative part and a questionnaire in the quantitative part. The validity and reliability of the tools were analyzed using content validity and intra-coder and inter-coder reliability for the interview and content validity and test-retest reliability for the questionnaire, respectively. In this study, the content analysis and coding method was used for data analysis in the qualitative part and the fuzzy cognitive map method was used in the quantitative part.
In this study, the findings of the qualitative part include identifying the types of factors affecting learning motivation, and the findings of the quantitative part are related to prioritizing these factors.
Accordingly, the most important factors affecting learning motivation are job security, advancement paths, and employee communication within the organization.
otivation is the reason that guides all our actions. An individual expects that if he behaves in a certain way or performs certain tasks, he will achieve the desired result. In the workplace, this result, as long as it is positive, is a motivator that can influence the performance and manner in which the tasks given to employees are performed. The key to achieving the best possible results lies in the ability to identify the factors that drive each individual in a workforce. It is very important that employees believe that they are capable of performing the task expected of them, apart from the fact that the final result is valuable. If the goals seem unattainable from their perspective, they are unlikely to be motivated, which in turn leads to lower performance. That is why the ability to identify the main factors that drive an employee is the first and most important step on the way to increasing performance. The present study was conducted with the aim of identifying the factors affecting learning motivation using a fuzzy cognitive map. The results of the present study consist of two quantitative and qualitative parts and identifying the types of factors affecting learning motivation. In the qualitative part of the research, a set of factors affecting learning motivation were identified, which include: salary, relationships with colleagues, meaningful work, work-life balance, belonging, flexibility, understanding the work environment and space, job security, professional development opportunities, advancement paths, organizational culture, leadership style, empathy and emotional understanding, providing appropriate feedback, alignment of the organization with personal goals, participatory management style, attention to employee training, gratitude, promotion and growth, and management's sense of duty towards workers. Based on calculations made among the 20 identified factors, job security, advancement paths, and employee relationships were identified as the most important factors affecting learning motivation. Regarding the similarities and differences between the research results and similar studies, it should be noted that the findings of the present study are consistent with the study of Esmaeili et al. (1400). What both studies have in common is the role of relationships with colleagues on learning motivation. They found that relationships can be considered a necessary element for success in all social systems and subsystems. Managers have also found that effective communication with human resources and understanding communication motivations are effective factors in their success in achieving organizational goals. An important part of relationships in an organization is the communication between managers and employees. Accordingly, managers at different levels are responsible for creating correct communications in the organization; therefore, they must be aware of the quality and quantity of the communication process and know how to establish effective communications. The findings of the present study are consistent with the results of Bavandpour et al. (2019).

Abstract Introduction
Teachers with higher job satisfaction tend to be more engaged in the teaching and learning processes of their students, and this may be influenced by their self-efficacy beliefs. This study aimed to investigate the mediating role of teacher self-efficacy in the causal relationship between emotional intelligence and job satisfaction.

Method
Following the Research Onion framework by Saunders et al (2009), this study adopts a positivist research philosophy, an inductive approach, an applied purpose, and a quantitative methodology with a descriptive-correlational design. The research employed a cross-sectional time horizon and collected data via standardized questionnaires administered in survey form. Structural equation modeling (SEM) was used for data analysis. The statistical population comprised 594 secondary school teachers working in public schools in District 3 of Mashhad during the 2023–2024 academic year. Using random cluster sampling, a sample of 228 teachers was selected. For data collection, the following standardized instruments were used: the Emotional Intelligence Scale by Schutte et al. (1998), the Short Teacher Self-Efficacy Scale by Tschannen-Moran and Woolfolk Hoy (2001), and the Job Descriptive Index by Smith, Kendall, and Hulin (1969). Data was analyzed using both descriptive and inferential statistics via SPSS 27 and AMOS 24 software. The validity of the constructs was assessed through factor loadings in measurement model criteria. Reliability was evaluated using Cronbach’s alpha, all of which were found to be within acceptable ranges. Regarding reliability, Cronbach’s alpha coefficients were as follows: emotional regulation= 0/80, emotional expression and evaluation= 0/80, emotional application and utilization= 0/67; engaging learners= 0/79, teaching strategies= 0/79, classroom management= 0/82; salary and benefits= 0/64, job nature= 0/80, supervision= 0/87, colleagues= 0/60, and promotion and advancement= 0/80.

Results
The results showed that, from the teachers' perspective, the component of efficiency in educational strategies had the highest mean (4.03), while the component of satisfaction with salary had the lowest mean (2.87). In examining the assumptions of the structural equation modeling, there were no missing data or outliers, and the normality of score distributions was confirmed after dividing the skewness and kurtosis statistics by their standard errors, with all components of the three research variables falling within the ±2 range. In assessing multicollinearity among the research variables using the Variance Inflation Factor (VIF) method, the values were 1.064 between emotional intelligence and teacher self-efficacy, 1 between emotional intelligence and job satisfaction, and 1.064 between teacher self-efficacy and job satisfaction, all below 5, indicating no multicollinearity, and all underlying assumptions were met. Regarding the overall model fit, the chi-square divided by degrees of freedom (χ²/df) was less than 3, and other relative fit indices, including the Goodness of Fit Index (GFI), Adjusted Goodness of Fit Index (AGFI), Normed Fit Index (NFI), Comparative Fit Index (CFI), Incremental Fit Index (IFI), and Tucker-Lewis Index (TLI), were all above 0.9. Additionally, the Root Mean Square Residual (RMR) and Root Mean Square Error of Approximation (RMSEA) indices were below 0.05, indicating an optimal fit of the overall research model. In examining the structural relationships among the variables, the t-values (or C.R. column) demonstrated that the causal relationships among all three variables were significant at the 0.05 alpha level. The mediating role of teacher self-efficacy in explaining the causal relationships between emotional intelligence and job satisfaction was confirmed. Moreover, considering the indirect effect (0.34) and the total effect (0.78) of emotional intelligence on teachers' job satisfaction, the Variance Accounted For (VAF) value for the mediating effect of teacher self-efficacy was 44%.

Discussion
Therefore, to improve teachers' job satisfaction and by extension, enhance teaching and learning outcomes, it is essential to foster emotional intelligence, which contributes to the development of more self-efficacious teachers.

Abstract Background & Purpose: The purpose of the present study was designing and testing a model of effect job calling on job motivation, job engagement and job crafting with mediating occupational commitment, Person-job fit and meaningful work in nurses.
Methodology: The sample consisted of 200 nurses of Bandar Mahshahr and Abadan city who were selected by simple random sampling method. questionnaires job calling (Dobrow & Tosti-Kharas, 2011), occupational commitment (Rothwell & Arnold, 2007), Person-job fit (Cable & Derue, 2002), meaningful work (Arnoux-Nicolas, Sovet ,Lhotellier & Bernau, 2016), job motivation (Robinson, 2004), job engagement (Schaufeli, 2002) and job crafting (Laurence, 2010) were used to collect the data. The proposed model was evaluated through structural Equation Modeling (SEM) through AMOS-21 and SPSS-21. The bootstrap procedure by Preacher and Hayes (2008) was used for testing indirect relationships. Fit indexes showed a relatively good fit with the data.
Findings: The results showed that path directs of job calling to occupational commitment, Person-job fit, Meaningful work, work engagement and job crafting were positive and significant.
Conclusion: In addition, results indicated that the path indirect of job calling on job motivation, work engagement and job crafting with mediating occupational commitment, Person-job fit and meaningful work crafting were positive and significant. Considering the positive effects of this job calling, it is suggested that job calling of nurses be strengthened.Conclusion: In addition, results indicated that the path indirect of job calling on job motivation, work engagement and job crafting with mediating occupational commitment, Person-job fit and meaningful work crafting were positive and significant. Considering the positive effects of this job calling, it is suggested that job calling of nurses be strengthened.
Conclusion: In addition, results indicated that the path indirect of job calling on job motivation, work engagement and job crafting with mediating occupational commitment, Person-job fit and meaningful work crafting were positive and significant. Considering the positive effects of this job calling, it is suggested that job calling of nurses be strengthened.

Abstract Job burnout among dual-job teachers is a phenomenon that, due to psychological pressures, professional conflicts, and structural limitations, leads to a decline in teaching quality and the deterioration of their mental health. Burnout not only harms teachers' physical and mental health but also affects the quality of education. Teachers who experience burnout may struggle to meet students' needs effectively and may even lose their motivation for teaching.This study was conducted to examine the underlying factors contributing to job burnout in dual-job teachers. The research method was qualitative and based on a phenomenological approach. Twelve dual-career teachers with at least a bachelor's degree, working in Kashan schools and with less than ten years of teaching experience, were purposefully selected. Data were collected through semi-structured interviews and analyzed using content analysis. First, the interviews were analyzed by reading them several times and examining the differences and similarities from different angles. Then, considering these differences and similarities, the specified codes were merged and subcategories were determined. In the next step, by re-examining the differences and similarities of the subcategories, separate categories were obtained. The results indicated that job burnout among dual-job teachers can be categorized into nine main themes: professional inefficiency, existential and motivational crises, personal and family conflicts, challenges in balancing two jobs, lack of support and justice, financial problems, job dissatisfaction, mental and psychological issues, and physical exhaustion.The findings indicate that the double pressure of working two jobs simultaneously reduces teachers' motivation and productivity and negatively affects their mental health. To prevent this, it is essential that educational policymakers and schools improve the working conditions of dual-career teachers and provide them with the necessary support. Therefore, the results of this study emphasize the need to identify and investigate the underlying factors of burnout in order to prevent burnout in dual-career teachers.

Abstract Introduction:
It is quite clear that all managers and employees working in various organizations and companies are subject to performance appraisal. However, some of them probably have complaints that their appraisal was inaccurate and biased. In this regard, one of the possible cognitive biases is the halo effect error, in which a person's other characteristics and performances are judged based on one outstanding characteristic. Since one of the main performance appraisal methods in the workplace is assessment centers, this study aimed to compare the cognitive error of the halo effect among industrial and organizational psychology assessors and managers.

Method:
The research strategy was quantitative, and its method was experimental. 240 industrial and organizational psychologists’ assessors trained in assessment centers courses, and 145 managers’ assessors with at least five years of experience, participated in the research. The ROC curve and the area under the curve (AUC) were used to analyze the data. Also, the odds ratio in the correct classification of patient/non-patient and risk factor and non-risk factor indices, which were converted into a 2x2 psychologist/manager table, correct/incorrect classification, by an analogical transfer of the related characteristics, was used.

Result:
The results of the study showed that the assessments of industrial and organizational psychologists are more likely to fall within the correct classification of leadership competence compared to managers. Also, the odds ratio of correctly identifying leadership competence indicators in the industrial and organizational psychologists group is much closer to the odds ratio of the criterion assessors group. Moreover, the accuracy of industrial and organizational psychologists in the assessor role is close to that of the criterion assessors. Finally, industrial and organizational psychologists performed better in assessing leadership competency in assessment centers and had less halo effect cognitive error compared to managers.

Discussion:
The findings of this study can be considered and exploited within the framework of accreditation of assessment centers. It can help organizations design and implement the assessment centers process with greater confidence, maximize the validity of its results, and make more effective decisions with higher execution guarantees.

Abstract Today, the business environment is fraught with complexity and numerous risks for knowledge-based companies, threatening their survival. Therefore, these companies must enhance their level of resilience against varying environmental conditions. The concept of resilience refers to companies’ preparedness to confront various risks, their ability to overcome them, and their capacity to return to initial operational conditions. Despite the high importance of resilience in knowledge-based companies, this concept has not yet been fully conceptualized, and many of its dimensions remain unknown. Hence, the objective of this research is to identify and prioritize the dimensions and components of resilience in knowledge-based companies. The present research is applied-developmental in terms of its objective and is considered an exploratory mixed-methods study. In the qualitative phase, semi-structured interviews with experts and thematic analysis based on the perspective of Braun and Clarke (2006) were employed. For this purpose, interviews were conducted with 22 purposively selected experts. Furthermore, in the present study, to determine the weight and prioritize the dimensions and components of resilience, a questionnaire was administered to 32 managers of knowledge-based companies, and the data were analyzed using the Analytic Hierarchy Process (AHP) technique. Based on the findings, for the variable of resilience in knowledge-based companies, 4 main categories, 10 sub-categories, and 21 concepts were identified. The identified main dimensions include directional resilience, social resilience, infrastructural resilience, and relational resilience. The findings from the AHP technique also indicated that the directional resilience dimension, with a weight of 0.3369, has the highest priority, followed by the infrastructural resilience dimension with a weight of 0.2768 in second place, and the relational resilience dimension with a weight of 0.2035 in third place. The research results revealed that knowledge-based companies, to overcome variable conditions in the business environment, must enhance their level of organizational resilience, for which a comprehensive set of diverse factors needs to be considered.

Abstract The Role of Cognitive Flexibility and Cognitive Resilience in Mitigating the Impact of Perceived Organizational Injustice on Organizational Performance and Work Motivation in the Era of Cognitive Warfare
Abstract
Introduction
In the era of cognitive warfare, organizations face psychological threats that, through manipulating employees’ perceptions of justice and trust, can weaken their motivation and performance. This study aimed to investigate the role of cognitive flexibility and cognitive resilience in mitigating the negative effects of perceived organizational injustice on organizational performance and work motivation.
Method
The present study employed a descriptive-correlational design with a survey method. The statistical population included employees of pipelines and telecommunications units of the Lorestan oil region in 2025, selected via multistage stratified sampling. Data from 283 valid questionnaires were analyzed. The instruments used were: Perceived Organizational Injustice Questionnaire (Niehoff & Moorman, 1993), Cognitive Flexibility Scale (Dennis & Vander Wal, 2010), Cognitive Resilience Scale (Connor & Davidson, 2003), Organizational Performance Questionnaire (Hersey & Goldsmith, 1980), and Work Motivation Questionnaire (Hackman & Oldham, 1976). Data analysis was conducted using Pearson correlation and multiple regression analysis.
Results
Findings revealed that perceived organizational injustice had a significant negative correlation with both organizational performance and work motivation (p < 0.01). In contrast, cognitive flexibility and cognitive resilience showed significant positive correlations with organizational performance and work motivation (p < 0.01). Regression analysis indicated that cognitive flexibility and cognitive resilience acted as moderating variables in the relationship between perceived organizational injustice and both organizational performance and work motivation.
Discussion
Perceived organizational injustice poses a threat to organizational performance and employee motivation. However, cognitive capacities such as cognitive flexibility and cognitive resilience can enhance employees' resistance against threats arising from perceived injustice in organizational contexts and improve their performance and motivation. These findings underscore the importance of developing training programs aimed at strengthening employees’ cognitive capabilities to increase Organizational resistance against the threats of cognitive warfare.
Keywords: Cognitive warfare, Perceived organizational injustice, Cognitive flexibility, Cognitive resilience, Work motivation, Organizational performance.

Abstract Job burnout is a psychological syndrome that develops from prolonged exposure to chronic interpersonal stressors at work. It is characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment and is associated with various adverse outcomes. Its core is an imbalance between environmental demands and supportive resources. Work-family conflict is a predisposing factor. According to conservation of resources theory, individuals have limited resources in work and family domains, and prolonged conflict leads to job burnout. A meta-analysis showed a relatively strong effect of work-family conflict on job burnout. Family responsibilities can also lead to parental burnout. Work-family conflict reduces personal resources and weakens focus on others’ needs. According to the stress-buffering model, protective factors attenuate risk factors. Self-compassion, as an internal resource, is related to job satisfaction and adjustment and buffers work-related burnout. Burnout in occupational and parental aspects among working fathers and mothers, and psychological mediators, requires serious investigation. This study aimed to investigate self-compassion in relation to job and parental burnout among working parents, emphasizing the mediating role of work-family/family-work conflict. The method was descriptive, correlational, and mediation. The population was working fathers and mothers with at least one child at home and a paid job outside. A total of 173 parents, 84 mothers (mean age 41.44 ± 5.68) and 89 fathers (mean age 43.1 ± 5.3), participated. Instruments were the Maslach Burnout Inventory, Unconditional Self-Kindness Scale, Parental Burnout Assessment, and Work-Family Conflict Scale. Analysis used Model 4 of PROCESS and bootstrapping with 5000 resampling iterations. Results showed work-family conflict positively correlated with parental and job burnout. Self-compassion negatively correlated with work-family conflict, parental burnout, and job burnout. Parental and job burnout positively correlated. In mediation, self-compassion negatively affected work-family conflict, family-work conflict, parental burnout, and job burnout. Family-work conflict positively affected parental burnout, but work-family conflict did not. Both conflicts positively affected job burnout. Total effects of self-compassion on parental and job burnout were significant. The indirect path through work-family conflict to parental burnout was not significant, but through family-work conflict was significant. Both indirect paths to job burnout were significant. R² values were .09, .15, .18, and .38. Findings indicate self-compassion as an internal resource in managing work stress and family dynamics, supporting the spillover-crossover model. Cross-sectional limitations suggest qualitative studies on burned-out and non-burned-out working parents.