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Loneliness is known to adversely impact employee health, performance and affective commitment. This study involves a quantitative cross-sectional analysis of online survey data reported by adults employed in the United States (n = 5,927) to explore how loneliness and other related factors may influence avoidable absenteeism and turnover intention.

Worker loneliness was assessed using the UCLA Loneliness Scale (Version 3). Composite variables were constructed as proxy measures of worker job and personal resources. Structural equation modeling (SEM) was used to examine independent variable effects on dependent outcomes of (a) work days missed in the last month due to stress (stress-related absenteeism) and (b) likelihood to quit within the next year (turnover intention).

The job resources of social companionship, work-life balance and satisfaction with communication had significant negative relationships to loneliness in the SEM, as did the personal resources of resilience and less perceived alienation. Results further show lonely workers have significantly greater stress-related absenteeism (p = 0.000) and higher turnover intention ratings (p = 0.000) compared to workers who are not lonely. Respondent demographics (age, race and gender) and other occupational characteristics also produced significant outcomes.

Study findings underscore the importance of proactively addressing loneliness among workers and facilitating job and personal resource development as an employee engagement and retention strategy.

Loneliness substantially contributes to worker job withdrawal and has negative implications for organizational effectiveness and costs.

This study examines the information literacy practices of young video bloggers, focusing on the ways in which they construct their cognitive authority through a health-related information creation process.

This study draws upon socially oriented information literacy research and nexus analysis as its methodological framework. Data, including YouTube videos, theme interviews and video diaries, were collected with three Finnish video bloggers and qualitatively analysed using nexus analytical concepts to describe the central elements of social action.

The study shows that video bloggers employ several information practices during the information creation process, including planning, information-seeking, organization, editing and presentation of information. They construct their cognitive authority in relation to their anticipated audience by grounding it on different types of information: experience-based, embodied and scientific. Trustworthiness, emphasized with authenticity and genuineness, and competence, based on experience, expertise and second-hand information, were recognized as key components of credibility in this context.

This study increases the understanding of the complex ways in which young people create information on social media and influence their audiences. The study contributes to information literacy research by offering insights into the under-researched area of information creation. It is among the few studies to examine cognitive authority construction in the information creation process. The notion of authority as constructed through trustworthiness and competence and grounded on different types of information, can be taken into account in practice by information professionals and educators when planning information literacy instruction.