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This paper aims to investigate capitalization support, an alternative perspective for theorizing social support in-service settings. In the service setting of the student-athlete experience, the relationships between capitalization support service dimensions (i.e. the academic, athletic, self-development and place dimensions), well-being and sports performance are examined through a transformative sport service research (TSSR) lens, a newly introduced form of transformative service research (TSR).

Data from an online survey of Australian student-athletes (n = 867) is examined using partial least squares structural equation modeling.

The results support the theorized service dimensions of capitalization support, indicating their validity and relevance to the student-athlete experience. Further, the results demonstrate that all capitalization support dimensions except athletic support (i.e. academic support, place support and self-development support), have a direct effect on well-being and an indirect effect on sports performance.

This research is unique for several reasons. First, it introduces a new perspective, capitalization support, to theorizing about social support in services. Second, it is one of the first studies in both TSR and TSSR to empirically test and demonstrate a relationship between support services, well-being and performance in a single study. Insight into how to design services to optimize well-being in relation to other service objectives like performance thus emerges.

This study aims to examine the relationship of work–family demands with employees’ well-being, and the role of management/supervisory support in this relationship. The following hypotheses were proposed: work–family demands would be negatively related to employees’ well-being; management/supervisory support would moderate the relationship of work–family demands with employees’ well-being.

The researchers used 250 working female academicians as respondents, working in the research universities in Kuala Lumpur, Malaysia. Their ages ranged from 30 to 60 years.

The findings of the present study proved that the work–family demands were negatively associated with employees’ well-being. Results also revealed that management and supervisory support strengthens the relationship between work–family demands and employees’ well-being. Thus, management and supervisory support plays an important role in balancing work demands and family roles and also in increasing working female academicians’ well-being.

In this study, management and supervisory support was found to be directly related to well-being, including life satisfaction, job satisfaction and family satisfaction. However, the direct relationship between management/supervisory support and well-being was positive and significant. This study also found that management/supervisor support reduced work–family conflict and work–family demands. Also, supervisory and management support was found to have a significant and positive relationship with well-being. Given these findings, supervisory and management support plays a very important role as a moderator of work–family demands and in developing and improving well-being in working women.

This study aims to examine the effect of a high commitment work system (HCWS) on employee well-being and the mediating role of organizational support and work–life balance.

Using structural equation modeling (SEM) for analysis, a quantitative approach was adopted to collect data from the 235 employees from the public sector in the United Arab Emirates (UAE).

Results show that HCWSs have a significant influence on organizational support and employee work–life balance. Therefore, there is a significant positive effect on employee well-being. The consequence of HCWS on well-being is not mediated by organizational support. Organization and work–life balance do not support the idea of reducing the negative effects of high-commitment work systems on well-being. There is a significant influence of work–life balance on employee behaviors to have well-being.

Managers can devise a strategy to involve the employees to join participating in decision-making. The research advances knowledge of how HCWS improves employee well-being and emphasizes the significance of organizational support in the environment of public organizations. Organizations are expecting to develop new strategies that help employees engage with their environment and increase their confidence. In this perspective, the present study has identified a crucial key factor of HCWS affecting of organization support and employee work–life balance, which can help propelling employees well-being. The research expands the knowledge of the organizational and cultural elements that influence employee behavior and performance in this setting by evaluating the effects of HCWS on employee well-being in the UAE.

This study develops a structural model to examine the relationships among subjective perception of health, subjective perception of economic and social support, the perceived freedom in leisure, leisure satisfaction, and the well-being of elders. The subject of this study is the elderly who participated in leisure activities at Evergreen Academy in Kaohsiung City. Convenience sampling and quota sampling are adopted. 1,200 self-administered questionnaires are distributed, and 535 are valid, with a response rate of 45%. The results of this study show that subjective perception of health will positively affect perceived freedom in leisure; subjective perception of economics will positively affect perceived freedom in leisure and well-being; social support will positively affect perceived freedom in leisure, leisure satisfaction, and well-being; perceived freedom in leisure will positively affect leisure satisfaction and well-being; leisure satisfaction will positively affect well-being. There are significant differences in the subjective perception of economic and social support between male and female elders. There are significant differences in the subjective perception of economic, leisure satisfaction, and well-being among those with different education levels.

The purpose of current study was to investigate the impact of supervisor support on Knowledge Sharing Behavior through psychological well-being, psychological ownership, and Alturism. The study also took mindfulness as first path moderator in the relation to supervisor support and psychological well-being, and psychological ownership.

Positivism research philosophy followed by the deductive approach is followed to meet the objectives of the current study. A total of 219 employees from the telecom sector were identified as the respondents of the study. A purposive sampling technique was used to collect the data through self-administrated questionnaires. Exploratory and confirmatory factor analyses were used through AMOS to generate the results and test hypotheses.

The results suggested that supervisor support significantly contributes to the achievement of the knowledge-sharing behavior of employees with the chain of mediation, i.e. psychological well-being, ownership and altruism. Similarly, the moderating role of mindfulness is significant in the relationship between supervisor support and psychological well-being.

Although a number of researchers have studied the link between supervisor support and other employees related attitudinal and behavioral outcomes, few have explored the roles of psychological ownership, well-being and altruism in the relationship of knowledge sharing behavior. This study thus posits a novel sequential mediation and moderation mechanism, based on the social exchange theory, through which supervisor support is translated into knowledge sharing behavior.

The authors investigate how employee social support impacts children’s perceptions of service quality of a child helpline chat service and the chatters’ immediate well-being. Specifically, the purpose of this study is to examine how action-facilitating support, nurturant support and emotional reflections influence the children and to test whether this impact varies depending upon the controllability of the issues discussed.

The authors develop hypotheses about the influence of social support and controllability on children’s perceived service quality and well-being. Chat conversations are coded on the social support given by the employee and the controllability of the issue. Questionnaires are collected to measure children’s service quality and well-being. Using structural equation modeling, hypotheses are tested with a sample of 662 children and chat conversations of a child helpline.

The study reveals that for children chatting about controllable issues, nurturant support and negative emotional reflections negatively influence the immediate well-being of these children. Positive emotional reflections positively influence immediate well-being. For children chatting about uncontrollable issues, nurturant support and negative emotional responses positively influence the perceived service quality.

This study contributes to the services marketing literature by broadening the current understanding of the impact of social support on children’s service quality perceptions and well-being, and by showing how this impact is moderated by the level of controllability of the issue discussed.

The purpose of this paper is to explore the impact that mentoring has on Canadian early career teachers’ (ECTs’) well-being. The authors describe findings from a pan-Canadian Teacher Induction Survey (n=1,343) that examined perceptions and experiences of ECTs within K–12 publicly funded schools, with particular interest in retention, career interests and the impact of mentoring on well-being.

An online survey was used to examine perceptions and experiences of ECTs within publicly funded K–12 schools across Canada. For this paper, the authors selectively analyzed 35 survey questions that pertained to mentorship and well-being of ECTs, using quantitative and qualitative procedures.

The findings revealed a strong correlation between the mentoring experiences and well-being of the participating Canadian ECTs. The teachers who did not receive mentorship indicated significantly lower feelings of well-being, and conversely, teachers who participated in some kind of mentorship demonstrated much higher levels of well-being.

This paper draws on the selective analysis of the data from a larger study to elicit the connections between the mentoring support and perceived well-being. Due to inconsistencies in terminology and multifaceted offerings of induction and mentoring supports for ECTs across Canada, there might have been some ambiguity regarding the formal and informal mentorship supports. A longitudinal study that is designed to specifically examine the connection between the mentorship and well-being of ECTs could yield deeper understandings. A comparative study in different international contexts is commended.

The findings showed that the ECTs who did not receive any mentorship scored significantly lower feelings of well-being from external, structural, and internal well-being sources, and conversely, the ECTs who participated in some kind of mentorship scored much higher levels of feelings of well-being. Policy-makers should therefore continue to confidently include mentorship as an intentional strategy to support and help ECTs to flourish. However, inconsistent scoring between individuals and their levels of external, structural and internal well-being suggest that more research on the connection between mentoring and well-being of the ECTs.

Work-life imbalance seems to be more challenging for ECTs than policymakers who provide these expectations are aware. Therefore, excessive work demands and intensive workloads need to be given proper attention for their potential negative effects (such as stress, burnout and absence) on the beginning teachers’ health and well-being. Likewise, purposeful strength-based approaches should be undertaken to establish generative and pro-social efforts to enhance the connectedness, collaboration, collegiality and resilience-building opportunities for novice professionals within flourishing learning communities.

In this paper, the authors have undertaken the first steps in exploring the impact that mentoring has on Canadian ECTs’ well-being. The study increases the understanding of how mentoring can be used as a purposeful strategy to support the well-being of ECTs and retain them in the teaching profession in Canada and potentially in different international contexts.

Online self-disclosure and online social support have important effects on well-being. The purpose of this study was to examine the indirect effect of online social support through social networking sites (SNSs) in the link between online self-disclosure through SNSs and well-being among Vietnamese adolescents.

Using a convenience sample of 980 Vietnamese adolescents (332 men, 648 women) and three scales (the Subjective Happiness Scale, the Self-Disclosure Scale and the Two-Way Social Support Scale), this study investigated whether online self-disclosure has a direct and indirect effects on well-being when mediated by online social support.

Mediation analysis showed that online social support partially mediated the link between online self-disclosure and well-being among Vietnamese adolescents, β = 0.008, standard error = 0.004, confidence interval = [0.001, 0.017].

This study provides an important practical basis for developing interventions to improve the well-being of adolescents who use SNSs. This finding indicated that adolescents’ well-being can be enhanced through online self-disclosure and online social support.

In today’s challenging world, achieving professional commitment among healthcare workers is becoming the need of time. Drawing on self-determination theory, the current study examines how and under which boundary conditions perceived organizational support affects professional commitment.

Data was collected from doctors and nurses employed in public and private sector hospitals by employing a split-questionnaire design.

The authors’ study findings demonstrate that perceived organizational support has a positive and indirect effect on the professional commitment of nurses and doctors via mediating the role of subjective well-being. The authors also found that these findings depend on healthcare workers’ burnout levels. The positive relationship between perceived organizational support and subjective well-being is attenuated by burnout syndrome.

The current study poses implications for policymakers and administrators of healthcare institutions as well as to develop a supportive culture to evoke more professional commitment among healthcare workers. Implications for nursing managers and policymakers are discussed in light of the study findings.

Healthcare institutions are increasingly paying attention to raising the professional commitment of their workforce, especially in the wake of a crisis like the COVID-19 outbreak. The current study will add to the body of literature on nursing management, healthcare studies and organizational psychology in the South Asian context by explaining the relationship between POS and professional commitment, drawing on self-determination theory.

This study investigated the relationship between generalised trust and psychological well-being in college students, considering the social support obtained from their social networks via Twitter and face-to-face (FTF) interactions. Initially, the authors planned to collect data at the beginning of the first semester in 2019 for fine-tuning the model as a pilot study, and in 2020 for the main study. However, due to the coronavirus disease 2019 (COVID-19) pandemic, the data helped authors to analyse changes in young people's psychological situation before and during the pandemic in Japan.

The study conducted a self-report survey targeting college students in the Kanto region in Japan. Data were collected from mid-May to the end of June 2019, as well as in early to mid-June 2020, with 304 and 584 responses, respectively. The collected data were analysed using structural equation modelling and a multiple regression analysis.

The findings using the 2019 data set indicated that (a) students mostly used Twitter for information gathering and sharing of hobbies, and they received both informatics and emotional support from Twitter, and from FTF interactions; (b) there were direct positive effects of generalised trust and social skills on their psychological well-being; and (c) students with lower levels of generalised trust tended to interact with very intimate individuals using Twitter to obtain social support, which did not have any effects on their improvement of psychological well-being. From the 2020 data set, the authors also found that, like 2019, generalised trust and social skills had direct effects on the improvement of psychological well-being. Additionally, we observed that students spent more time using Twitter and received more emotional support from it, as most people tried not to meet other people in person due to the first State of Emergency in Japan. Similarly, the authors found that in 2019, only social support from very intimate partners via FTF communication had slightly significant effects on improving their psychological well-being, whereas in 2020, their expectation for social networks via FTF had decreased their levels of psychological well-being, but their social support from Twitter had slightly significant effects on their improvement of psychological well-being. One of the main reasons for this might be due to the challenge of meeting with others in person, and therefore, social support from Twitter partially played a role that traditionally was only beneficial through FTF communication.

We understand that this is one of the few social psychological studies on social media that collected data both before and during the COVID-19 pandemic. It provides unique evidence in demonstrating how the COVID-19 pandemic has changed college students communication behaviours.