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The purpose of this paper is to test a model in which family-supportive organizational environment is associated with lower levels of turnover intention through higher levels of work-family enrichment and job satisfaction.

Based on a sample of 300 employees, the bootstrap procedure for estimating indirect correlations in multiple mediator models was used to test the research hypotheses.

The results suggest that employees experiencing high levels of family-supportive organizational environment are likely to report lower intention to leave their profession by virtue of their higher levels of job satisfaction and work-life enrichment.

The study is limited to public organization and sample size. Further research is needed to make comparison between large/state-owned and small/private organizations.

In the Iran context, work-family enrichment and job satisfaction are effective in reducing the employees' turnover intention. Organizations should show concerns for the employees' work-life enrichment and job satisfaction to reduce their turnover intention.

Turnover is one of the problems of organizations in many countries throughout the world including Iran, which has negative consequences through increasing the cost of organizations. The results of this study suggest ways in which staff retention could be improved.

The present study contributes to supportive organizational environment literature by addressing the relationship between family-supportive organizational environment and employee-related outcomes. Given some commonalities between Iran and other developing countries, the findings might be of potential interest in comparative studies dealing with the employees' turnover issue.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

The data was supportive of the four hypotheses: H1. Supportive work environment is positively related to employee retention. H2. Supportive work environment is positively related to the person-organization fit. H3. Person-organization fit is positively related to employee retention. H4. Person-organization fit positively mediates the relationship between supportive work environment and employee retention.

The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

This paper aims to explore the potential explanatory mechanisms linking leader–member exchange (LMX) and a perceived supportive environment for corporate entrepreneurship. Specifically, this paper develops and tests a hypothesized moderated mediation model of the relationship between LMX and a perceived supportive environment for corporate entrepreneurship through psychological empowerment as conditional upon the level of control orientation.

Data were collected from a sample of 682 full-time working adults in the USA and were examined in a moderated mediation model in PROCESS.

The findings suggest that higher LMX augments perceptions of a supportive environment for corporate entrepreneurship with a mediating role for psychological empowerment and a moderating role for control orientation on that conditional relationship.

This research suggests that high quality LMX relationships may enrich the human capital of firms, helping them to innovate and outperform competitors in the context of modern competitive dynamics. The study findings are limited by several factors including a cross-sectional design and a student-recruited sampling approach.

The study offers unique contributions to the leadership and entrepreneurship literature by being among the first to empirically investigate the relationship between LMX and a perceived supportive environment for corporate entrepreneurship as mediated by psychological empowerment and moderated by control orientation, yielding important insights regarding effective leadership practices for facilitating innovative behaviors and corporate entrepreneurship.

This study aims to examine how spatial contexts, institutions and entrepreneurial self-identity affected the formation of entrepreneurial intentions of a sample of students in Zimbabwe.

Data were obtained from 284 students enrolled in two vocational education institutions located in Midlands Province of Zimbabwe. To select the respondents, convenience sampling was used. The sample size was determined by the total number of students agreeing to participate in the research. Hypotheses were tested using structural equation modelling (maximum likelihood estimation method).

Social approval, supportive cultural environment and entrepreneurial self-identity had positive statistically significant direct effects on entrepreneurial intentions. Also, entrepreneurial self-identity partially mediated the effects of social approval and supportive cultural environment on entrepreneurial intentions. The total effect of supportive higher education institutions on entrepreneurial intentions was statistically significant, despite the direct and indirect effects being non-significant.

The findings suggest a need to cultivate supportive social contexts and higher education institutions for nurturing entrepreneurial self-identity and entrepreneurial intentions, factors that are integral to the development of future entrepreneurs.

The study examined the validity of a novel conceptual model based on the contribution of entrepreneurial self-identity, spatial context and institutional variables in shaping entrepreneurial intentions of selected college students in the global south.

The purpose of this paper is to examine the role of high-involvement human resource practices in the innovative work behavior of employees, with the mediation of supportive work environment conditions.

The study uses regression analysis to test the hypotheses in a sample of 198 Spanish firms.

The results indicate that ability-enhancing and opportunity-enhancing human resource practices are positively related to innovative work behaviors with the mediation of two work environment variables: management support and coworkers support. This study discusses results and highlights limitations and future research directions.

Previous researchers have identified employees as important sources of innovation, but systemic empirical research has not been fully applied to examine the relationship between human resource management (HRM) and employees' innovative work behavior.

This chapter explores how self-determination theory (SDT; Ryan & Deci, 2000, 2017), an empirical theory about human motivation and personality, aligns with principles and practices of social and emotional learning (SEL) within the school context. Through its emphasis on basic psychological needs (BPN) for autonomy, competence, and relatedness, SDT proposes a broad perspective on how the social context can facilitate the development of social and emotional skills, which complements SEL programs. Research anchored in SDT has indeed established that students' academic, social, and emotional skills are determined at least partly by the extent to which their BPN are fulfilled in their learning environment. SDT also brings attention to the motivation and goals underlying the teaching and learning of social and emotional skills. Although SDT-based interventions mainly target the school or the classroom climate rather than students' skills, they can also foster the development of the five core social and emotional competencies defined by CASEL (2005). Implications and future directions for practices and research integrating SDT-based principles and interventions within SEL programs and practices are discussed.

The purpose of this paper is to examine the impact of work passion on life satisfaction and job performance through a work–life conflict path and a work–life enrichment path. The authors also consider individual and contextual factors under which these relationships are affected. Implications for researchers and HR practitioners are highlighted.

The conceptual paper draws mainly on conservation of resources theory to explore the differential impact of work passion on the work–life interface and, consequently, on life satisfaction and job performance.

The authors theorize how two types of passion – harmonious and obsessive – relate to both work–family conflict and work–family enrichment. Given the emphasis on resources in these relationships, the authors also consider the moderating effects of psychological detachment and a supportive work–family organizational culture. Finally, the authors demonstrate the significant impact of studying the passion/work–family relationship by illustrating its effects on two important outcomes for individuals and organizations, namely life satisfaction and job performance.

Although the study of work passion is gaining attention from management scholars, little research has examined its influence on job performance and the work–life interface. This paper advances the authors’ knowledge in these areas. Furthermore, the authors argue the importance of considering both the individual and organizational contexts wherein the experience of work passion plays out.

The purpose of this paper is to analyze the relationship between supportive campus measures and student learning outcomes for first-generation students and non-first generation students to determine if variances are present. A lack of social capital of first generation when compare to non-first-generation students is theorized to be a contributing factor driving differences between the two groups.

Research survey design using penalized regression methods to quantify differences between groups. The analysis used 10 years of student engagement data.

Final analysis showed that first-generation student outcomes had little to no significant connection with the administrative focused aspects of the campus environment as compared to non-first-generation that represented highly significant relationships. This results supports the theory that first-generation students may simply be unaware of how to leverage these resources do to social capital disadvantages.

The result suggests that universities should reconsider first-generation programs to ensure that they have the capability to address first-generation students’ lack of social capital. The primary method by which social capital is generated is through networking or peer groups expansion. Consequently, first-generation students might benefit greatly from student mentors that are not first-generation students to help aid in the transition to college as compared to participating in programs that group and isolate first-generation students together.

Very few studies have attempted to use social capital as a theoretical framework to explain differences in how first-generation and non-first-generation student learning outcomes relate to campus engagement variables. Moreover, no studies have used both penalized regression and bootstrap validation in addressing this issue, making the study original in design and analysis.

The purpose of this paper is to test a model in which diversity in goal orientation is associated with decreased team performance by virtue of reduced group information elaboration. In addition, the model considers the moderating role of internal team environment.

The paper takes the form of an empirical research in which the hypothesized relationships are investigated using hierarchical multiple‐regression analyses.

The findings show that teams high in diversity in goal orientation report lower levels of performance because of the lower group information elaboration. However, in the presence of a supportive team environment the negative relationship of diversity in goal orientation on group information elaboration are reduced.

The paper is based on a cross‐sectional design.

The paper suggests management should consider goal orientation in team building, and provide interventions to improve team environment.

Diversity has relevant consequences on interpersonal relations, decision‐making processes, and team performance. The results of the present study suggest ways in which teams might leverage the benefits of diversity and reduce coordination problems associated with it.

This study contributes to the diversity team literature by expanding Nederveen‐Pieterse and colleagues' research on diversity in goal orientation by emphasizing the role of internal team environment as moderator in the relationship between diversity in goal orientation and group information elaboration.

The goals of this study were to examine the utility of social cognitive career theory in a South Asian context, extend SCCT beyond its individualistic roots to include social and contextual variables, and explore the possible differential validity of SCCT predictors for men and women.

The study involved an in‐class survey of Bangladeshi undergraduate engineering students including 209 women and 640 men.

Despite stronger relationships between persistence and two predictors – social aspirations and self‐efficacy – for men, self‐efficacy, the core construct of SCCT, was the most important predictor of persistence for both women and men thus supporting the applicability of SCCT in non‐Western contexts.

Several new measures were developed for this study which provide a basis for future research but will require further validation. The results demonstrated the applicability of SCCT in a non‐Western context but the amount of variance explained was modest. Thus, additional research into context‐specific factors affecting persistence is warranted.

The results suggest that interventions intended to enhance the participation of women in non‐traditional fields such as engineering should focus on enhancing self‐efficacy, potentially through creating a more supportive learning environment.

The current study is one of the first to assess the applicability of SCCT in a non‐Western context and to examine the differential validity of SCCT predictors for women and men.