Purpose: Based on the socially embedded model of thriving at work and using the conservation of resources and job demands-resources theories, this study aims to examine the mediating role of thriving at work, as a personal resource, in the relationship between workplace safety, as job resource, and well-being.Design/methodology/approach: The authors used structural equation modeling to test the mediation model on a sample of 350 correctional officers.Findings: The results provided support to the authors' model. The authors found that workplace safety is positively linked to job satisfaction and negatively to health complaints, and these relationships are partially mediated by thriving at work. Consistent with the conservation of resources theory, thriving at the workplace is a mechanism that translates the positive effect of workplace safety on well-being.Originality/value: The contribution of this research resides that a safe work environment leads to improved health and job satisfaction via thriving at work because thriving correctional officers feel energetic and able to acquire and apply knowledge and skills at workplace.

Based on the Job Demands-Resources and Broaden and Build theories, this study examines the role of thriving at work and psychological capital on burnout and, ultimately, job satisfaction and performance one year later. We used structural equation modeling to test the model on a sample of 317 Romanian correctional officers in a two-wave study at T1 and one year later (T2). The results indicate that thriving at work at Time 1 is positively linked to psychological capital at Time 1, and negatively related to burnout at Time 2. Meanwhile, burnout at Time 2 is negatively related to job satisfaction and performance at Time 2. The mediating chain effect of psychological capital at Time 1 and burnout at Time 2 is significant. Thriving at work and psychological capital are essential factors contributing to a decrease in subsequent burnout and increased job satisfaction and performance. In a thriving environment, correctional officers are more resilient, confident, optimistic, and hopeful at work, generating lower burnout over time and increasing job satisfaction and performance. Supervisors need to be encouraged to create a thriving work environment to increase psychological capital, reduce burnout, and improve correctional officers’ satisfaction and performance.

Purpose: Based on the socially embedded model of thriving at work and using the Conservation of Resources theory, this study examines how different resources promote thriving at work. Thus, we investigate the mediating role of psychological capital, as a personal resource, in the positive relationship between social support, as a job resource, and thriving at work, as well as the impact of psychological safety climate, as an organizational resource, on thriving and its moderating role in the relationship between psychological capital and thriving at work.Design/methodology/approach: Eighty correctional officers (NL2 = 80) completed self-reported questionnaires at the beginning of the study and throughout six consecutive weeks (NL1 = 480), yielding a multi-level dataset.Findings: The results supported the proposed weekly mediated process, also confirming the fact that a psychosocial safety climate has a positive effect on thriving at work. However, no moderation of the psychosocial safety climate was found.Practical implications: In an environment with social support, correctional officers are full of hope at work, resilient, confident, and optimistic, contributing to increased energy and learning. Also, supervisors should promote psychological well-being at work to increase thriving.Originality/value: The contribution of this study pertains to exploring the relationship between the psychosocial safety climate and thriving at work, as well as the role that various resources play in promoting thriving among correctional officers.

Based on the Achievement Goals Theory and Students' Approaches to Learning, we proposed a model in which students' self‐efficacy acts as a mediator between students' performance‐approach goals orientation and their approach to learning in dealing with academic tasks throughout an academic year. We used structural equation modelling (SEM) to test the model on a sample of 565 first‐year university students at three different moments. The results showed that s elf‐efficacy in academic tasks at T 2 totally mediated the relationship between performance‐approach goals at T 1 and the deep approach at T 3 and partially the relationship with the surface approach at T 3. The results underline that if the direct effect of performance‐approach goals is that of the surface approach intensification without any impact on the deep approach, an increase in the deep approach and a decline in the surface approach can be observed through s elf‐efficacy in academic tasks.

Based on Social Identity Theory, this study contributes to the understanding of how the attachment felt by students to their university (called here institutional attachment) works as a crucial factor in promoting their life satisfaction and decreasing their dropout intentions. The study aimed to investigate the relations between students' satisfaction with the quality of higher education, their dropout intention and their satisfaction with life while examining the influence of institutional attachment as a mediator. The research was designed as a cross‐sectional study comprising undergraduate students ( N = 457) enrolled in social science programmes at a mid‐sized university in Western Romania. The analysis of the data, conducted using structural equation modelling (SEM), revealed that institutional attachment was a significant predictor of life satisfaction among university students and had a central role in academic persistence, by mediating the relationship between satisfaction with higher education and dropout intention. The results of the study advance the literature on student dropout and elucidate some of the strategies that could help in promoting academic persistence and increasing student success and satisfaction.

This study evaluates the feasibility and efficacy of “Harness Your Best Self,” a novel internet‐based intervention designed to enhance employee well‐being by leveraging strengths at work, grounded in the Job Demands–Resources theory. The intervention was tested in two phases: a single‐group feasibility study (Study 1) and a waiting‐list randomized controlled trial (RCT, Study 2). Study 1, conducted with working master's students ( N = 18), showed high user satisfaction and significant pre–post improvements in work engagement, psychological capital, job satisfaction, and employability ( ds = > .44 ), despite an elevated dropout rate. Study 2, involving early‐career employees, mainly from automotive and IT companies (Intent‐to‐Treat N = 167; Intervention n = 84, Control n = 83), revealed significant post‐intervention improvements, relative to the control group in key outcomes such as work engagement ( F _{[1, 164]} = 7.33, p = .007, d = 0.44), strengths use ( F _{[1, 164]} = 4.60, p = .033, d = 0.37), and psychological capital ( F _{[1, 164]} = 4.28, p = .040, d = 0.28). Secondary outcomes, including job satisfaction ( F _{[1, 164]} = 5.24, p = .023, d = 0.30), life satisfaction ( F _{[1, 164]} = 5.03, p = .026, d = 0.29), performance ( F _{[1, 164]} = 8.44, p = .044, d = 0.41), and employability ( F _{[1, 164]} = 4.66, p = .032, d = 0.30) also showed significant gains. Burnout reduction was limited. The effect of the intervention on the main outcomes was serially mediated by the improvements in strengths use and psychological capital. The findings suggest that this online intervention is a promising, scalable tool for promoting well‐being and performance in organizational contexts, with the potential to be refined further for enhanced effectiveness.