The Impact of Supervisory Career Support on Employees’Well-Being:A Dual Path Model of Opportunity and Ability  

作　　者：Lijun He Weibo Yang Jialing Miao Jingru Chen 

机构地区：[1]Business School,Hohai University,Nanjing,211100,China [2]School of Management,Wuhan University of Technology,Wuhan,430070,China [3]Yale Health Mental Health&Counseling,Yale University,New Haven,CT 06511,USA

出　　处：《International Journal of Mental Health Promotion》2024年第11期943-955,共13页国际心理健康促进杂志（英文）

基　　金：supported by the National Natural Science Foundation of China(Project no.72272117).

摘　　要：Background:In the pursuit of fostering employees’well-being,leaders are recognized as playing a vital role.However,so far,most of the existing research has focused on leadership behavior and the superficial interaction between leaders and members but has unexpectedly ignored the specific supporting role of supervisors in the career development of employees,that is,supervisory career support.Additionally,the internal mechanism of how career support from supervisors is related to and promotes employees’wellbeing is still unclear.Based on social cognitive career theory(SCCT),this study aimed to explore whether,how,and when supervisory career support affects employee well-being by introducing the two paths of‘career prospect’and‘career confidence.’Methods:During July 2023,this study employed a cross-sectional design.We gathered participants from corporate situated in Southern China.Results:Results based on a large sample of 14,533 employees showed that supervisory career support was positively related to employees’well-being through the dual path of career prospects(opportunity)and career confidence(ability).Employees high in proactive personality experienced the above positive effects most.Conclusion:This study provides meaningful implications for managers to implement personalized support strategies to improve employees’well-being.

关 键 词：Supervisor support employee well-being career prospects career confidence social cognitive career theory 

分 类 号：R395[哲学宗教—心理学]