Explore the evidence.
Understand the reach.

Wondering about, «what does 'A happy workplace' mean? », has always been a rhetorical question. Be that as it may, this study examined the underlying implicit correspondence between social culture and employee subjective well-being. Previous research studying well-being predictors and constraints has failed to propose a precise model that exposes the different determinants of employee subjective well-being. To address this gap, this paper considers cultural dimensions, as subjective well-being predictors, and it considers individuals' emotional and cognitive experiences, as mediating factors. Online surveys were administered to 500 participants, and the structural equation model (SEM) was used to analyze the data. The astonishing results have revealed that people operating in organizations with higher power distance are less likely to have well-being, on the other hand, employees at workplaces dominated by an Individualistic mindset are more prone to have a fulfilling work life.

The aim of this study is to assess educational engagement as a mediator of familial and school-based social care on psychological well-being of school students in India. Cross-sectional survey of students of Kashmir-Union Territory of Jammu and Kashmir, India was taken using validated self-report measures to assess educational engagement, social care within home and school contexts, teamwork dynamics, and psychological well-being. Standard descriptive statistics were utilized to determine mean values along with corresponding standard deviations. A structural equation model (SEM) was also employed to assess direct and indirect effects of determinants on psychological well-being considering that neither multi-group nor univariate conditions of normality had been met. A robust maximum likelihood estimator (RMLE) was, therefore, utilized accordingly. Students display moderate levels of engagement (M = 20.95, SD = 5.91), friendship support (M = 16.39, SD = 6.78), familial support (M = 15.82, SD = 4.64), and institutional support (M = 14.99, SD = 4.63). The inner team climate (M = 28.35, SD = 8.01) is also moderately supportive. Psychological well-being (M = 52.26, SD = 12.68). The structural model indicated good fit, indicating good explanatory power regarding psychological well-being (R² = 0.71) and engagement (R² = 0.61). Family support (p < 0.001), institutional support (p = 0.002), and inner team environment (p = 0.040) were identified to have a positive associative relationship with engagement. For psychological well-being, friendship support had a positive associative relationship with engagement (p = 0.002). Finally, within psychological well-being, engagement functioned as a mediator of the impacts of family support (Indirect effect = 0.18, p < 0.001) and of institutional support (Indirect effect = 0.12, p = 0.017). This research calls for better mental health care to improve students' engagement and resilience. Future researchers need to give priority to these issues.

The aim of this study is to assess educational engagement as a mediator of familial and school-based social care on psychological well-being of school students in India. Cross-sectional survey of students of Kashmir-Union Territory of Jammu and Kashmir, India was taken using validated self-report measures to assess educational engagement, social care within home and school contexts, teamwork dynamics, and psychological well-being. Standard descriptive statistics were utilized to determine mean values along with corresponding standard deviations. A structural equation model (SEM) was also employed to assess direct and indirect effects of determinants on psychological well-being considering that neither multi-group nor univariate conditions of normality had been met. A robust maximum likelihood estimator (RMLE) was, therefore, utilized accordingly. Students display moderate levels of engagement (M = 20.95, SD = 5.91), friendship support (M = 16.39, SD = 6.78), familial support (M = 15.82, SD = 4.64), and institutional support (M = 14.99, SD = 4.63). The inner team climate (M = 28.35, SD = 8.01) is also moderately supportive. Psychological well-being (M = 52.26, SD = 12.68). The structural model indicated good fit, indicating good explanatory power regarding psychological well-being (R² = 0.71) and engagement (R² = 0.61). Family support (p < 0.001), institutional support (p = 0.002), and inner team environment (p = 0.040) were identified to have a positive associative relationship with engagement. For psychological well-being, friendship support had a positive associative relationship with engagement (p = 0.002). Finally, within psychological well-being, engagement functioned as a mediator of the impacts of family support (Indirect effect = 0.18, p < 0.001) and of institutional support (Indirect effect = 0.12, p = 0.017). This research calls for better mental health care to improve students' engagement and resilience. Future researchers need to give priority to these issues.

Wondering about, «what does 'A happy workplace' mean? », has always been a rhetorical question. Be that as it may, this study examined the underlying implicit correspondence between social culture and employee subjective well-being. Previous research studying well-being predictors and constraints has failed to propose a precise model that exposes the different determinants of employee subjective well-being. To address this gap, this paper considers cultural dimensions, as subjective well-being predictors, and it considers individuals' emotional and cognitive experiences, as mediating factors. Online surveys were administered to 500 participants, and the structural equation model (SEM) was used to analyze the data. The astonishing results have revealed that people operating in organizations with higher power distance are less likely to have well-being, on the other hand, employees at workplaces dominated by an Individualistic mindset are more prone to have a fulfilling work life.