In this research, we develop a theoretical model that links a 2-dimensional model of stressors to individual thriving, resilience, and life satisfaction to examine the possibility that some stressors may actually be beneficial. We test this model across a 10-week period with 189 university students. Our findings indicate that while hindrance stressors diminish appraisals of life satisfaction, challenge stressors promote life satisfaction. Additionally, we find that thriving mediates the relationships between stressors and life satisfaction. A further moderated mediation examination demonstrates how resilience influences thriving as an intervening mechanism by buffering the negative indirect effects in the hindrance stressor–life satisfaction relationship. Our results provide initial support for understanding the psychological mechanisms that explain the differential relationships between stressors and life satisfaction. Although stressful experiences can never be fully avoided, our results provide some hope that resilient individuals can still thrive in stressful environments that promote personal challenges and achievement.

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Student well-being in the management classroom is of concern to both educators and managers. Well-being is conceptualized here as students' reduction in stress, enhanced experienced meaning and engagement in the classroom, and, ultimately, heightened satisfaction with life. The authors investigated whether purposeful semester-long classroom interventions could influence these dimensions of student well-being. Specifically, the authors examined the impact of stress management techniques, gratitude journaling, a combination of stress management and journaling, and a control condition on students in four different sections of a required management course. At the end of the semester, students in the both the combined intervention and gratitude journaling treatment conditions showed a heightened level of meaningfulness and engagement in the classroom. The implications of these findings for management education research and practice as well as strengths and limitations of the research are discussed.

To assess potential boundary conditions in the relationship between HRM systems and team service quality, we examined both collective and individual-level capabilities as underlying mechanisms between team-level high involvement work practices (HIWPs) and team service quality. Using multi-level modelling with a sample of 397 employees in 25 work teams from five service organisations, we found that team HIWPs enhanced knowledge sharing, leading to improved team service climate. Moreover, the presence of individual perspective taking moderated the mediating effect of knowledge sharing such that perspective taking enhanced service climate beyond the value of team HIWPs. The results contribute to the HRM literature by examining the multi-level social and environmental influences on individual learning conceptualised in social cognitive theory, to identify the value of individual capabilities as moderators to knowledge sharing in the link between team HRM systems and service climate.

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