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Purpose This paper aims to examine whether employee subjective well-being acts as a mediator in the relationship between perceived supervisor support and turnover intention within the context of select-service hotels. Design/methodology/approach The sample included hourly employees in select-service hotels in the Midwest USA. The significance of the relationships was assessed using regression, and both the Sobel test and bootstrapping methods were performed to test the mediating effect of subjective well-being on the relationship between perceived supervisor support and turnover intention. Findings The results confirm subjective well-being acted as a partial mediator in the relationship between supervisor support and turnover intention. Employees who perceive higher levels of support from their supervisors are less likely to leave their organizations. At the same time, supervisor support also positively affects subjective well-being, which reduces turnover intention. Practical implications Actions by supervisors’ impact the well-being of their employees, which in turn may influence whether an employee stays with the organization. Organizations could use management training and employee feedback on supervisor support to improve employee support mechanisms. Organizations should also pay attention to improving employee subjective well-being beyond the work place. Improving the well-being of employees and supporting employees can help reduce turnover and may increase employee satisfaction, guest satisfaction and profits. Originality/value This study is the first to show that subjective well-being mediates the relationship between supervisor support and turnover intention; and one of the few within the hospitality context to examine the constructs of subjective well-being, supervisor support and turnover together.

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Graduate students, particularly those based in research intensive universities are susceptible to exhaustion. The study utilized a quantitative approach to test the impact of student engagement, self-efficacy, and social support on college students' emotional exhaustion. A hierarchical regression approach was used for analysis. Findings demonstrated that students who were engaged, and self -efficacious were less exhausted from their studies. Social support especially from advisors was important in helping students cope with emotional exhaustion. Additionally, student engagement proved to be important as it partially mediates the advisor support-exhaustion relationship while fully mediating the self-efficacy-exhaustion relationship. Implications and suggestions for institutions of higher learning regarding intervention strategies to mitigate the exhaustion and burnout process were discussed.

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