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We tested a mediation model of the influence of teacher-student relationship quality on student group performance in a higher-education context where a group-oriented learning approach is implemented. Specifically, we posit that the relationship between teacher-student relationship quality at the group level and group performance is mediated by positive affective group well-being and intragroup communication quality. Data were collected from 68 groups of students at four time points. The hypotheses involved in the proposed mediated model were tested by means of multiple regression. We controlled for group size and students’ initial familiarity with the other group members. All the analyses were conducted at the group level by means of the PROCESS macro for SPSS. The results obtained showed that teacher-student relationship quality has an indirect positive influence on group performance, mediated by positive affective group well-being and within-group communication quality. These findings help to understand how and why teacher-student relationship quality is related to student group performance.

We aimed to make a theoretical contribution to the happy-productive worker thesis by expanding the study to cases where this thesis does not fit. We hypothesized and corroborated the existence of four relations between job satisfaction and innovative performance: (a) unhappy-unproductive, (b) unhappy-productive, (c) happy-unproductive, and (d) happy-productive. We also aimed to contribute to the happy-productive worker thesis by studying some conditions that influence and differentiate among the four patterns. Hypotheses were tested in a sample of 513 young employees representative of Spain. Cluster analysis and discriminant analysis were performed. We identified the four patterns. Almost 15 % of the employees had a pattern largely ignored by previous studies (e.g., unhappy-productive). As hypothesized, to promote well-being and performance among young employees, it is necessary to fulfill the psychological contract, encourage initiative, and promote job self-efficacy. We also confirmed that over-qualification characterizes the unhappy-productive pattern, but we failed to confirm that high job self-efficacy characterizes the happy-productive pattern. The results show the relevance of personal and organizational factors in studying the well-being-performance link in young employees.