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Whereas social support contributes to individual vitality and academic performance, the theoretical process through which social support promotes performance, and for whom it is most beneficial in this respect, remain open questions. We developed a conceptual model in which social support influences academic performance by promoting vitality, particularly among individuals who are low on social self-efficacy (SSE). Social support has a positive effect on university students' academic performance, which is largely explained by its relationship with reported vitality among students with relatively low levels of SSE but not among students with higher SSE. We discuss the theoretical and practical implications for the existing literature on social support and vitality in academic settings.

Facilitating refugees' transitions to host country society is of interest to their host countries and municipalities, employers within those countries, and the refugees themselves. We develop and test a model of how social identity processes, as outlined in selfcategorization theory, influence how perceiving that one is treated as an insider encourages behaviors reflecting social engagement with host country nationals, both within and outside of work. In a sample of 389 Syrian refugee employees in 88 supervisory units, perceived insider status was indirectly related to work initiative and community embeddedness through organizational identification. These indirect effects were moderated by diversity climate and perceived stigmatization of refugees in the broader society. Perceived insider status had its weakest effect on identification, and was not related indirectly to the outcomes when diversity climate was lower and perceived stigma was higher. We discuss the implications for theory development and practice concerning how social identity salience can inhibit personal affirmations at work from encouraging members of marginalized groups to demonstrate a deeper commitment to the organization and society. [ABSTRACT FROM AUTHOR]

Leadership is a process where leaders enact certain behaviors to influence followers. Yet, each follower may view the leader's enactment differently, owing to differences in disposition and context. Here we examine leadership as a property attributed by followers to their leader, influenced by both the leader and followers' personal attributes and the situation in which leaders and followers interact. Guiding this study, we asked: how do followers' affect (negative and positive traits), motivation (regulatory focus), and cognitions (identity) and their congruence with their leader's corresponding attributes influence their ratings of transformational leadership? Participants operated in extreme situations where their lives were often at risk because of exposure to combat. Results based on a sample of 1587 US Army soldiers operating in 262 units show that when there is a higher congruence between leaders' and followers' positive affect, promotion focus, relational identity, and collective identity, follower ratings of transformational leadership are higher, whereas a higher level of incongruence between followers' and leaders' positive and negative affect predicted lower ratings of transformational leadership. These findings differed based on the soldiers' time spent in deployment and the level of combat exposure they experienced. [ABSTRACT FROM AUTHOR]