Beyond Equality: A Caste-centric Exploration of DEI Practices in Indian Corporate Environments

Objectives: This study sought to determine the mediating effect of altruism behavior in the relationship between cognitive and emotional empathy of adolescents affecting psychological well-being. In order to improve adolescents’ psychological well-being, which is a time when they experience rapid changes emotionally and physically, useful information on factors that affect psychological well-being can be provided.Methods: The subjects of the study were 282 teenagers aged 16 to 18 living across the country (136 men and 146 women) through online survey companies. Adolescents responded to questions on empathy, altruism, and psychological well-being. The collected data used Pearson's right-rate correlation analysis and structural equation models using SPSS 22.0 and AMOS 23.0 programs. After that, the statistical significance of the mediating effect was confirmed using the direct and indirect effect verification and bootstrapping method between variables.Results: The main findings are as follows. First, analysis of the correlation between research variables revealed a static correlation between emotional empathy and altruism behavior, altruism behavior and cognitive empathy, and psychological well-being and altruism. Next, as a result of examining the structural path between research variables, cognitive empathy and emotional empathy showed a significant correlation with altruistic behavior, and altruistic behavior showed a significant correlation with psychological wellbeing. Finally, cognitive empathy and emotional empathy influenced psychological well-being through altruistic behavior.Conclusion: Adolescents’ cognitive and emotional empathy affect psychological well-being through altruistic behavior. These results indicate that both cognitive and emotional empathy are not only helpful to others, but also play an important role in one’s own psychological adaptation and well-being. Adolescents not only express sympathy and empathy, but also pay attention to others’ feelings, which can become a factor that can actually lead to actions for others; furthermore, such actions can improve the happiness of individual adolescents. These findings revealed efforts to understand and sympathize with others is meaningful to enhance the happiness of ordinary adolescents in public education sites where competition is overheated, and happiness is reduced.

PurposeOn the basis of conservation of resources theory, the purpose of this paper is to propose a framework linking an organizational factor, organizational error tolerance, with employees’ psychological well-being through gains of psychological resources: perceived organizational support (POS) and organization-based self-esteem (OBSE).Design/methodology/approachAcross three-wave data collected from 220 hotel frontline employees, this study tests the proposed model using structural equation modeling through AMOS.FindingsEmployees’ perceived organizational error tolerance positively influenced their psychological well-being through significant sequential mediation effects of POS and OBSE.Practical implicationsThis study contributes to the existing literature of psychological resources, positive psychology and error management by providing insights into how organizational practice in error situations can be positively related to employees’ psychological well-being.Originality/valueThis paper identifies error-related organizational practices as precursor of individual psychological well-being and explores the non-work-related outcome variable of error management for the first time. The examination of the linkage between organizational error tolerance and employees’ psychological well-being via the underlying mechanism of psychological resources provides the insight into how resources dynamics play important roles in influencing employees’ psychological well-being.

Updating cross-cultural research of the past decade on the relationship between life aspirations and wellbeing, we compared Romanian (N=69) and US (N=64) undergraduates on the contribution of the importance and likelihood of attaining intrinsic and extrinsic aspirations to psychological maladjustment and life satisfaction, and on the qualitative meaning they assign to financial success. Similarly to prior studies, we found that extrinsic and intrinsic aspirations tended to be either negatively or positively correlated with life satisfaction, respectively; however, wealth predicted life satisfaction for Romanian students. Unlike previous research, we found generally negative relationships between intrinsic aspirations and psychological maladjustment. Although there were no differences between Romanian and US undergraduates on extrinsic and intrinsic orientation, on the overall importance of attaining aspirations, or on specific extrinsic and intrinsic aspirations, Romanian students expressed weaker expectations of fulfilling intrinsic aspirations than did US students. Finally, the groups produced similar rankings of aspirations and assigned similar meaning to financial success. The results favored a social cognitive rather than a self-determination model of psychological wellbeing in that expectations for attaining aspirations were more often predictive of life satisfaction than were their content. We interpret these findings and their convergence and departure from earlier research in terms of political economic, demographic, and cultural factors. We encourage future cross-cultural investigations of the social construction of aspirations, subsidiation of seemingly contradictory aspirations to each other, and cognitive and ecological mediation of the complex relationship of aspirations to psychological functioning.

Pakistan is encountering a massive adult migration that is affecting its social fabric in various aspects. The present study has been carved out in context of the adult migration impacts on the elderly left behind in Pakistan. Particularly, the study examines the social, psychological, and economic reciprocity of the elderly left behind owing to their adult (children) outmigration. It has focused to explore the prevalence of social, psychological, and economic well-being of the elderly left behind, to find out the dynamics of the social, psychological, and economic well-being of elderly left behind by demographic variables e.g., gender, residence, etc. To identify the interrelation of the social, economic, and psychological well-being of the elderly left behind in District Rawalpindi, and considering this, to propose a Tridimensional Model of the well-being of elderly left behind and to suggest some measures to improve the social, psychological and economic wellbeing of elderly left behind. The tri-dimensional model of well-being employed the quantitative research design in order to map out the adult migration impact on parents. The study has been conducted in the Rawalpindi district of Punjab Pakistan. The researcher used the self-administered questionnaire and collected the data from the targeted elderly left behind through the multistage sampling technique. The sample size of the study was 400 elderly left behind from the different areas of Rawalpindi. The study concludes through its findings that its findings there is higher reciprocity between social well-being and psychological well-being, economic and social well-being has a strong association, but economic and psychological well-being has not been found significant. The study suggests there is a dire need to devise policies for the well-being of the increasing elderly population. Keywords: Social well-being, psychological well-being, Economic Well Being. Migration.

Business groups have developed in many emerging economies (e.g., Brazil, Chile, China, India, Indonesia, South Korea, Mexico, Pakistan, Thailand, etc.) to fill in the “institutional voids” present in them. As nearly 60 per cent of the total assets in the Indian private corporate sector are owned by business groups, they strongly influence the manner in which firms function in India. Thus the nature of ownership of a firm, (whether it is a business group or not) play a critical role in determining its payout policy in India. After the financial crisis of 2008-09, firms in Indian corporate sector are hoarding large amount of cash. Dividend payments and share buybacks are manifestations of what a firm does with the extra cash in hand. Till date, there has been limited research to understand the payout policies of business groups in India. The article attempts to address the aforementioned research gap. It tries to address the question of how the excess cash in hand of managers of conglomerates gets transferred to shareholders through payouts.

Business groups have developed in many emerging economies (e.g., Brazil, Chile, China, India, Indonesia, South Korea, Mexico, Pakistan, Thailand, etc.) to fill in the “institutional voids” present in them. As nearly 60% of the total assets in the Indian private corporate sector are owned by business groups, they strongly influence the manner in which firms function in India. Thus, the nature of ownership of a firm (whether it is a business group or not) play a critical role in determining its payout policy in India. After the financial crisis of 2008-09, firms in the Indian corporate sector are hoarding large amounts of cash. Dividend payments and share buybacks are manifestations of what a firm does with the extra cash in hand. There has been limited research to understand the payout policies of business groups in India. The chapter attempts to address the aforementioned research gap. It tries to address the question of how the excess cash in hand of managers of conglomerates gets transferred to shareholders through payouts.

The transition to university life can be stressful for new students, making psychological well-being crucial in overcoming challenges. Social support plays a vital role in psychological well-being, as it influences self-perception and emotional stability. Self-esteem serves as an important mediator in this relationship, where higher self-esteem enhances students' emotional and psychological resilience. This study employed a quantitative research design with purposive sampling, selecting 225 new university students as participants. Data were analyzed using the Structural Equation Model (SEM) with Smart PLS 4.0 to examine relationships between social support, self-esteem, and psychological well-being. Findings indicated that social support significantly influences psychological well-being (β = 0.545, p 0.05) and self-esteem (β = 0.542, p 0.05). Additionally, self-esteem positively impacts psychological well-being (β = 0.332, p 0.05). Mediation analysis confirmed that self-esteem mediates the relationship between social support and psychological well-being (T = 3.713, p 0.05). The study highlights the critical role of self-esteem as a mediator in the relationship between social support and psychological well-being among new students. Strengthening self-esteem through social support mechanisms can enhance students' emotional and psychological well-being, aiding their university adjustment process.

Purpose - This study aims to examine the influence of digital transformation as a driver of innovative behavior, with HR analytics and psychological well-being serving as mediating variables within the Bantul Regency Library and Archives Office. The study involved all 48 employees aged 20–50 years through direct questionnaire distribution. Data analysis was conducted using AMOS version 22 with Structural Equation Modeling (SEM), including outer model testing (validity and reliability), inner model testing (goodness-of-fit indices), and hypothesis testing. The findings indicate that digital transformation significantly influences both HR analytics and psychological well-being but does not directly affect innovative behavior. HR analytics shows no significant relationship with innovative behavior and does not mediate the effect of digital transformation. Psychological well-being, however, has a significant and positive impact on innovative behavior and serves as a partial mediator in the relationship between digital transformation and innovation. These results suggest that while technological advancement is important, its effectiveness in promoting innovation is enhanced when employee psychological well-being is also supported. This highlights the need for public institutions to integrate digital transformation strategies with initiatives that foster employee well-being, thereby cultivating a work environment that encourages innovation. Design/methodology/approach - This research uses a quantitative approach with a survey method. The population consists of all employees at the Library and Archives Office in Bantul Regency, and the study employed a saturated sampling technique, where the entire population was used as the research sample. Data were collected using Likert-scale questionnaires and analyzed using Structural Equation Modeling (SEM) with AMOS software. Validity and reliability tests were conducted to ensure the quality of the instrument, and the mediation effects were examined through bootstrapping procedures. Originality - This study provides novel insights into how digital transformation, often discussed in private sector contexts, operates in a local public government institution. It extends the literature by testing the dual mediating roles of HR analytics and psychological well-being, offering a more holistic view of innovation enablement in bureaucratic settings. Findings and Discussion - The study examined seven hypotheses to understand how digital transformation influences innovative behavior through HR analytics and psychological well-being. The results revealed that digital transformation significantly improves HR analytics and psychological well-being, but does not directly affect innovative behavior. HR analytics was not found to have a significant effect on innovative behavior, nor did it mediate the relationship between digital transformation and innovation. In contrast, psychological well-being showed a strong positive influence on innovative behavior and partially mediated the impact of digital transformation, highlighting its critical role. These findings suggest that while digital tools are essential for operational enhancement, it is the psychological state of employees that ultimately drives innovation within public institutions. Conclusion - This study concludes that digital transformation in public institutions does not directly promote innovative behavior but exerts its influence through the psychological well-being of employees. While HR analytics reflects a technological advancement in human resource management, it does not significantly contribute to fostering innovation in the observed context. In contrast, psychological well-being emerges as a key mediating factor, enabling civil servants to engage more confidently in innovative actions. These findings underscore the importance of integrating employee-centered strategies particularly those enhancing mental and emotional resilience into digital transformation initiatives. For public sector innovation to thrive, digital tools must be complemented by supportive work environments that nurture psychological health and motivation.

Social-emotional skills serve to fortify contemporary students, boosting their capacity to navigate stress and enhance their ability to form and maintain positive social bonds. This study ascertained the influence of parental warmth on the social-emotional competencies of college students, examining potential mediating mechanisms through their social and psychological well-being. Utilizing structural equation modeling (SEM) with data collected from 362 participants, findings demonstrated that both maternal and paternal warmth positively affected students’ psychological well-being. Notably, it was observed that paternal warmth played a significant role in predicting students’ social well-being, while maternal warmth did not exhibit the same level of significance. Additionally, it was found that both maternal and paternal warmth exerted positive influence on students’ social-emotional skills by way of fostering their psychological and social well-being. These results underscored the nuanced roles of parental warmth in shaping the emotional and social development of emerging adults, highlighting the interconnectedness of psychological and social factors in parental impact research.

This study aims to empirically test a theoretical model explaining how grit and social support influence university students’ psychological well-being through problem-focused coping. The novelty of this study lies in integrating grit (as a personal resource) and social support (as a conditional resource) within the framework of the Conservation of Resources (COR) theory to explain the mechanisms that sustain psychological well-being in the context of higher education in Indonesia. A quantitative correlational design was employed, involving 1,019 students from private universities in Yogyakarta, Indonesia, selected using cluster random sampling. Four validated instruments were used: the Psychological Well-Being Scale, Problem-Focused Coping Scale, Grit-S Scale, and Social Support Scale. Data were analyzed using Structural Equation Modeling (SEM). The findings demonstrate positive relationships among all variables: psychological well-being, grit, social support, and problem-focused coping. Moreover, problem-focused coping partially mediates the effects of grit and social support on psychological well-being. These results provide empirical support for the COR theory by showing that internal (grit) and external (social support) resources jointly enhance students’ capacity to maintain psychological well-being through adaptive coping strategies. The study contributes to the literature by clarifying the psychological mechanisms underlying student resilience and offering evidence-based insights for developing interventions to foster well-being in academic settings.

The study determined the influence of burnout, self-awareness, and work engagement on teachers' psychological well-being. Moreover, it aimed to find the best-fit model to explain teachers' psychological well-being. A total of 300 College teachers in private education institutions participated in the study and were selected using the purposive sampling technique. Sets of adopted survey questionnaires were utilized in obtaining data from the respondents. The mean and standard deviation, Pearson r correlation, multiple regression analysis, and structural equation modeling were utilized as statistical tools in the study. The results revealed that the degree of burnout, level of self-awareness, and level of psychological well-being of teachers were moderate. On the other hand, the teachers had a high level of work engagement. Moreover, there was a directly proportional relationship between self-awareness and psychological well-being, and work engagement and psychological well-being. However, an inverse relationship was observable between burnout and teachers' psychological well-being. Further, burnout, self-awareness, and work engagement significantly predicted teachers' psychological well-being. Furthermore, the hypothesized model showed that both burnout and work engagement, directly and indirectly, affected teachers' psychological well-being through self-awareness acting as a mediator. Hence, the hypothesized model was a good fit for explaining teachers' psychological well-being.

The mediating role of ontological well-being in the relationship between psychological resilience, psychological well-being, and depression in refugee women

BACKGROUND:Psychological well-being is an important part that undergraduate students and universities cannot neglect as it helps students lead a better study life at the university. Various studies revealed that social support can affect students’ psychological well-being. However, the causal relationship between social support and psychological well-being has received little attention in North China. Therefore, the aim of the current study was to analyze the causal relationship between social support and psychological well-being among undergraduate students in North China.MATERIALS AND METHODS:The survey approach was adopted and conducted with a total of 689 undergraduate students in North China. Data were collected using a reliable questionnaire. Data analysis was performed with descriptive statistics, Pearson's correlation, and structural equation modeling at P < 0.01 significance level using Statistical Package for Social Sciences (SPSS) and Linear Structural Relations (LISREL).RESULTS:The overall levels of social support and psychological well-being among undergraduate students in North China were high. All observed variables in this study were significantly correlated. The findings also confirmed that the causal relationship between social support and undergraduate students’ psychological well-being in North China fitted to the empirical data well (χ2 [22, N = 689] = 27.69, χ2/degree of freedom [df] = 1.26, P = 0.19, goodness of fit index [GFI] = 0.99, adjusted goodness of fit index [AGFI] = 0.98, comparative fit index [CFI] = 1.00, standardized root mean square residual [SRMR] = 0.02, root mean square error of approximation [RMSEA] = 0.02).CONCLUSIONS:Undergraduate students’ psychological well-being had been significantly affected by social support in North China. The findings from the current study will be useful for university administrators to develop strategies for the enhancement of undergraduate students’ psychological well-being.

Seeking personal well-being and life satisfaction during a global pandemic can be daunting, such is the case for early care and education teachers who were considered non-health care essential workers during the COVID-19 pandemic. The potential changes in their physical activity, along with their overall physical and psychological well-being, may have ultimately influenced their life satisfaction. These changes included the potential for increased sedentary behaviors. Despite the high health risks associated with these factors during the pandemic, the role of physical activity in early care and education teachers’ well-being and life satisfaction remains largely unknown. The purpose of this study is to examine the associations of physical activity and sedentary behaviors with teacher well-being and life satisfaction during the COVID-19 pandemic. In doing so, we explored two competing models of the relationship between the teachers’ physical activity, well-being, and life satisfaction, one with physical activity as a mediator and the other with teachers’ well-being as a mediator. An online survey, that collected information on physical, psychological, and professional well-being, job demands, and life satisfaction, was completed by 1434 US ECE teachers in 46 states. To test our hypothesized models, we conducted confirmatory factor analyses, followed by structural equation modeling. Of the respondents, 77% were overweight or obese and only 39% met the recommended 150 min of moderate physical activity per week. They had a mean life satisfaction score that qualifies as slight satisfaction, they experience moderate stress, and, collectively, are approaching the threshold for depression yet still reflect moderate-to-high work commitment. The empirical test of our competing mediation models found the model where teacher well-being mediated the association between physical activity, sedentary behavior, and life satisfaction was the superior model. The relationships between physical activity, sedentary behavior, and overall well-being suggest that these modifiable risk factors can be addressed such that early care and education teachers can improve their overall physical and psychological well-being, along with their life satisfaction.

This paper reports on findings of a research study that sought to investigate the relationship between classroom environment and candidate teachers’ social and psychological wellbeing. Dimensions of psychological and social well-being models include constructs such as personal growth, positive relations with others, and social contribution. Such constructs have impacts on teachers’ creating a positive classroom environment, which is a predictor of students’ academic achievement. Therefore, this study aims at exploring whether and how psychological and social well-being shape candidate teachers’ perceptions of positive classroom environment. To address the focus of this study, the data were collected from 157 senior students at the English Language Teaching department through three questionnaires. The questionnaires measured mainly three variables: Participants’ perceptions of positive classroom environment and their psychological and social well-being. The relationships between these variables were tested through Structural Equation Model (SEM) using AMOS (22.0). The results of the study revealed some significant relationships between some of the dimensions only, which may indicate that the participant pre-service teachers are expected to promote positive classroom environment in some aspects, but not all. Regarding this, the study provides valuable suggestions to be included in teacher development programs.