When the going gets tough: Direct, buffering and indirect effects of social support on turnover intention

By Georgia Pomaki, A. DeLongis, Daniel Frey, Kathy Short, Trisha Woehrle. 2010

120 citations recorded by the source corpus.

Subfields: Clinical Psychology, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4a3c64b124c3124a6c1464f1f96b7257bbb48b76

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. J. Pietarinen
2. K. Pyhältö
3. T. Soini

In Organizational Behavior and Human Resource Management

1. K. Pyhältö
2. J. Pietarinen
3. T. Soini

In Social Psychology

1. T. Soini
2. K. Pyhältö
3. J. Pietarinen
4. Auli Toom

Citations in the corpus

• Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions (2020, background): “In turn, research findings suggest that a positive collegial climate and social support seem to be essential for keeping novice teachers in the teaching profession (Pogodzinski et al. 2013; Pomaki et al. 2010).”
• Antecedents of Norwegian beginning teachers’ turnover intentions (2015, background): “It may be important for beginning teachers to learn about schools as organizations, which in turn may stimulate inclusion and relatedness (Long et al., 2012; Pomaki et al., 2010).”