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HOW DIFFERENT LEVELS OF ORGANIZATIONAL SUPPORT MODERATE THE RELATIONSHIP BETWEEN WORK-LIFE BALANCE AND TASK PERFORMANCE? |
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| รหัสดีโอไอ | |
| Creator | Nuanluk SANGPERM |
| Title | HOW DIFFERENT LEVELS OF ORGANIZATIONAL SUPPORT MODERATE THE RELATIONSHIP BETWEEN WORK-LIFE BALANCE AND TASK PERFORMANCE? |
| Contributor | Thittarat PIMPAPORN |
| Publisher | Asian Administration and Management Review |
| Publication Year | 2567 |
| Journal Title | Asian Administration and Management Review |
| Journal Vol. | 7 |
| Journal No. | 2 |
| Page no. | 141–155 |
| Keyword | Organizational Support, Work Life Balance, Task Performance, Generation Z, Thailand |
| URL Website | https://so01.tci-thaijo.org/index.php/AAMR |
| Website title | https://so01.tci-thaijo.org/index.php/AAMR/article/view/275218 |
| ISSN | 2730-3683 |
| Abstract | Investigated in this study is the impact of work-life balance on task performance, with organizational support serving as the moderating factor. The focus is on the Generation Z workforce in Central Thailand. The data collection sample consisted of 160 participants using convenience sampling and analyzed using Process Macro model 1. Findings indicate that all dimensions of work-life balance positively influence task performance, and the strongest effect was exerted by the work dimension. Additionally, the moderating effect of organizational support significantly enhances the relationship between work-life balance and task performance. The intellectual dimension, when moderated by organizational support, has the most pronounced impact on task performance. These results generate valuable insights, and they have both theoretical and practical implications for managing Generation Z in Central Thailand. Studies have shown that varying levels of organizational support constitute a key factor influencing task performance. Specifically, a high level of organizational support leads to markedly higher task performance. A discussion of these findings along with implications for theory and practice is presented. |
