Most of past research on job search has focused on the relationship between individual strategies and perceived quality of re-employment, focusing mostly on effort and intensity of job search behavior during unemployment. Few studies have investigated the role played by individual beliefs, values and representations of work in determining job search behavior during unemployment, while there is a lack of literature about the role of employability as a mediator in the relationship between the meaning of working and job search behavior. The aim of this paper was to explore if and to what extent employability activities can mediate the relation between the meaning attached to work, the participation in job activities and the strategies to develop job search behaviors in a group of unemployed. More specifically, the main hypothesis was that employability activities could mediate the relationship between the meaning of work and job search behavior. Data were gathered through public Employment Agencies. Participants (N = 385) were unemployed people living the South of Italy. Results showed that the relationship between the meaning of work and job search behavior was mediated by employability activities.

We aimed to explore the mediating role of perceived organizational support (POS) on the relationship between job crafting and job satisfaction, which is considered as an important outcome for the development of well being at work. Participants were 263 teachers from public schools in the South of Italy. Results indicated that POS fully mediated the relationship between job crafting and job satisfaction. Implications for management educational practice and limitations of the study are discussed.

In the educational research, most of studies considered the quality of stu-dents life, focusing on several variables (Soresi et al., 2012; Tomyn and Cum-mins, 2011). Despite of it, there isn't evidence about the adaptability tofuture career as a mediator between integration at school and students satis-faction. This paper contributes to literature in two ways: rst it explores therole of career adaptability as a mediator, and this represents an innovativetopic because the concept and the operationalization of the career adapt-ability are recently developed, secondly, it can enhance the knowledge abouteducational research on career adaptability. This knowledge can be usedby teachers and practitioners to improve promotion and prevention focus asuseful strategies in scholar retention. The aim of the study is to explore themediating role of Career adaptability on the relationship between scholar andsocial integration and students satisfaction, which is considered a positiveoutcome related to learning achievement, scholar performance and educa-tional progress. Participants were 407 students from public high schools inthe South of Italy. Findings evidenced that Career Adaptability mediatedthe relationship between the social integration but not scholar integration,and students overall satisfaction. Implications for educational practice andlimitations of the study are discussed.

Job crafting refers to actions carried out by workers in order to bring their job demands and job resources at a preferred level. Crafting behaviors are measured by the Dutch Job Crafting Scale (JCS). The Italian version of the JCS includes the following three positive factors: increasing structural job resources, social job resources and challenging job demands. To assess the factorial validity of the scale, an exploratory factor analysis (N=311) and confirmatory factor analyses (N=410) were performed. Convergent and criterion validity were investigated through correlations with other variables. Factor analyses showed a good three-factor structure, in line with the literature. Moreover, as expected, job crafting behaviors were correlated with work self-efficacy, work engagement and job performance. Results suggest that the Italian version of the JCS can be reliably used to measure job crafting.