This paper aims to research the impact of psychological contract fulfilment on employee innovative work behaviour, and the mediating role of work engagement and the moderating role of social support. A quantitative analysis was adopted to address in research. Two-wave data were collected from 332 respondents working in China. Hierarchical regression analyses were conducted to assess the proposed hypotheses. Results revealed that psychological contract fulfilment positively impacted innovative work behaviour. In addition, engagement partially mediated the relationship between psychological contract fulfilment and innovative work behaviour. Furthermore, the findings suggest that social support moderates the relationship between work engagement and innovative work behaviour, and, in turn, moderates the indirect effect of psychological contract fulfilment on innovative work behaviour through work engagement. This research extends the generalizability of findings in the psychological contract literature. The results bear significant implications for the management of employees’ innovative work behaviour.

The issue of academic achievement among Chinese university students is emerging due to difficulties in finding employment. This study investigates the structural relationships between social support, goal orientation, and academic achievement with the aim of enhancing students’ academic performance and facilitating sustained employability. Data were collected from 202 college students in South China, revealing that students’ levels of social support, goal orientation, and academic achievement were all moderate. Lower-grade students, in comparison to higher-grade students, exhibited lower levels of social support, goal orientation, and academic achievement. Additionally, students from lower economic backgrounds tended to lack social support. Among the factors of social support, goal orientation, and academic achievement, there were positive correlations among these three variables. Social support significantly and positively influenced goal orientation and academic achievement. Specifically, the sub-factors of social support, school support, and teacher support had differential effects, with school support enhancing academic achievement and teacher support boosting goal orientation. Goal orientation also significantly and positively impacted students’ academic achievement, with the sub-factor of mastery goals having a stronger influence. Goal orientation partially mediated the relationship between social support and academic achievement. This study discusses limitations and provides insights for future research.