The effect of family support on university teachers’ career success: a moderated mediation model

This study investigates how family support influences career success among Chinese university teachers, employing a moderated mediation model. Results from 348 faculty surveys show that family support boosts career success both directly and indirectly through time management and career adaptability individually, though not sequentially. Work-to-family conflict negatively moderates these relationships. Gender differences exist: family support directly affects women's career success, while for men, its effect is fully mediated by time management and career adaptability. The findings enhance Conservation of Resources theory by illustrating how contextual resources transform into personal resources in academic career development.