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The term "nei juan" (in English "involution") has become a buzzword in recent Chinese tertiary educational contexts, denoting the intense competition and anxiety among Chinese college students. This project aims to develop a reliable and valid scale measuring Chinese college students' competitive psychology, that is, an Academic Involution Scale for College Students in China (AISCSC). To this end, the scale was administered online to 1015 Chinese college students from a university from the Northern China. Exploratory and confirmatory factor analyses resulted in a determination of three factors (i.e., academic behavior, social activity, and social relationship) with a strong psychometric basis. The correlations between students' academic anxiety and their involutional behavior further confirmed the concurrent validity of AISCSC. Practitioner points: Academic behavior, social activity, and social relationship constitute three major dimensions of academic involution for Chinese college students.Involution in the context of education is a multifaceted issue with political, social, and psychological dimensions beyond anxiety, pressure, and competitive motivation that have been previously studied.Unlike the previous studies highlighting the negative psychological effects of involution, Academic Involution Scale for College Students in China ("AISCSC") was moderately and significantly related to the academic anxiety of the subjects. [ABSTRACT FROM AUTHOR]

Data collected from 97 educators provide preliminary support for the psychometric integrity of an experimental self‐report instrument designed to operationalize emotional intelligence (EI) specifically for educators, the Scale of Emotional Functioning: Educators, or SEF:ED. Data analyses relied in part on results from an exploratory factor analysis, which provided evidence for a three‐factor solution, and additional correlational analyses (e.g., item‐scale correlations). Reliability estimates (i.e., split‐half reliability correlations) for the SEF:ED Emotional Awareness, Emotional Management, and Interpersonal Relations subscales are.86,.80, and.71, respectively. Correlation coefficients (i.e., Pearson r) between the SEF:ED composites and the Profile of Emotional Competence composites (PEC) range from.35 to.72, providing evidence for concurrent validity of the SEF:ED. Finally, correlation coefficients between SEF:ED and the Maslach Burnout Inventory for Educators (MBI‐ES) range from −.21 to.59 and provide limited evidence of its ability to predict an important work site characteristic, that is, burnout. Once the SEF:ED was completed, descriptive statistics were obtained for EI and burnout and show relatively similar means/standard deviations across various demographics (e.g., gender, educator degree, years in service, and classroom setting—general vs. special education). Limitations of the study and implications for application of the SEF:ED are discussed. Practitioner Points: 1.Data provides preliminary support for the integrity of a self‐report measure for emotional intelligence for educators (Scale of Emotional Functioning: Educators [SEF:ED]).2.The SEF:ED subscales had moderate to strong reliability estimates.3.Correlation coefficients between the SEF:ED and both Profile of Emotional Competence and Maslach Burnout Inventory for Educators provide evidence for concurrent validity and limited evidence for the ability of the SEF:ED to predict burnout. [ABSTRACT FROM AUTHOR]