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Witnessing intimate partner violence (IPV) is associated with adolescents’ externalizing behavior problems such as bullying and aggression, but its association with cyberbullying perpetration remains unclear. Given the prevalence of cyberbullying perpetration, this study aims to examine the relationship between witnessing IPV and cyberbullying perpetration, and also to explore whether self-control mediates, and parental psychological control (PPC) moderates the association. 1,670 primary and junior high school students (aged from 10 to 15 years, 53.7% boys) in China participated in the questionnaire survey in May, 2017. The results showed that witnessing IPV positively predicted cyberbullying perpetration significantly when sex and grade were controlled. Self-control partially mediated the relationship between witnessing IPV and cyberbullying perpetration, while PPC moderated the relation between witnessing IPV and cyberbullying perpetration. Specifically, the effect of IPV on cyberbullying perpetration was stronger when PPC was high compared to when PPC was low. Multi-group analysis showed that the effect of witnessing IPV on cyberbullying perpetration was stronger in boys than in girls and the mediation effect of self-control was stronger among junior high school students than among primary schools. The implications for intervention of cyberbullying perpetration are discussed.

Entrepreneurship education plays a mediating moderating role in independent entrepreneurship, especially for the fresh graduates where entrepreneurial knowledge charms. Based on the mediating effect model, this study explores the correlation between three factors and independent entrepreneurship. A set of hypotheses was established by investigating the theoretical background within the field of interest. Such hypotheses were later assessed by an online-offline mix study conducted among graduates. The result found that entrepreneurship theory-based courses can promote independent entrepreneurship, but entrepreneurship practice training surprisingly failed to promote. Entrepreneurial opportunity identification mediated only between theory-based courses and independent entrepreneurship. The findings found could be highly beneficial in organizing entrepreneurship syllabus, scientifically arranging a theory-based course, and practicing a training course. Moreover, it could be further developed into a pedagogical model.

Research shows that entrepreneurial activities significantly promote economic development, which enhances the importance of the innovative entrepreneurial potential of college students. This study analyzes the effect of entrepreneurship education on entrepreneurial intention from the perspective of planned behavior theory. By examining the significant role of entrepreneurship education at colleges and universities on economic and social development, we established a conceptual model. To understand the relationship between entrepreneurship education and entrepreneurial intention, the hypotheses propose the intermediary role of entrepreneurial ability, and the study provides evidence from China the relationship between entrepreneurship education and entrepreneurial intention. Improving entrepreneurial intention and encouraging college students to establish businesses through entrepreneurship education in universities is crucial. This study proposes a hypothetical model of the relationship between entrepreneurial competence and entrepreneurial intention in entrepreneurship education at universities. Using a questionnaire survey of college students with practical experience in the Yangtze River Delta of China, the bootstrap method in the SPSS macro program process software verifies the hypotheses. The results show that entrepreneurial teaching, business plan competition, and entrepreneurial practice support positively affect entrepreneurial competence. In addition, entrepreneurial competence plays an intermediary role in the relationship between entrepreneurial teaching, business plan competition, entrepreneurship practice support, and entrepreneurial intention. Entrepreneurship education improves the ability to establish a business in the present and in entrepreneurial activities in the future. Entrepreneurial competence obtained through entrepreneurship education continuously affects entrepreneurial intention.

The evaluation of the effectiveness of entrepreneurship education has become a key issue in improving the quality of entrepreneurship education. The quality of entrepreneurship education was empirically analyzed through a questionnaire survey conducted within 70 medical colleges and universities in China and 16,660 valid questionnaires were obtained. The datasets were processed with a classic analysis tool, SPSS. Several findings were revealed by the research. The popularity of entrepreneurship courses in China’s medical schools was low, due to reasons such as: the obvious characteristics of fragmentation in curriculum design the entrepreneurship practice for medical students being far from open and not effectively integrated with the market trend; the current policies in China not providing additional support for medical entrepreneurship and the lack of funds, which is the main obstacle for medical students who owned start-ups; and the teacher-student collaboration not being an important enough vessel to improve the quality of entrepreneurship education. It is recognized in this paper that, in the future, medical schools in China should build an individualized and diversified medical entrepreneurship education curriculum system, strengthen the openness of medical students’ entrepreneurship practice, build a multi-channel financial support platform, and create a major-innovation integration mechanism.