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Teacher burnout refers to teachers' inability to cope with work stress smoothly. Previous studies have revealed that job burnout is negatively related to professional identity; however, little is known about the mechanism underlying the relationship between teacher professional identity and job burnout. This study tested the mediating effects of work engagement and psychological capital in the relationship between professional identity and job burnout. A descriptive correlational design was employed. Measures included the Professional Identity Scale, Utrecht Work Engagement Scale, Psychological Capital Questionnaire, and Professional Quality of Life Scale. A total of 3147 primary and secondary school teachers in China, of which 2220 were women (70.5%) and 927 were men (29.5%), with an average age of 39 years (SD = 8.74), completed the questionnaire survey. SPSS PROCESS macro (version 21) was used to explore the mediating roles of work engagement and psychological capital in the relationship between professional identity and job burnout. Professional identity, work engagement, and psychological capital significantly negatively affected job burnout. Work engagement and psychological capital, when occurring in parallel or sequentially, partially mediated the relationship between professional identity and job burnout. Job burnout among teachers with high professional identity can be eliminated by increasing work involvement and promoting exercise to improve their psychological capital. These findings provide implications for preventing burnout among teachers in the future.

In China, burnout is common among kindergarten, primary, and secondary school teachers. Previous studies have demonstrated that professional identity positively affects the prevention of burnout among teachers. However, studies on the mediating mechanisms behind and the moderating factors affecting this relationship remain scarce. In this study, the mediating role of work engagement as well as the moderating roles of self-efficacy and perceived organizational support in these relationships was examined. A total of 3,147 kindergarten, primary, and secondary school teachers completed self-reported questionnaires. SPSS 21.0 was used to conduct data analyses, and ordinary least square (OLS) regression was used to conduct mediation and moderation analyses. Results found that the relationship between teacher professional identity and burnout was partially mediated by work engagement. Through work engagement, teacher professional identity had the biggest predictive effects on burnout when the scores for self-efficacy and perceived organizational support were high. Implications for preventing burnout among teachers in the future were provided.

Abstract Teachers' job burnout is becoming increasingly common in China. Based on the Job Demands--Resources model and Social identity theory, this study aimed to assess the influence of professional identity on primary and secondary school teachers' job burnout, mediating effect of career satisfaction, and moderating role of the value of competence and growth in these relationships. The cross-sectional design was conducted in this study with a total of 1362 teachers. The investigation materials included the Chinese versions of the teachers' professional identity scale, career satisfaction scale, value and experience scale, and professional quality of life scale. The results indicated that career satisfaction mediated the relationship between teachers' professional identity and job burnout. When the scores for competencies and growth were high, teachers' professional identity exhibited the greatest predictive effect on burnout through career satisfaction. These findings have implications for preventing burnout among teachers.

Third-party punishment (TPP) helps maintain social justice; the social preference model highlights desires to punish individuals who violate fairness and group norms. Third-party punishment affects bystanders' trust in punishers, but the effects of group factors are currently unknown. The current study assessed how the group condition between the punished and bystanders influences how third-party punishment affects bystander trust, using third-party punishment and trust game paradigms. A pre-experiment (N = 63) showed that third-party punishment affected trust between participants and the punisher. Study 1 (N = 164) showed that TPP improved trust between participants and an out-group punisher, whereas trust decreased under an in-group condition. Study 2 (N = 128) showed that increased trust was the result of increased perceived integrity of an out-group punisher by bystanders. Decreased in-group trust was the result of decreased benevolence consciousness. Third-party punishment only enhanced bystanders' trust for an out-group punisher, while the in-group condition revealed the opposite result., Author(s): Binghai Sun [sup.1] , Lingling Jin [sup.1] , Guoan Yue [sup.1] , Zirong Ren [sup.1] Author Affiliations: (1) grid.453534.0, 0000 0001 2219 2654, College of Teacher Education, Zhejiang Normal [...]

Although the grid management system has been in practice for more than a decade, less is known about the system and satisfaction among the people to whom the system applies. This study answers three questions; (i) what is a grid management system? (ii) How did higher education institutions use it during the pandemic? And (iii) How was the students' satisfaction with their level of engagement and perceived college support (P_C_S)? A total of 306 international students at Zhejiang Normal University completed an online survey. SPSS 26 and PROCESS macro was used to analyze the results. The results showed a strong positive correlation of P_C_S with students' engagement (r = 0.635, p < 0.05) and life satisfaction (r = 0.694, p < 0.05), while P_C_S significantly affected students' engagement ([beta] = 0.540, SE = 0.082, p < 001) and life satisfaction ([beta] = 0.524, SE = 0.082). The system was an imperative means of controlling the spread of the pandemic, with P_C_S playing a critical role in ensuring students' engagement.

Behavioral synchronization has been found to facilitate social bonding and prosociality but the neural mechanisms underlying such effects are not well understood. In the current study, 60 dyads were hyperscanned using functional near-infrared spectroscopy while they performed either a synchronous key-pressing task or a control task. After the task, they were asked to perform the dictator game to assess their prosocial behavior. We also measured three potential mediating variables: self-other overlap, perceived similarity and interpersonal neural synchronization. Results showed that dyads in the synchronization group were higher in behavioral synchronization, interpersonal neural synchronization (INS) at the right dorsolateral prefrontal cortex, self-other overlap, perceived similarity and prosociality than those in the control group. INS was significantly associated with prosocial behaviors and self-other overlap. After testing four meditation models, we found that self-other overlap and INS played a serial mediation role in the effect of behavioral synchronization on prosociality. These results contribute to our understanding of the neural and cognitive mechanisms underlying the effect of behavioral synchronization on prosocial behavior.

Whether social development promotes trust or hinders it has been a controversial issue. The study conducted a cross-temporal meta-analysis of 160 studies adopting Rotter's Interpersonal Trust Scale (ITS) to investigate trust among Chinese college students and to explore the impact of social change on trust. The 160 papers involved 70, 394 college students, and the data was collected from 1998 to 2017. Results showed that the interpersonal trust among Chinese college students increased by 1.05 SD from 1998 to 2017. Besides, typical social development indicators and indicators related to college students are selected. The lay analysis was used to analyze the relationship between social indicators and the level of interpersonal trust among college students 10 years ago, 5 years ago, and at present. The results showed that trust was significantly positively correlated with college graduates, the gross domestic product (GDP), etc. 10 years ago, 5 years ago, and at present, respectively. While significantly negatively correlated with the unemployment rate and Gini coefficient at present. The above results indicate that interpersonal trust among Chinese college students presents an upward trend over time with social development. While the high unemployment and high Gini coefficients in the process of social development would be risk factors for trust growth in the future., Author(s): Ningmeng Cao [sup.1] , Binghai Sun [sup.1] , Weijian Li [sup.1] , Guoan Yue [sup.1] Author Affiliations: (1) grid.453534.0, 0000 0001 2219 2654, College of Teacher Education, Zhejiang Normal [...]

Teacher burnout is one of the main reasons leading to decreased teaching performance and occupational mental health issues among teachers, drawing widespread global attention. Previous research has found that both resiliency and psychological empowerment can alleviate teacher burnout, yet there is no study simultaneously examining the relationships between resiliency, PE, and teacher burnout. Furthermore, previous studies have found gender differences in teacher burnout but have not examined the moderating effects of resiliency and psychological empowerment by gender group. Additionally, traditional analytical methods may overlook the compositional connections between these variables. To bridge this gap, we employed psychological network analysis to evaluate the psychological network of teachers with burnout across different genders. Findings indicate: (1) Female teachers exhibit a stronger link between their sense of departmental control and burnout, while male teachers show a stronger connection between solving instructional challenges and burnout. (2) Patience in male teachers' approach to teaching may enhance connections with their environment, and mastering job-relevant skills can boost male teachers' job happiness. (3) Female teachers' "I feel connected to others" demonstrates higher bridge centrality. In comparison, male teachers' "My work is vital to me" shows higher bridge centrality, indicating deeper connections with other symptom clusters. This study reveals the complex interactions among the factors of teacher burnout and investigates how gender differences influence the associations between these factors and burnout, by not only filling gaps in previous research but also offering new perspectives and strategies for understanding and intervening in teacher burnout, especially in the context of gender differences. [ABSTRACT FROM AUTHOR]

Three studies were conducted to examine the influence of moral identity on sense of humor, employing the benign violation theory (BVT) as a theoretical framework. Study 1 (n = 350), a questionnaire‐based survey, aimed to establish a preliminary exploration of the relationship between moral identity and sense of humor. Studies 2 (n = 172) and 3 (n = 172) jointly examined the impact of activated moral identity on sense of humor (humor appreciation, humor sharing) through the recollection and writing task. The results of these studies indicated that the effects of (activated) moral identity on the sense of humor (humor appreciation, humor sharing) were moderated by the type of humor and social distance of the target. On the one hand, high levels of (or activated) moral identity can significantly and positively predict sense of humor (humor appreciation, sharing); on the other hand, when there is a moral violation in the humor, and the target involved is at a close social distance, activated moral identity decreases the humor appreciation and humor sharing, where benign judgment plays a mediating role. These findings enrich the understanding of the complex relationship between moral identity and sense of humor, and have significant theoretical and practical implications. [ABSTRACT FROM AUTHOR]

Intergroup interaction, a pivotal aspect of social interaction, encompasses both cooperation and competition. Group identity significantly impacts individual behaviors and decision-making processes. This influence manifests in two contrasting ways when addressing rule-breaking by interaction partners: in-group favoritism, where individuals are more lenient towards infractions committed by in-group members, and the black sheep effect, where in-group members are penalized for their rule-breaking. Although trust is crucial in intergroup interactions, the precise impact of group identity on trust restoration and the potential moderating role of intergroup interaction types remain to be elucidated. This study presents two experiments designed to explore these dynamics. In Study 1, the manipulation of group identity through a point estimation task was utilized to evaluate its impact on intergroup trust restoration via a series of repeated trust games. Study 2 aimed to explore the moderating role of intergroup interaction on intergroup trust restoration by contrasting cooperation and competition situations. The results uncovered a "black sheep effect", where participants demonstrated a greater propensity for trust restoration with out-group members than with in-group members. This effect, however, was only evident in competitive contexts. Conversely, in cooperative contexts, the individual's trust in the in-group and out-group members is effectively repaired. These findings contribute to a deeper comprehension of trust dynamics in intergroup interactions, promoting trust establishment and repair between diverse groups, thereby boosting team collaboration efficiency and mitigating conflicts. [ABSTRACT FROM AUTHOR]

Numerous studies have shown that co-parenting plays an important role in marital and parent-child interactions. However, little is known about the bidirectional associations between positive co-parenting and marital and parent-child factors, as well as the dynamic underlying mechanisms. This study used cross-lagged panel model (CLPM) to explore the bidirectional longitudinal relationship between positive co-parenting, marital satisfaction, and parental involvement among Chinese parents from a positive family multiple systems perspective. A sample of 668 father-mother dyads (father's M age = 36.47, SD age = 5.34; mother's M age = 35.45, SD age = 5.07) completed a series of questionnaires at three time points (approximately spaced 1 year between each time point). The results showed that positive co-parenting positively predicted marital satisfaction and parental involvement and that marital satisfaction positively influenced parents' positive co-parenting, whereas the effect of parental involvement on positive co-parenting was significant among fathers. Additionally, fathers' marital satisfaction can affect their involvement, but this effect is negligible among mothers. Finally, parental marital satisfaction mediated the relationship between positive co-parenting and the next stage of positive co-parenting. This study provided new ideas and interventions to strengthen family cohesion and harmony. [ABSTRACT FROM AUTHOR]

Empathy, the ability to understand and respond to the experiences of others, is an important skill for maintaining good relationships throughout one's life. Previous research indicated that emotional empathy remained stable or even increased in older adults compared to younger adults, while cognitive empathy showed age-related deficits. Based on the selective engagement hypothesis, this deficit was not caused by a decline in cognitive functioning, but by a lack of willingness to judge the target person's emotions more precisely, that is, by a lack of interaction motivation. In order to provide more evidence on the causes of empathic aging in older adults, the current study investigated the influence of interaction motivation on empathy in older adults in an Eastern cultural context (China) based on the selective engagement hypothesis. This study used older adults and younger adults as subjects. Through two experiments, empathy was measured by the multiple empathy test (Experiment 1) and film tasks (Experiment 2); at the same time, use accountability instructions (Experiment 1), the age-related events (Experiment 2) to manipulate interaction motivation. The results showed that emotional empathy was significantly higher in older adults than in younger adults, regardless of whether interaction motivation was elicited. In terms of cognitive empathy, when there is no motivation, the cognitive empathy of older adults is significantly lower than that of younger adults. When the interaction motivation is stimulated, the cognitive empathy of older adults is no less than that of younger adults. This suggested that empathic aging in older adults was not a permanent decline in cognitive empathy, but rather a decline in interaction motivation, supporting the selective engagement hypothesis. [ABSTRACT FROM AUTHOR]

The present research, comprised of two studies, examines the features and factor structure of the Teacher Caring Questionnaire, a measure of teacher caring developed in the Zhejiang province of China. In the first study, features of teacher caring were derived from open-ended teacher and student descriptions of caring teacher behaviour. A second sample of teachers then rated the necessity of each of the features as an aspect of teacher caring. In the second study, the development of a self-report questionnaire based on these eight features is described, and its factor structure examined through exploratory and confirmatory factor analyses. This process resulted in six initial factors, which were subsequently combined into three higher order factors, which appear to best capture the instrument's structure. Internal consistency estimates for the three resulting subscales were calculated for five samples, and test-retest reliability calculated for Sample 5. Support for the convergent, discriminant and predictive validity of the measure were examined through correlations with conceptually similar measures, and t-tests comparing subscale scores for participants who indicated willingness to provide help (or not) under different conditions. Our analyses suggest that the Teacher Caring Questionnaire holds promise as a measure of teacher caring in the Zhejiang province. Furthermore, our method might inform similar efforts to develop context-grounded measures, as well as efforts to examine the cultural relevance of existing measures.

Psychometric properties of the Chinese version of Interpersonal Reactivity Index (C-IRI) were examined in a sample of 930 teachers in China. The subscales of the C-IRI demonstrated acceptable to good internal consistency and test-retest reliability. Exploratory and confirmatory factor analyses revealed a stable four-factor structure across three independent samples. The construct validity was also demonstrated; the scores of teachers on perspective taking and empathic concern were significantly higher than those of web users and prisoners. The convergent and discriminant validity of the C-IRI subscales were evaluated using measures of social functioning in the domains of self-esteem, social anxiety, shyness, agreeableness, and forgiveness. (Contains 1 note, 6 tables, and 1 figure.)