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This study investigated college students' career maturity as a mediator of the effect of professional identity on academic achievement. The researchers developed a structural equation model and a research hypothesis using the Chinese college students' professional identity scale, career maturity scale, and academic achievement scale. After experts' revision and confirmatory analysis, the 3 scales had sufficient reliability, validity, and fit. The researchers distributed electronic questionnaires to students in 4 universities in Jilin Province, China, and participants responded using 5-point Likert-type scales. The researchers collected 1,104 valid questionnaires. According to the analysis, college students' professional identity is a positive predictor of their academic achievement, and career maturity partially mediates the influence of professional identity on academic achievement. Therefore, improving Chinese college students' professional identity may improve their academic achievement, and professional identity can have a positive effect on academic achievement through career maturity. University administrators and teachers should enhance the career maturity of college students and promote their professional development.

This study explored the relationships among learning adaptation, peer attachment, and learning conformity behavior among college students in Hengyang, Hunan Province, China. A total of 704 questionnaires were collected from three universities in Hengyang through purposive sampling, and 650 valid questionnaires were obtained. Structural equation models were used to test the direct and moderating effects among the variables. The research indicated that good learning adaptation in Hengyang college students had a positive impact on learning conformity behavior and that college students' peer attachments had a positive effect on their learning conformity behavior. Compared with students with low peer attachment, students with high peer attachment were better at learning and adapting; they engaged in learning conformity behavior more frequently. College students' peer attachment positively moderated the relationship between learning adaptation and learning conformity behavior.

This study examined the effect of Yunnan's ethnic minority college students' acculturation on their academic achievement under the risk of the Matthew effect. Additionally, the role played by learning motivation in the relationship between ethnic minority college students' acculturation and academic achievement was explored. A total of 403 valid questionnaires were collected from four areas in Yunnan province, China. Consequently, the Acculturation Scale, Academic Achievement Scale, and Learning Motivation Scale were used for measurement materials. These items of scales were evaluated on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). SPSS (statistical package for the social sciences) and AMOS (analysis of a moment structures) softwares were used for data analyses. In addition, items were analyzed through item analysis, confirmatory factor analysis, reliability analysis and regression analysis. These results indicated that ethnic minority college students with low acculturation and learning motivation or high acculturation and low learning motivation can become objects of the Matthew effect. However, this study also observed that in certain students, high acculturation and high learning motivation can prevent the Matthew effect. Thus, high acculturation is crucial for improving academic achievement in ethnic minority college students. A level of high learning motivation is a powerful moderator promoting the academic achievement of students with high acculturation.

This study was designed to investigate factors that influence university teachers' lifelong learning from the perspective of professional development. This study built a framework on Jarvis' lifelong learning definition which is rooted in the constructivist paradigm, indicating that adult lifelong learning is a process constantly constructed and reconstructed along with individual experiences with external organizational conditions. The nature of the research questions directed the research design towards a quantitative approach. Samples were full-time teachers working in seven universities located in Shandong Province, China. Significant positive relationships of variables demonstrated Organizational Learning Culture (OLC), Managerial Effectiveness (ME), Learning Content Focus (LCF), Collaborative Learning (CL) and Psychological Empowerment (PE) as influential factors. And PE acted as mediator between OLC, ME, LCF and LLL. This study provided a new perspective in promoting university teachers' lifelong learning. Empirical evidence and practical suggestions proposed in this study.

This study investigated the compensating mediating mechanism of resilience in the relationship between loneliness and life satisfaction in Thai and Chinese college students during a risk period of coronavirus disease 2019 transmission. A total of 262 Thai and 247 Chinese college students were enrolled in the study between December 2020 and January 2021. A measurement model was constructed with the items of loneliness, resilience, and life satisfaction by using structural equation models. Subsequently, structural mediating models were constructed according to the valid items and a multigroup comparison was performed. The relationship between loneliness and life satisfaction differed significantly between Thai and Chinese college students as a result of the mediating effect of resilience. Resilience in Thai college students partly compensated for the negative influence of loneliness on life satisfaction, and resilience in Chinese college students compensated completely for the negative influence of loneliness on life satisfaction.

This study took the teachers of private colleges and universities in Henan Province of China as the research objects, discussed the influence of the teacher perceived principal's positive leadership on the school effectiveness, and explored the moderating role of job insecurity. A total of 450 samples were collected from five private universities in Henan Province, China in the method of convenient sampling, with 441 samples valid and the valid rate of 98%. SPSS 22 and AMOS 21 statistical software were conducted for processing, and the research results showed that teacher perceived principal's positive leadership has a positive and significant impact on the school effectiveness in private colleges and universities, that the job insecurity of private college teachers has a negative and significant impact on school effectiveness, and that job insecurity plays a moderating role in the influence of teacher perceived principal's positive leadership on the school effectiveness in private colleges and universities.

In this study, the teacher support scale, the hardiness scale and the learning adaptation scale were used in a kindergarten teacher's college in Changde. A survey was conducted among 1148 college students to analyze the relationship between teacher support, hardiness and learning adaptation, and to explore whether hardiness plays a role in the moderation between teacher support and learning adaptation. The result is that: (1) Teacher support can significantly predict students' learning adaptation; (2) Hardiness can also be significant predication of students' learning adaptation; (3) Hardiness can play a moderator role in teacher support and learning adaptation. I conclude by acknowledging the limitations of this study and recommending further research.

This study explored the moderating role of social support between learning self-efficacy and learned helplessness in higher vocational students in Henan Province, People's Republic of China. The Learning Self-Efficacy Scale, Social Support Scale, and Learned Helplessness Scale were adopted to conduct questionnaire surveys, which involved 1,067 students in five Chinese higher vocational colleges. A hierarchical regression model was used to analyze the role of social support in moderating the relationship between learning self-efficacy and learned helplessness. This study observed that learning self-efficacy had a negative effect on learned helplessness and that social support played a moderating role between learning self-efficacy and learned helplessness in the students.

This research shows the development and influencing factors of high school English teachers' evaluation of professional learning community in Changchun, China. Followed Olivier and Hipp & Huffma's research, the teacher professional learning community evaluation questionnaire was developed by the researchers. 422 English teachers in Changchun were invited to participate in the online survey. This study found that the organization characteristics of professional learning communities in this city shared similar characteristics with Western countries at some degree. English perceptions of including the "shared personal practice" and "collective learning and application" achieves the average level in this research. Compared to the western professional learning communities, the Chinese professional learning communities in this study lack of the democratic leadership and shared value and vision attributions. According to the analysis, we find that the Confucian cultural context, teacher' career development stages, the pressures of national college entrance examination and the systematic teaching training have a significant impact on the evaluation of teacher professional learning communities. Aiming at to build a learning organisation rather than a bureaucratic administration, we suggest that the "shared value and vison" and "shared and supportive leadership" needs more reform in the current professional learning communities. Namely, traditional Soviet model of school-based professional learning communities need to reform toward a learning organisation emphasizing the teaching and learning.

This study explored the moderating influence of empathy on agreeableness in interpersonal relationships among Chinese college students. Surveys and tests were conducted among a representative sample of 834 college students from four universities in Yunnan, China. Structural equation models were used to test causality and moderation. Support was found for a model that identified agreeableness and empathy as valid predictors of interpersonal relationships and empathy as a moderating influence between agreeableness and interpersonal relationships. These results suggest that the growth of interpersonal relationships for agreeable students is suppressed by higher levels of empathy. In addition, lower levels of empathy may promote the growth of interpersonal relationships for agreeable students. The results suggest that enhancing empathy is not always applicable to all groups of individuals and that training methods aimed at reducing empathy may be used to ameliorate bad interpersonal relationship in students with agreeable personality traits.

Purpose: This paper aims to reveal the current status of China university teachers' learning content focus (LCF) and collaborative learning (CL) and empirically examine the influential effects LCF and CL play on individual pursuit of lifelong learning (LLL) by investigating the mediating role of individual psychological empowerment (PE). Design/methodology/approach: Descriptive analysis and structural equation modeling (SEM), including exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and path analysis, are conducted. Findings: The results of this study indicate significant direct impacts of LCF, CL and PE on university teachers' LLL. LCF shares significant positive relationship with PE, validating the mediating role of PE between LCF and LLL. University teachers show their consciousness of learning required in professionalism and willingness to keep learning. However, the four major discrepancies: Lifelong Learning Process (LLLP) vs Lifelong Learning Behavior (LLLB), focus of professional promotion system vs that in LCF, lower levels in Self-determination and Impact (in PE) and less external partnerships, indicate the gaps between learning supports provided by university and policy designing in promoting LLL. Originality/value: This study emphasizes the LLL ideology in professional development. Emphasis on university teachers' learning within specific professional development contexts would encourage researchers to pay more attention to context-relevant factors enhancing LLL. And the four major discrepancies identified in this study deserve further investigations.

Integrating Internet-related applications into preschool instructional activities can enable children to develop multiple aspects of their learning abilities as well as their cognitive, affective, and relevant skills. Because of the trends toward an Internet society and parents' expectations from preschools, many teachers have considered parents' perceptions about the usefulness of the Internet in daily life and in workplace settings. This study examined the impacts of parents' attitudes toward Internet use and their expectations of preschools to use Internet-related applications. We administered a questionnaire in Taiwan comprising five factors: usefulness, work value, preschool expectations, teacher competence, and learning performance. The survey data were analyzed using structural equation modeling. The findings revealed that parents perceived the Internet as an innovative and useful tool that enhances their lives and improves their work performance. Their perceptions toward the usefulness and work value of Internet-related practices positively influenced their attitudes toward preschool expectations, and acknowledge the pedagogical advantages associated with integrating Internet-related applications into teaching for developing young children's learning abilities. The implications of the findings are also discussed in this paper.

The aim of this research was to produce a project-based learning (PjBL) course model that combines with the Think–Pair–Share (TPS) strategy and to determine its effectiveness in improving the creative thinking skills of education students. The sample of participants comprised 100 students from a university in Bangkok, Thailand. Five main elements comprised the PjBL-TPS course: 1. Project Preparation (including an introduction, pairs formation, and an understanding of the project); 2. Project Pair Cooperation (including discussion, knowledge framework development in pairs, practice analysis, brainstorming, and pair feedback); 3. Project Production (including its development, testing, refinement, and presentation); 4. Project Evaluation (including giving feedback on the work of the other pairs); and 5. Project Conclusion (including reflecting on the overall experience of the project). The results show that, in their post-course exercises, the students displayed enhanced creativity in all areas of creative skills (involving fluency, flexibility, originality, and elaboration). The experimental group demonstrated significantly higher creativity levels compared to the control group. In addition, the post-course assessments of the self-perceived creativity improvements of the students revealed that, post-course, most of the students perceived improvements in every aspect of their creativity. [ABSTRACT FROM AUTHOR]

This study investigated the compensating mediating mechanism of resilience in the relationship between loneliness and life satisfaction in Thai and Chinese college students during a risk period of coronavirus disease 2019 transmission. A total of 262 Thai and 247 Chinese college students were enrolled in the study between December 2020 and January 2021. A measurement model was constructed with the items of loneliness, resilience, and life satisfaction by using structural equation models. Subsequently, structural mediating models were constructed according to the valid items and a multigroup comparison was performed. The relationship between loneliness and life satisfaction differed significantly between Thai and Chinese college students as a result of the mediating effect of resilience. Resilience in Thai college students partly compensated for the negative influence of loneliness on life satisfaction, and resilience in Chinese college students compensated completely for the negative influence of loneliness on life satisfaction. Highlights: Resilience in Thai college students partially compensated for the negative influence of loneliness on life satisfaction.Resilience in Chinese college students fully compensated for the negative effect of loneliness on life satisfaction.Thai college students perceived much stronger feelings of loneliness with a greater negative effect on their life satisfaction than did the Chinese college students. [ABSTRACT FROM AUTHOR]

This study explored the moderating influence of empathy on agreeableness in interpersonal relationships among Chinese college students. Surveys and tests were conducted among a representative sample of 834 college students from four universities in Yunnan, China. Structural equation models were used to test causality and moderation. Support was found for a model that identified agreeableness and empathy as valid predictors of interpersonal relationships and empathy as a moderating influence between agreeableness and interpersonal relationships. These results suggest that the growth of interpersonal relationships for agreeable students is suppressed by higher levels of empathy. In addition, lower levels of empathy may promote the growth of interpersonal relationships for agreeable students. The results suggest that enhancing empathy is not always applicable to all groups of individuals and that training methods aimed at reducing empathy may be used to ameliorate bad interpersonal relationship in students with agreeable personality traits. [ABSTRACT FROM AUTHOR]

The purpose of this article is to examine halo effect and organizational commitment in relation to employees' job satisfaction and organizational supportive culture at universities in Taiwan. The study used a questionnaire to collect data from 210 female faculty members of Taiwanese universities. The conceptual model was tested mediating the effect of structural equation modeling with maximum likelihood estimation. This study not only found the mediating role of halo effect and organizational commitment between supportive culture and job satisfaction, but also proved that a supportive culture in universities is directly and positively related to job satisfaction and that emotional and identification-oriented organizational commitment may affect job satisfaction in a positive way among female faculty members. © 2012 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

Objective: This study explored a multiple mediation model in Wuhan's college students. Positive thinking and resilience were identified as mediators between 2019 novel coronavirus (2019-nCoV) victimization experiences and mental health., Method: The sample included 384 from 4 universities in Wuhan, China. Four structured instruments were applied to the college students, including scale of the 2019-nCoV coronavirus victimization experience, scale of the positive thinking, scale of the resilience, and scale of the mental health. The responses were scored using a 5-point Likert scale. Structural equation models were used to construct measurement and structural models., Results: The findings confirmed that the 2019-nCoV victimization experience was a negative predictor of mental health; positive thinking and resilience were strong mediators between 2019-nCoV victimization experience and mental health., Conclusions: The results indicated that a complete model was significant because positive thinking compensated for resilience. Notably, these 2 strong mediators will vastly resist the negative influences of 2019-nCoV victimization experience on mental health in Wuhan's college students until the end of the pandemic. (PsycInfo Database Record (c) 2020 APA, all rights reserved).