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Universities are cradles for intellectual and technical innovators, and thus building an innovation and entrepreneurship education ecosystem in universities is of strategic importance for national development. Most studies in China, from the perspective of collaborative innovation, used the EPM model to analyze the features, elements and operational modes of innovation and entrepreneurship education ecosystems in universities based on theories of symbiosis, competition and cooperation, coordination, networking, and the exchange mechanism. Boosted by the strategies to develop the Guangdong-Hong Kong-Macau Greater Bay Area, universities in Guangdong start to build innovation and entrepreneurship education ecosystems equipped with such functions as education, service, practice and research in order to promote sharing of resources, build a well-functioning ecosystem and bolster regional economic growth. To build innovation and entrepreneurship education ecosystems, universities can make efforts from the following aspects: to perform overall planning in a top-down manner; to improve the global innovation-entrepreneurship course system and promote multi-pronged course reforms; to introduce excellent teachers and build a team of “triple-competent” teachers; to build a platform for improvement of innovation and entrepreneurship education; to improve innovation and entrepreneurship services and provide customized guidance; encourage training of innovators and entrepreneurs with a global vision to support advancement of the Greater Bay Area and the Belt-and-Road Initiative.

The current study examines intrapersonal characteristics or factors (i.e., resilience), peer (i.e., quality of peer relationships), and family processes (i.e., parental involvement, critical comparison) as potential risk and protective factors for mental health of Chinese adolescents during COVID- 19 pandemic. A total of 504 seventh-grade students (52% boys) and their caregivers in Beijing, China completed an online survey in September 2020. Youth reported experiencing various COVID-19-related stressful life events (i.e., conflicts with parents, poor learning environment and efficiency, family financial pressure), and about 15% reported slightly elevated scores of mental health difficulties. Findings suggested personal resilience and quality of peer relationship predicted positive mental health (i.e., covitality or co-occurrence of positive psychological dispositions) and less mental health difficulties. Parent's critical comparison intensified the negative link between stressful life events and youth mental health. Implications for promoting youth mental health as schools reopen are discussed.

An exploration study was conducted to explore what Chinese undergraduates considered to be a "good job." A total of 143 (M = 21.45, SD = 1.53, 51.04% male) undergraduates from 10 cities participated in this study. The prototype research methodology was applied to explore the underlying complex structure of the "good job." The results revealed 157 items associated with the "good job" that were merged into two categories "high-quality work" and "high-quality life." Furthermore, each category included basic- and superordinate-levels prototypes. The structure depicted Chinese undergraduates' expectations of a "good job" and emphasized the importance of work-life balance among young people. Additionally, traditional Chinese culture was consistently found to have a significant impact on young people's expectations of a "good job." These findings have implications for career development research and career counseling practices about Chinese young people.

A surge of racism and xenophobia toward Asian Americans during the COVID-19 pandemic has led to high levels of stress within this community. We conducted in-depth semistructured interviews with 40 Chinese American parents (35 mothers, M[subscript age] = 40.86; SD = 5.59) with elementary school-aged children (M[subscript age] = 8.76; SD= 2.17) to understand parents' perception of their children's experiences with discrimination and how schools can support Asian American students. Interviews were coded using thematic analyses. The majority of parents (n = 28, 70%) expressed concerns about racial discrimination for their children. However, 28 (70%) parents did not have any specific discussions about racism and discrimination with their children partially because parents felt that the topic of race/racial discrimination was too complex for children to understand. Some parents (22.5%) were also worried that too much discussion about race and discrimination would trigger more discrimination. We identified parents' beliefs about potential risk and protective factors for racial bullying and discrimination. Parents also generated strategies regarding how schools can help prevent racial discrimination for Asian American students. These strategies set the foundation for collaborative efforts and solutions to prevent bullying and mitigate the harm caused by the historically-based marginalization of Asian Americans during the COVID-19 and beyond.

Residents of the United States and China have responded very differently to the implementation of COVID-19 preventive measures. This study introduces the uncertainty reduction theory and the need for cognitive closure (NFC) framework into the context of a public health crisis and compares models across the United States and China. Specifically, we collected survey data to examine how NFC, trust in government, and attitudes toward preventive measures predicted pandemic compliance behaviors, depressive symptoms, and life satisfaction among 745 college students (399 from China and 346 from the United States). Chinese participants trusted their government more, believed COVID preventive measures to be more beneficial, and reported more pandemic compliance and fewer depressive symptoms than U.S. participants. Trust in government and attitudes towards preventive measures mediated the relationships between NFC and pandemic compliance behaviors among Chinese participants but not U.S. participants. NFC predicted better mental health outcomes among participants in China compared to U.S. participants. Trust in government mediated NFC and mental health outcomes among Chinese participants. Trust in government predicted better mental health (fewer depressive symptoms and more life satisfaction) in both the United States and China. Theoretical and practical implications of these findings for promoting mental health and pandemic compliance behavior during the COVID-19 pandemic are discussed., Author(s): Cixin Wang [sup.1] , Ningyu Tang [sup.2] [sup.3] , Danlei Zhen [sup.2] , Xiaojing Romy Wang [sup.4] , Jingshu Zhang [sup.2] , Yeram Cheong [sup.5] , Qianyu Zhu [sup.1] [...]

Academic burnout and engagement are important indicators of students' school success. This short-term longitudinal study examined whether parenting styles and parental involvement (parent report, collected at Time 1) predicted adolescent-reported academic burnout and engagement (collected at Time 3, two months later) directly or indirectly via adolescents' perceived parental support (collected at Time 2, one month later). A total of 285 Chinese high school students (M = 15.93 years, SD = 1.06 years, 51.9% boys) and their fathers and mothers participated in the survey over three time points (one month apart for each data collection). Path analysis results indicated that authoritative parenting predicted less academic burnout in adolescents. Perceived paternal support mediated the relations between paternal authoritative parenting and adolescents' academic engagement. Parents' knowledge and skills involvement positively predicted adolescents' perceived support, which in turn, predicted more academic engagement. However, father's time and energy involvement predicted lower perceived paternal support, especially for boys. Moreover, multi-group analysis suggested that fathers and mothers influenced boys' and girls' academic burnout and engagement differently. In conclusion, it is important to consider adolescents' perception of parental support, their developmental needs, and gender roles in Chinese families in order to increase adolescents' academic engagement and decrease students' academic burnout., Author(s): Qianyu Zhu [sup.1] , Yeram Cheong [sup.2] , Cixin Wang [sup.1] , Jiajin Tong [sup.3] Author Affiliations: (1) grid.164295.d, 0000 0001 0941 7177, Department of Counseling, Higher Education, & [...]

The present cross-sectional study aimed to (a) expand our understanding of the role of risk and resilience factors for adolescent adjustment during coronavirus disease (COVID-19) and (b) examine personal resilience, peer and teacher-student relationships as protective factors against mental health difficulties. A total of 3,662 students from 4th to 11th grades in Urumchi, China completed a survey in June 2020. Urumchi is an ethnically diverse city, with nearly 40% of the population in this school district being ethnic minority students. The schools of Urumchi closed in February 2020 and reopened in April 2020. The results of latent moderated structural equation modeling suggested that peer victimization was associated with greater mental health difficulties in students. Personal resilience and teacher-student relationships were promotive factors for better mental health and also served as a buffer from the negative effect of peer victimization on mental health. The results also showed divergent patterns for elementary versus secondary school students as well as gender differences. Implications for how schools can support students during COVID-19 were discussed.

COVID-19 negatively impacts students' learning as well as physical and mental health. This study examined the effects of perceived online learning difficulties and cyberbullying on academic engagement and mental health, and if parenting styles and student-teacher relationship moderated these relations among 733 middle school students (54.3% boys) and their parents (M[subscript age] = 44.76 years, SD = 4.13 years, 28.1% fathers and 71.9% mothers) from Beijing, China. Results suggested that perceived online learning difficulties and cyberbullying predicted more mental health difficulties; perceived difficulties with online learning negatively predicted academic engagement. Authoritative parenting and positive student-teacher relationship predicted more academic engagement and less mental health difficulties, while authoritarian parenting predicted more mental health difficulties. Student-teacher relationship also moderated the relation between cyberbullying and mental health as well as difficulties with online learning and academic engagement. Parents and adolescents wanted more interactions with teachers and group activities to foster peer relationships, and more support from teachers and school psychologists to address students' social and emotional needs during COVID-19. Implications for school psychologists and school staff are discussed.

Compared to their school peers, Asian American youth report more internalizing symptoms, peer victimization, and higher rates of suicide, yet they underutilize mental health services at school. This study investigated the feasibility and effectiveness of a culturally responsive parent training program called Parent-Child Connect for Asian American parents at school. Forty-eight Asian American parents (M[subscript age] = 42.98; SD[subscript age] = 5.54, 79.2% female) participated in the parent training program. Parents reported significant increases in positive parenting (parental warmth, Cohen's d = 0.33; reasoning, d = 0.42; and autonomy granting, d = 0.54), and decreases in negative parenting (verbal hostility, d = 0.52; directiveness, d = 0.33; and shaming behavior, d = 0.38) after the intervention. They also reported significant increases in their sense of competence (d = 0.53) and satisfaction in communicating with their children (d = 0.43). Good attendance and high satisfaction from parents suggested high feasibility of the intervention. Fifteen parents attended two focus group interviews 6 weeks after the training. Parents reported improved empathy, parent--child communication, and self-efficacy, and provided suggestions for future iterations of the training. We discuss how school psychologists can provide parent training and support ethnic minority families at school. Impact Statement: To support Asian American youth and parents, we implemented Parent-Child Connect, a culturally responsive parent training program with Asian American parents at school. Results suggest that it is a feasible and effective parenting intervention for Asian American parents in the school setting.

Bullying is prevalent in many schools worldwide. Providing bullying prevention training to preservice teachers can make a significant difference in preventing school bullying. There is a lack of training in bullying prevention for preservice teachers in China, and the effectiveness of such training for bullying prevention has not yet been established. The present study examined the effectiveness of bullying prevention training on antibullying self‐efficacy and incorrect beliefs about bullying among Chinese preservice teachers. A total of 139 preservice teachers (Mage = 20.76 years, SD = 0.80 years, ranging from 19 to 23 years; 90.6% women) were randomly assigned to the bullying prevention training (n = 73) or the control group (n = 66). Preservice teachers completed pre‐ and posttraining surveys. The participants in the treatment group completed a 5‐week bullying prevention training program (1.5 h per week). Measures of antibullying self‐efficacy and incorrect beliefs about bullying were used to evaluate the effectiveness of the bullying prevention training. Results indicated that the training increased preservice teachers' antibullying self‐efficacy but did not decrease their incorrect beliefs about bullying. Practical implications, limitations, and future directions of these findings are discussed. Practitioner Points: Bullying prevention training resulted in an increase of preservice teachers' antibullying self‐efficacy.The training did not decrease preservice teachers' incorrect beliefs about bullying.Incorporating bullying prevention training into the preservice teacher education curriculum is essential. [ABSTRACT FROM AUTHOR]

To examine the role of COVID-19-specific stressful life events (SLE) in predicting depression, anxiety, and life satisfaction, and if personality traits (extraversion and neuroticism), and coping styles (problem-focused coping and avoidance coping) moderated these relations. Data were collected from 371 college students (Mage = 20.59; SDage = 2.58) from one large university of the Mid-Atlantic region in the U.S. Participants completed an online survey measuring COVID-19 related stressful life events (adapted from a tool developed to measure stressful life events during the SARS pandemic; Costa et al., 2001; Main et al., 2011), personality (the Mini-Markers; Saucier, 1994), coping styles (by using a measure developed by Aldrige-Gerry et al., 2011), depression (PHQ-9; Kroenke et al., 2011), anxiety (GAD-7; Spitzer et al., 2006), and life satisfaction (Student's Life Satisfaction Scale, Huebner, 1996) between March 27th and April 27th, 2020. Path analysis results showed that extraversion and avoidance coping style moderated the effects of SLE on depression and anxiety symptoms; neuroticism and avoidance coping style moderated the relation between SLE and life satisfaction. The moderation results also differed by gender. These findings indicated that the COVID-19 pandemic had deleterious effects on college students' mental health, where extraversion emerged as a protective factor, while neuroticism and avoidance coping style were risk factors. These findings underscore the importance of paying special attention to college students' mental health needs and promoting appropriate coping strategies in the light of the current pandemic. [ABSTRACT FROM AUTHOR]

The current study examines intrapersonal characteristics or factors (i.e., resilience), peer (i.e., quality of peer relationships), and family processes (i.e., parental involvement, critical comparison) as potential risk and protective factors for mental health of Chinese adolescents during COVID- 19 pandemic. A total of 504 seventh-grade students (52% boys) and their caregivers in Beijing, China completed an online survey in September 2020. Youth reported experiencing various COVID-19-related stressful life events (i.e., conflicts with parents, poor learning environment and efficiency, family financial pressure), and about 15% reported slightly elevated scores of mental health difficulties. Findings suggested personal resilience and quality of peer relationship predicted positive mental health (i.e., covitality or co-occurrence of positive psychological dispositions) and less mental health difficulties. Parent's critical comparison intensified the negative link between stressful life events and youth mental health. Implications for promoting youth mental health as schools reopen are discussed. [ABSTRACT FROM AUTHOR]

An exploration study was conducted to explore what Chinese undergraduates considered to be a "good job." A total of 143 (M = 21.45, SD = 1.53, 51.04% male) undergraduates from 10 cities participated in this study. The prototype research methodology was applied to explore the underlying complex structure of the "good job." The results revealed 157 items associated with the "good job" that were merged into two categories "high-quality work" and "high-quality life." Furthermore, each category included basic- and superordinate-levels prototypes. The structure depicted Chinese undergraduates' expectations of a "good job" and emphasized the importance of work-life balance among young people. Additionally, traditional Chinese culture was consistently found to have a significant impact on young people's expectations of a "good job." These findings have implications for career development research and career counseling practices about Chinese young people. [ABSTRACT FROM AUTHOR]