Chia Ching Tu

Background: As universities play a growing role in fostering innovation and entrepreneurship to support economic growth, researchers have increasingly focused on understanding the mechanisms through which entrepreneurial education influences students' entrepreneurial intention. Accordingly, on the basis of learning engagement theory, social cognitive theory, and cultural dimension theory, this study investigated the relationships between entrepreneurial learning engagement, entrepreneurial self-efficacy, uncertainty avoidance, and entrepreneurial intention. Methods: Data were collected through a structured questionnaire administered to 1,578 university students in Jilin Province, China. Structural equation modeling (SEM) was employed to examine the direct, mediating, and moderating effects among the study variables. Results: Entrepreneurial learning engagement was positively associated with entrepreneurial intention both directly and indirectly through entrepreneurial self-efficacy. Multigroup analyses showed that its associations with self-efficacy and intention differed significantly between uncertainty-avoidance groups. In the high-avoidance group, only the indirect association was significant, whereas both direct and indirect associations were significant in the low-avoidance group. However, the between-group difference in the indirect association did not reach statistical significance. Conclusions: The findings highlight entrepreneurial self-efficacy as an important psychological correlate of both entrepreneurial learning engagement and entrepreneurial intention and indicate that these relationships differ across groups characterized by different levels of uncertainty avoidance. These patterns underscore the relevance of efficacy beliefs and uncertainty-related orientations for understanding students' entrepreneurial intention. Given the cross-sectional design, the findings should be interpreted as statistical associations rather than evidence of temporal ordering or causality. Future longitudinal or experimental research is needed to examine these relationships further.

This study examined the psychological mechanisms underlying job responsibility among administrative staff in Chinese universities by integrating organizational identification, job burnout, and role conflict into a unified framework. Based on survey data from 438 administrative staff members at universities in southwestern China, structural equation modeling was used to test the proposed relationships. The results showed that organizational identification positively predicted job responsibility, whereas job burnout was negatively associated with job responsibility and partially mediated the relationship between organizational identification and job responsibility. Role conflict further moderated the relationship between job burnout and job responsibility, with burnout exerting a stronger negative effect under conditions of high role conflict. This study further extends the conceptualization of job responsibility by treating it as a responsibility-related behavioral orientation rather than merely a stable attitudinal trait. It also proposes a motivation–resource–context mechanism in which organizational identification provides motivational grounding, job burnout reflects psychological resource depletion, and role conflict represents contextual pressure. These findings extend research on responsibility-related behavior and offer practical implications for improving governance and service quality in higher education institutions.

The present study integrated acculturation theory and the J‐curve model of cross‐cultural adjustment to explore the relationships among culture shock, loneliness, and life satisfaction among Chinese university students enrolled in Mandarin‐medium programs (MMPs) in Thailand. A total of 449 valid questionnaire responses were collected. Structural equation modeling confirmed that loneliness mediated the relationship between culture shock and life satisfaction. Furthermore, a multigroup analysis of length of residence in Thailand revealed that loneliness had partial and full mediating effects on the relationship between culture shock and life satisfaction for students who had been living in Thailand for 0–6 and 7–18 months, respectively. This cross‐sectional comparison revealed a direct correlation between culture shock and life satisfaction in the shorter residence group and an indirect correlation—through loneliness—in both length‐of‐residence groups. Overall, the results suggest that Thai educational administrators should implement targeted strategies to assist Chinese students in MMPs in managing culture shock.

This study examined the mediating influence of learning conformity behaviour in the relationship between loneliness and learning satisfaction among Chinese international students enrolled in a Chinese‐language programme in Thailand. This study also explored gender differences in this mediated relationship. A total of 708 valid questionnaires were collected from three universities in Bangkok through purposive sampling. An online survey, rated using a 5‐point Likert scale, employed a loneliness scale, learning conformity behaviour scale and learning satisfaction scale. The reliability and validity of these scales were verified through confirmatory factor analysis, and structural equation modelling was utilised to verify the mediation effect and gender differences in path coefficients. The results indicated that learning conformity behaviour partially mediated the relationship between loneliness and learning satisfaction among the students. This mediating influence was partial for female students, whereas no such influence was observed for male students. Overall, this study provides valuable empirically grounded insights for educational administrators in Thai universities seeking to enhance the learning satisfaction of Chinese international students. Our findings may serve as a practical reference for higher education institutions engaged in international education; they offer evidence‐based recommendations for mitigating the risk of student attrition originating from dissatisfaction with academic experiences.

This study explored the relationship between subjective well-being (SWB) and learning motivation (LM) among older Chinese adults, focusing on the mediating role of self-efficacy (SE) and differences by age and education level. A total of 481 Beijing residents aged 60 and above participated in a questionnaire survey, which included LM, SWB, and SE scales. Confirmatory factor analysis and reliability tests verified the instruments' validity and reliability (Cronbach's α > 0.80). Structural equation modeling showed LM had a significant positive effect on SWB (β = 0.40, p < 0.001), while SE partially mediated this relationship (indirect effect β = 0.38, p < 0.01). Significant age differences existed in LM and SE (F = 14.36 and F = 7.75, p < 0.01), with participants aged 60–69 scoring higher than those aged 70+, though no significant SWB difference was found. Education level correlated significantly with LM, SWB, and SE (F values: 6.85–18.33, p < 0.01), with higher academic qualifications linked to consistently higher scores. The findings suggest that elderly education institutions should adopt targeted strategies considering age and educational background to enhance LM and thereby promote older adults’ SWB.

The COVID-19 pandemic has affected college students, leading to increased anxiety and emotional distress. This study investigated how perceived public health crises relate to anxiety levels in college students, and how social support and gender influence this relationship. Data from 3,165 college students from six universities in Shaanxi Province, China, were collected and analyzed by using AMOS and SPSS PROCESS 4.0. Results showed that perceived COVID-19 risk significantly impacted anxiety levels, and social support moderated this relationship. Gender also had multiple interaction effects with social support and perceived pandemic risk on anxiety. Overall, the study confirms that COVID-19 quarantine and perceived risk increase stress and anxiety in college students, with social support playing a buffering role, albeit with variations based on gender.

To explore the effects of online teaching preparation on Chinese adult language learners, this study used the Questionnaire Star platform to conduct a closed-ended survey of Chinese adults who participated in online foreign language courses. In total, 207 participants were obtained using random sampling. The survey incorporated the teacher preparedness scale, self-control scale, learning motivation scale, and learning effect scale. The survey items were rated on a five-point Likert scale. SPSS and AMOS were used for reliability and validity analysis and hypothesis verification. The adult language learners’ perceptions of the online preparation predicted learning effect, and these effects were mediated by the learners’ self-control and learning motivations. Given these findings, teachers are encouraged to engage in online training. Additionally, online teaching preparation methods and online language learning courses should be improved. Teachers should evaluate the self-control of Chinese adult language learners in online courses and provide sufficient academic guidance. Teachers should also determine the learning motivation of Chinese adult language learners, apply incentives and assessment methods, and increase learners’ interest to improve online language learning.

: This study investigated secondary school teachers' beliefs about teacher educators’ teaching competencies and performance. Additionally, it compared the differences between the perceived importance of teaching competencies and the teaching performance level among teachers from different backgrounds. The Delphi method was first used to identify teaching competency items followed by a questionnaire survey to collect data from secondary school teachers in Hebei Province, China. Out of 700 questionnaires that were sent out, 539 valid questionnaires were returned. Secondary school teachers were highly aware of the importance of teaching competencies but did not possess these competencies. An importance-performance analysis (IPA) showed that 16 of the 31 assessed professional competencies were categorized into the ‘continue to maintain zone’, one in the ‘improve zone’, 9 in the ‘low-priority zone’ and 5 in the ‘overemphasis zone’.

Background: In Chinese higher vocational colleges, students often underperform academically and experience burnout from studying. Developing learning self‐efficacy may directly and indirectly address these challenges, and differences in learning self‐efficacy between male and female students may have varying effects on their burnout. Aims: We examined the mediating relationships between learning self‐efficacy, learned helplessness and learning burnout among Chinese higher vocational college students, as well as the gender‐related differences in these relationships. Sample: An online survey collected 1045 valid responses. The sample comprised 513 male students and 532 female students, with an age range of 18–21 years. Methods: A measurement model and multiple structural models for learning self‐efficacy, learned helplessness and learning burnout were established through structural equation modelling to evaluate measurement validity and identify the mediating effects among these variables. Results: The findings revealed that learned helplessness partially mediated the relationship between learning self‐efficacy and learning burnout among higher vocational college students. Learning self‐efficacy directly influenced learning burnout in male higher vocational college students, whereas learned helplessness partially mediated the relationship between learning self‐efficacy and learning burnout in female higher vocational college students. Conclusions: The findings indicate that fostering learning self‐efficacy can help mitigate the impact of learned helplessness on learning burnout in female students. However, this protective effect was not observed in male students. Teachers in Chinese higher vocational colleges should implement targeted strategies, such as promoting attainable goal‐setting techniques, to prevent learned helplessness from contributing to learning burnout in male students.