Xinwei Li

Introduction: Few studies explored the effects of combining different resources on work behavior. This study tested the interaction effect of personal (i.e., ego-resilience) and organizational resources (i.e., perceived organizational support) in the relationship between teacher professional identity and work engagement. Methods: A total of 2,956 teachers took part in this study. Four scales measured the professional identity, ego-resilience, perceived organizational support, and work engagement. Results: Results showed that: (1) teacher professional identity has significant correlations to ego-resilience ( r = 0.49, p < 0.01), perceived organizational support ( r = 0.50, p < 0.01), and work engagement ( r = 0.64, p < 0.01); (2) when the scores of ego-resilience and perceived organizational support were both high, the predictive effect of teacher professional identity on work engagement was the biggest ( B = 0.72, SE = 0.07, p = 0.000, 95% CI = 0.58 to 0.86). Discussion: Enhancing teachers’ ego-resilience and improving organizational support are of great significance for increasing teachers’ work engagement.

Job burnout is becoming a major threat to teachers' work. Previous studies revealed that teachers' professional identity and job burnout are negatively related. This study explored the mediating effects of career satisfaction and work engagement in the relationship between teachers' professional identity and job burnout. Investigation materials included the Chinese version of the Teachers' Professional Identity Scale, Career Satisfaction Scale, Utrecht Work Engagement Scale, and Professional Quality of Life Scale. The cross‐sectional design was conducted in this study with 3147 teachers from kindergarten, primary, and secondary schools in Zhejiang Province, China. The PROCESS macro plug‐in SPSS21.0 was used for mediating effect analysis. These results indicated that teachers' professional identity, career satisfaction, and work engagement have significant, positive correlations with each other and significant negative correlations with job burnout. Meanwhile, results showed that career satisfaction and work engagement played parallel and sequentially mediating roles in the relationship between teachers' professional identity and burnout. These findings indicate that a high level of professional identity plays an important role in strengthening career satisfaction and increasing work engagement, which may effectively help teachers reduce job burnout.

Teacher empathy is important in reducing students' aggressive behavior, strengthening interpersonal cooperation, and promoting prosocial behavior. Previous research has shown that empathy could be predicted by a teacher's professional identity, but little is known about the moderating factors affecting the relationship between professional identity and teacher empathy. This study was conducted to examine the moderating roles of competence and growth values, and ego‐resilience in the relationship between teacher professional identity and empathy. Using the convenience sampling method, 1200 teachers from kindergarten, primary, and secondary schools participated in this study by using an online network platform. Regression analysis was used to examine the moderating effects. These results showed that: (1) Teacher empathy was positively associated with teacher professional identity; (2) when teachers have high levels of competence and growth values and ego‐resilience, the influenced effect of professional identity on empathy was the most. Improving teachers' professional identity, competence and growth values, and ego‐resilience could strengthen teachers' empathy.

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.

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.

Although loneliness is related to mobile phone addiction among college students, little is known about the mediating mechanisms underlying this association. on the basis of the Interaction of person–affect–cognition–execution model for addictive behaviors, self‐verification theory, and previous results of empirical studies, the present study examined the mediating roles of boredom proneness and core self‐evaluation in the relationship between loneliness and mobile phone addiction among college students. A sample of 1300 Chinese college students (mean age = 20.40 years, SD = 0.97) were recruited to complete a series of questionnaires measuring loneliness, boredom proneness, core self‐evaluation, and mobile phone addiction. These results showed that loneliness was positively correlated with mobile phone addiction; boredom proneness and core self‐evaluation partially mediated this relationship when they operate in a parallel fashion. The relationship between loneliness and mobile phone addiction was mediated totally by boredom proneness and core self‐evaluation when they operate sequentially. These findings help us to better understand the relationship between loneliness and mobile phone addiction and provide implications for the prevention and intervention of mobile phone addiction.

Purpose: Previous studies have investigated the relationship between alexithymia and problematic mobile phone use (PMPU). However, yet gaps in identifying the internal mechanisms of this relationship remain. Hence, based on the Interaction of Person–Affect–Cognition–Execution model, the current research examined the mediating roles of college students’ social interaction anxiousness (SIA) and boredom proneness (BPS) in the relationship between alexithymia and PMPU. Methods: A total of 1300 college students (M_age = 20.36 years, SD = 0.97) were recruited from two universities in the southeast of China to complete a series of questionnaires, including the Toronto alexithymia scale, SIA scale, BPS scale, and mobile phone addiction index questionnaire. In order to conduct conservative predictions, the demographic variables (ie, gender) were controlled as covariates. Results: The results of multiple mediation analysis showed that (1) alexithymia was positively linked with PMPU; (2) both SIA and BPS mediated the link between alexithymia and PMPU; and (3) a serial indirect pathway emerged (ie, alexithymia → SIA → BPS → PMPU). Conclusion: These findings indicated that alexithymia could influence PMPU in a simple indirect way (parallel mediation) and in a complex indirect way (serial mediation). Besides, these findings provide some insights into the prevention and intervention of PMPU.