Zhengli Xie

Based on the job demands‐resources model, this study examined the effect of perceived principal leadership on primary school teachers' work engagement, and the mediating roles of occupational stress and job crafting in this relationship. Five hundred and fifteen Chinese primary school teachers completed a demographic form and responded to five self‐report measures. Structural equation modelling results showed that transformational and transactional leadership positively predicted vigour, dedication, and absorption. Results also indicated that role ambiguity and psychological strain mediated the relationship between transformational leadership and vigour, dedication, and absorption. Role overload and role ambiguity mediated the effects of transactional leadership on vigour, dedication, and absorption. Task crafting, skill crafting, and role crafting mediated the effects of transformational and transactional leadership on the three work engagement scales. Occupational stress (role overload, role ambiguity, and psychological strain) and job crafting (task crafting, skill crafting, and role crafting) serially mediated the effects of leadership (transformational and transactional) on the three work engagement scales. The findings enrich the literature and provide practical implications for primary school education.

High‐quality teaching is vital for accommodating the individualised learning needs of diverse students. However, compared with specific explicit teaching practices, teaching styles that determine their use of teaching methods have received much less attention. This study investigated the contributions of inclusive education teachers' work motivation to their teaching styles and the mediating role of work engagement. A total of 515 teachers from inclusive primary schools in Guangzhou, China, participated in this study. Results showed that autonomous motivation positively predicted creativity‐generating (Type I) teaching styles and that controlled motivation positively predicted norm‐favouring (Type II) styles—beyond teachers' gender, age, length of teaching and in‐service training. The absorption dimension of work engagement mediated autonomous motivation's positive prediction for Type I styles, and it activated that for Type II styles. It was concluded that autonomous work motivation and absorption are the keys to cultivating teachers' diverse teaching styles in the inclusive education context. Theoretical contributions, practical implications and limitations of the study are discussed.

Purpose Due to limited auditory capabilities, students with hearing impairments rely more on visual stimuli, making short-form videos a key information source and potential addiction risk. However, research on this topic is exceedingly scarce. This study aimed to investigate the demographic characteristics of short-form video addiction among students with hearing impairments and the roles of parental psychological control and students’ psychological reactance in short-form video addiction. Methods A total of 335 students with hearing impairments from China participated in this survey. Canonical correlation analysis and structural equation modeling were performed to analyze the data. Results Primary school students, day students, and those under the age of 13 exhibited significantly lower levels of short-form video addiction. Parental psychological control was positively associated with hearing-impaired students’ short-form video addiction, and their correlation was mainly manifested in the correlation between guilt induction (one dimension of parental psychological control) and productivity loss (one dimension of short-form video addiction). Additionally, psychological reactance partially mediated the effect of parental psychological control on short-form video addiction. Conclusion Hearing-impaired students’ short-form video addiction varies across their demographics. Parental psychological control is a risk factor for short-form video addiction among students with hearing impairments, and this relationship is partially mediated by students’ psychological reactance. This study offers implications for reducing short-form video addiction from the perspectives of family, school, and society.

This study aims to understand the reciprocal relationships among acceptance of disability, attitudes toward disability, and coping among Chinese adolescents with visual impairments. Adolescents with visual impairments (N_T1 = 311, N_T2 = 170) from four Chinese special education schools completed three questionnaires twice over 1 year. Cross-lagged panel modeling was carried out to analyze the questionnaire data. The findings revealed that attitudes toward disability and self-directed coping at Time 1 (T1) positively predicted acceptance of disability at Time 2 (T2). Self-directed coping at T1 positively predicted attitudes toward disability at T2, and attitudes toward disability at T1 negatively predicted relinquished-control coping at T2. Visually impaired adolescents' attitudes toward disability and coping serve as antecedents of their acceptance of disability. There is a positive reciprocal relationship between coping and attitudes toward disability. Psychological interventions aimed at optimizing psychosocial adjustment among students with visual impairments may benefit from targeting coping strategies and attitudes toward disability. (PsycInfo Database Record (c) 2024 APA, all rights reserved).