Jian-Hao Huang

Decisional procrastination (DP) has a significant association with problematic mobile phone use (PMPU); however, the potential mechanisms and boundary conditions between DP and PMPU remain to be further explored. This essay studied the mediation of anxiety between DP and PMPU and whether the 2019-nCoV traumatic experience moderated the mediation process. A questionnaire was used in this study. Measurements of DP, PMPU, anxiety, and 2019-nCoV traumatic experience were completed with Chinese college students as participants. This study is based on a valid sample of 798 Chinese college students, the results indicated that higher DP was significantly associated with higher PMPU. Anxiety served as a partial mediator in the association between DP and PMPU. Moreover, Moreover, the 2019-nCoV traumatic experience moderated the association between anxiety and PMPU among college students. Specifically, for college students with a higher degree of 2019-nCoV traumatic experience, the association between anxiety and PMPU is stronger. This study deepens our understanding of the association between DP and college students’ PMPU. Meanwhile, it also highlights that the psychological distress associated with the traumatic experience of the 2019-nCoV pandemic may be alleviated, thereby reducing the salience of anxiety in relation to college students’ PMPU.

This study investigates the mediating role of creative self-efficacy in the relationship between perceived positive humorous leadership and creativity among university students. A total of 591 undergraduate students from two universities in China participated in the research. Data were collected using validated instruments, including the Positive Humorous Leadership Scale, the Creative Self-Efficacy Scale, and the Creativity Scale. Descriptive statistics and correlation analyses indicated significant and positive associations among perceived positive humorous leadership, creative self-efficacy, and creativity. Mediation analysis using structural equation modeling further revealed that creative self-efficacy partially mediated the relationship between perceived positive humorous leadership and creativity. Specifically, students who perceived their instructors as using positive humor were more likely to exhibit higher levels of creative self-efficacy, which in turn was linked to greater creative performance. These findings underscore the importance of instructors’ use of positive humor as a supportive interpersonal resource that fosters students’ confidence in their creative potential and enhances their overall creative output. The study offers valuable theoretical contributions to leadership and creativity research in educational contexts and provides practical implications for promoting creativity through humor-based leadership strategies in higher education settings.

Grounded in Amabile's Componential Theory of Creativity (CTC), this study proposed and tested a mediation model examining how students' perceptions of green inclusive leadership (PGIL) influence their green creativity (GCRY) through green thinking (GT). Using convenience sampling, 598 students from two colleges in China were selected to complete questionnaires. PROCESS macro analyzed the data, confirming all hypotheses. Findings showed that students’ PGIL positively affected their GCRY through GT. This study confirmed the conceptual framework of PGIL and the CTC, addressing the need for further research on the motivational processes behind GCRY. The uniqueness of this research stems from its application of the CTC within sustainability education. Additionally, the study examines the practical implications of green leadership in fostering GCRY in colleges. Article visualizations:

Guided by Amabile’s Componential Theory of Creativity (CTC), this study tested a mediation model to assess how college students’ perceptions of green inclusive leadership (PGIL) affect their green creativity (GY) via environmental knowledge (EK). Data from 598 students at two Chinese colleges, collected through convenience sampling using structured questionnaires, were analyzed with the PROCESS macro. Results confirmed that PGIL positively influenced GY, with EK mediating this relationship. The findings validate the integration of PGIL within the CTC framework, addressing gaps in understanding motivational drivers of GY. This research uniquely applies CTC to sustainability education, offering theoretical and practical insights into fostering GY through green leadership in academic settings. Article visualizations:

Teachers’ organizational citizenship behavior plays a crucial role in promoting school development and student growth. Based on cognitive evaluation theory, we hypothesize that psychological empowerment mediates the relationship between self-leadership and teachers’ organizational citizenship behavior. We collected data from 515 college teachers in Shandong Province, China, and conducted statistical analysis using the PROCESS Macro for SPSS. The results indicate that self-leadership has a significant and positive correlation with teachers’ organizational citizenship behavior. Additionally, through the mediating effect of psychological empowerment, self-leadership has a significant indirect effect on teachers’ organizational citizenship behavior. The results of this study are significant for understanding and promoting teachers’ organizational citizenship behavior of college teachers. Article visualizations:

Creativity has become a vital metric for assessing the quality of talent development. This study aims to analyze the impact of supervisors on graduate students' creativity and to uncover the role of psychological empowerment in this process. Based on cognitive evaluation theory, this empirical study investigates the impact of perceived ethical leadership of supervisors on graduate students' creativity, as well as the mediating role of psychological empowerment. Data were collected using an online questionnaire distributed via the Questionnaire Star platform. The sample comprised master's and doctoral students from four universities in southwestern China. A total of 1,011 questionnaires were distributed, and 139 were excluded due to non-compliance with the research criteria, resulting in 872 valid responses. Results indicate that the perceived ethical leadership of supervisors enhances graduate students' creativity. Furthermore, psychological empowerment fully mediates the relationship between the perceived ethical leadership of supervisors and graduate students' creativity. Enhancing supervisors' ethical leadership could effectively improve graduate students' creativity.

The development and cultivation of college students’ creativity is a crucial task of global higher education. Therefore, this study aims to explore the influence of college students’ perceived teachers’ positive leadership on creativity through the mediating role of intrinsic motivation from the perspective of cognitive evaluation theory. The data for this study were collected from 511 students in Chinese colleges. The results indicate that college students’ perceived teachers’ positive leadership has a significant positive impact on creativity. Moreover, intrinsic motivation partially mediates the relationship between college students’ perceived teachers’ positive leadership and creativity. The results of this study have vital implications for college administrators and teachers.

The aim of this study was to investigate the effect of collaborative learning on learners’ communicative strategies in English for specific purpose (ESP) tour guide training course. The 12-week study was conducted using a quasi-experimental design with a pre-test and post-test, following the instruction of twelve topics in the ESP language training course. A total of 60 ESP language learners participated in the study. The experimental group was instructed using collaborative learning in the ESP tour guide language training and the control group was taught using a lecture-based approach. Data from the communicative strategies questionnaire were collected to assess the effectiveness of collaborative learning on learning communicative strategies in the ESP context. The results of the study showed that the experimental group was significantly higher than the control group on both the oral problem coping strategy scale and the listening problem coping strategy scale of the communicative strategies scale in the ESP environment. Based on the findings of the study, collaborative learning is effective in enhancing the language learners' communicative strategies in tour guide training course. Moreover, the study suggests that there should be a critical reflection on the ESP training course currently offered for tour guide language learners.