Dongdong Gao

The senior high school period is a critical phase for the proliferation of mental health problems, as well as a key period for cognitive development among adolescents. Due to the importance of support from the external environment for students, this study aims to explore and verify the protective role of social support in the mental health and creative tendencies of senior high school students, as well as its mechanisms and boundary conditions. Based on a survey of 1463 Chinese senior high school students, a moderated mediation model was constructed. The results showed that (1) perceived social support significantly negatively predicts mental health problems and significantly positively predicts creative tendencies; (2) self-esteem mediates the impact of perceived social support on both mental health problems and creative tendencies; (3) perceived stress not only moderates the impact of self-esteem on mental health problems and creative tendencies, but also moderates the mediating effect of self-esteem. The findings of this study shed light on the positive impact of social support and the self-esteem it nurtures during the senior high school years. These insights offer valuable recommendations for practitioners aiming to prevent mental health issues and foster creative tendencies among senior high school students.

Objective: Explore the influence of fear of COVID-19 on depression, with anxiety as a mediator and perceived social support and stress perception as moderates.Methods: From February to March 2020, 1,196 valid data were collected online through questionnaire by cluster sampling method. Fear of COVID-19 Questionnaire, the Patient Health Questionnaire 9-Item Scale (PHQ-9), the Generalized Anxiety Disorder 7-Item Scale (GAD-7), the Perceived Social Support Scale (PSSS) and the10-item Perceived Stress Scale (PSS-10) were used as the survey instrument, and the participants were female undergraduates from a liberal arts college of a Chinese university. Common method bias was assessed using Harman’s single-factor test in SPSS and confirmatory factor analysis in AMOS. The levels of participants’ anxiety, depression and perceived social support were described using frequency and percentage, Pearson Correlation test was used to measure the correlation between the variables. The PROCESS macro for SPSS (Model 1, Model 4, and Model 21) were applied to examine the mediating effect and moderating effect of the model.Results: Fear of COVID-19 can positively influence depression, anxiety plays a mediating role between fear of COVID-19 and depression, perceived social support negatively moderates the relationship between fear of COVID-19 and anxiety, and stress perception positively moderates the relationship between anxiety and depression. These five variables can form a moderated mediating effect model.Conclusion: Fear of COVID-19, anxiety and stress perception are risk factors for depression, perceived social support is a protective factor for depression. Reducing the fear of COVID-19, anxiety and stress perception and enhancing perceived social support are beneficial to reduce the level of depression.

In order to explore the mechanism and boundary conditions of the influence of benevolent leadership on knowledge sharing, we took postgraduate supervisor as participants and constructed a moderated mediating effect model. In this study, a total of 1,083 valid questionnaires were collected by questionnaire method and the confirmatory factor analysis, correlation analysis, regression analysis, and Hayes’s PROCESS macro were used to analyze the data. The results show that benevolent leadership positively affects knowledge sharing. Creative self-efficacy mediates the relationship between benevolent leadership and knowledge sharing. Professional identity moderates the relationship between benevolent leadership and creative self-efficacy, when the professional identity is (M − 1 SD) and (M + 1 SD), the moderating effect is significant, while when the professional identity is (M), the moderating effect is not significant. Research stress moderates the relationship between creative self-efficacy and knowledge sharing, when research stress is (M − 1 SD), (M), and (M + 1 SD), the moderating effect is significant. Professional identity and research stress jointly moderated the mediating effect of creative self-efficacy. Professional identity moderated the first half path of the mediating model, while research stress moderated the second half path of the mediating model. When the level of professional identity is high and research stress is high, benevolent leadership has the greatest positive influence on knowledge sharing through creative self-efficacy. When the level of professional identity is low and research stress is high, benevolent leadership has the greatest negative influence on knowledge sharing through creative self-efficacy. This study enriches the relevant research on benevolent leadership and knowledge sharing, explores the conditions and factors that enhance or buffer benevolent leadership, and shows that the best effect can be achieved when the leadership behavior is consistent with the situational factors.

Objective: Based on conservation of resource theory and social exchange theory, to explore how work-family conflict can directly and indirectly influence turnover intention, with psychological contract and job satisfaction as a mediator. Methods: A total of 505 valid data were collected on primary and secondary school teachers by using work-family conflict questionnaire, turnover intention questionnaire, psychological contract questionnaire and job satisfaction questionnaire from 3 provinces in China. Confirmatory factor analysis was used to evaluate the discriminant validity and common method bias between the four variables through AOMS, the PROCESS macro for SPSS (Model 4 and Model 6) were applied to examine the mediating effect of psychological contract and job satisfaction. Results: Work-family conflict showed a direct and positive influence on turnover intention; psychological contract was shown to play a mediating role between work-family conflict and turnover intention; job satisfaction was shown to play a mediating role between work-family conflict and turnover intention; and psychological contract and job satisfaction was shown to play a serial mediating role between work-family conflict and turnover intention. Conclusion: Work-family conflict of primary and secondary school teachers will directly lead to turnover intention. Psychological contract and job satisfaction can reduce the positive influence of work-family conflict on turnover intention. School administrators should help teachers reduce work-family conflict and take effective measures to improve psychological contract and job satisfaction, so as to reduce turnover intention.