Background: With the outbreak and spread of the COVID-19 epidemic, online teaching time has been extended continuously. The changes in teaching methods, teaching conditions, and teaching environment have brought great pressure and difficulties in adjustment to teachers, which have led to a series of physical and mental problems such as negativity, lack of confidence, and depression. The long-term accumulation of these problems makes teachers’ turnover intention increasingly serious. Methods: Based on these premises, this study took 449 high school teachers in China as research objects and investigated the relationship between high school teachers’ resilience, job burnout, and turnover intention in the context of the COVID-19 epidemic. Results: The resilience of high school teachers had a significant negative predictive effect on job burnout and turnover intention (r = −0.473, p < 0.05; r = −0.283, p < 0.05), while job burnout had a significant positive predictive effect on turnover intention (r = 0.485, p < 0.05). At the same time, job burnout played a moderating role between resilience and turnover intention (λ = −0.019, p < 0.001). Discussion: This study suggests that society, schools, families, and individuals should adopt various strategies to improve teachers’ adaptability and relieve teachers’ job burnout, so as to solve the practical problem of teachers’ high turnover intention and ensure continuous improvement and healthy development of online teaching.
Career adaptability has attracted extensive attention from international scholars as one of the important factors predicting the future sustainability of individuals. Proactive personality and calling have a positive influence on individual career development and life satisfaction, with reference to promoting the sustainable development of individuals. This study focuses on the positive effects of career adaptability and calling on shaping female primary school pre-service teachers and provides suggestions for training excellent elementary school teachers and building quality primary education. This study investigated the relationship between proactive personality, calling, and career adaptability among 707 female pre-service elementary school teachers in Chinese universities. The results showed that proactive personality positively predicts calling and that proactive personality and calling positively predict career adaptability. Calling partially mediated the relationship between proactive personality and career adaptability. Therefore, it is possible to enhance calling by cultivating the proactive personality of female pre-service teachers in elementary schools, thus further promoting the career adaptability of this group. On this basis, effective strategies should be adopted in the future to improve the career adaptability of female pre-service teachers in elementary schools for the sustainable development of this group.
Background: In the process of children’s physical and mental development, emotional ability is an important part of their cognitive and social ability. Resilience in the face of difficulties or setbacks and other adversity will also produce differences in adaptability, thus affecting physical and mental development. Objectives: This study aimed to measure the effect of children’s emotional ability on resilience and to provide an in-depth analysis based on age and gender differences. Methodology: A total of 300 preschool children aged 3–6 years old in kindergartens of China were randomly selected as the research subjects. Through a combination of experiments and questionnaires, the emotional ability and resilience of children were measured, and differences were analyzed according to the actual situation, using age and gender. Results: Children of different ages have significant differences in the dimensions and total scores of emotional ability and resilience, but only some of the resilience dimensions have significant gender differences. Moreover, the emotional ability has a significant positive effect on resilience. Discussions: The results confirm the influence of children’s emotional ability on resilience, but the research hypothesis has not been fully verified. Limitations: This study has the limitations of a single measurement method and a more effective research tool.
With the outbreak of COVID-19, many offline academic activities have been turned online, and virtual academic communities have been further emphasized. Based on this situation, this study took the Eagly and Chaiken’s Heuristic-System Model of Persuasion and the general rules of behavioral decision as a theoretical basis, established a theoretical model of sustainable knowledge sharing willingness in virtual academic communities. Firstly, this study developed the scale of willingness to share sustainable knowledge based on the heuristic system model of persuasion. After analyzing the data of 62 participants, the scale was revised. Secondly, 256 valid data were collected from China, the United States, Singapore, and Indonesia. Finally, the conceptual model and theoretical hypothesis were tested based on the data. The results show that knowledge sharing satisfaction is affected by heuristic factors (knowledge sharing quantity, knowledge source credibility) and system factors (knowledge sharing quality, knowledge sharing usefulness), and has a significant positive correlation with sustainable knowledge sharing willingness.
The purpose of this study was to examine the future decent work perceptions in the Psychology of Working Theory (PWT) based on a sample of female primary pre-service teachers in higher education. A cross-sectional design was used for this research. 368 pre-service female teachers were recruited from a university in eastern China for the current study. The results of structural equation modeling indicated that the PWT model applied to Chinese pre-service female primary school teachers. In particular, subjective social status was positively related to future decent work perceptions, disadvantaged mindset was negatively related to future decent work perceptions, and future decent work perceptions were positively related to academic satisfaction. Overall, all the proposed direct pathways in this study were significant. This is the first empirical study to apply the PWT framework among Chinese pre-service female teachers in primary school. With this examination, we were able to comprehensively examine the relationship between variables such as subjective social status and disadvantaged mindset, and future decent work perceptions, helping to improve students’ academic satisfaction and providing suggestions for future career development for this group.
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