The mechanism of how the COVID-19 global pandemic has affected the entrepreneurial intentions of college students remains unknown. To investigate the impact of the entrepreneurial environment on entrepreneurial self-efficacy and entrepreneurial intentions in the post-pandemic era, 913 college students were invited to complete a questionnaire. The data were analyzed with structural equation models. The conclusions revealed by the questionnaire are as followed: college students have retained some entrepreneurial intention in the post-pandemic era; the factors influencing the entrepreneurial intention include sex, family entrepreneurial history, major, and education background; and entrepreneurial self-efficacy can play a major role to mediate the impact caused by the post-pandemic entrepreneurial environment on entrepreneurial intentions. The research conclusions provide important insights to improve college students’ entrepreneurial intentions in the post-pandemic environment.

The aim of this study is to explore the relationship among college students' entrepreneurial self-efficacy, career adaptability, and entrepreneurial intention. Based on the Theory of Planned Behavior(TPB), this study adopted the entrepreneurial self-efficacy scale, career adaptability scale and entrepreneurial intention scale to investigate 1039 college students from a university in ShanDong province, China. The results indicated the following: (a) entrepreneurial self-efficacy of college student significantly and positively affected entrepreneurial intention; (b) entrepreneurial self-efficacy of college student significantly and positively affected career adaptability; (c) career adaptability significantly and positively affected entrepreneurial intention; and (d) career adaptability partially mediated the effect of entrepreneurial self-efficacy on entrepreneurial intention. The results of this study can serve as a reference for universities wishing to implement career education and provide entrepreneurship guidance.

Significant research has been conducted on the influence of entrepreneurial intention on entrepreneurial education and entrepreneurship practice. Similarly, this study aims to explore how creativity plays a mediating role in the influence of personality traits on entrepreneurial intention. As many as 674 valid questionnaires were collected from college students in China, allowing the relationship between personality traits, creativity, and entrepreneurial intention to be analyzed in detail. The following results are found through a series of explorations. First, neuroticism in personality traits has a significant negative impact on entrepreneurial intention, while conscientiousness, openness, and extraversion have a significant positive impact. Second, neuroticism has a significant negative impact on creativity, while conscientiousness, openness, and extraversion have a significant positive impact. Third, creativity has a significant positive impact on entrepreneurial intention, it has a partial mediating role between neuroticism, conscientiousness, extraversion, and entrepreneurial intention along with a complete mediating role between openness and entrepreneurial intention. The research results further provide a reference value for the improvement and optimization of entrepreneurial practice.

The research aims to explore the influence mechanism of proactive personality on the entrepreneurial intentions of college students. Adopting proactive personality scale, social capital scale, human capital scale, and entrepreneurial intention scale, this research tested valid samples of 300 Chinese college students. The results revealed that proactive personality exerted a significant and positive impact on the entrepreneurial intentions. Social capital played a partial mediating role between the proactive personality and the entrepreneurial intentions. Human capital also played a partial mediating role between proactive personality and entrepreneurial intentions. Social capital and human capital exerted a chain mediation effect between proactive personality and entrepreneurial intentions. The result of this research offers valuable insights to the study of the influence of college students’ proactive personality on entrepreneurial intentions and provides entrepreneurship education management in colleges with specific practical suggestions so as to improve entrepreneurial intentions among college students.

The present study explores the underlying mechanism of the relationship between college students’ social anxiety and mobile phone addiction. Adopting college students’ social anxiety scale, regulatory emotional self-efficacy scale, subjective well-being scale and mobile phone addiction scale, this research tested valid samples of 680 Chinese college students. The results indicated that social anxiety exerted a significant and positive impact on mobile phone addiction. Regulatory emotional self-efficacy played a partial mediating role between social anxiety and mobile phone addiction. Subjective well-being also played a partial mediating role between social anxiety and mobile phone addiction. Moreover, both regulatory emotional self-efficacy and subjective well-being were found to play a chain mediating role between social anxiety and mobile phone addiction. The study provides valuable insights into the impact of college students’ social anxiety on mobile phone addiction.

This study explored the relationship among the emotional labor, psychological capital, and mental health of preschool teachers. A questionnaire survey was conducted on 411 preschool teachers in China. The results revealed the following: (1) One emotional labor strategy (Surface acting) had a significant negative effect on mental health, whereas two emotional labor strategies (expression of naturally felt emotions and deep acting) had significant positive effects. (2) The psychological capital of preschool teachers had a complete mediation on the relationship between expression of naturally felt emotions and mental health and between the deep acting and mental health.

This study discussed the relationship among university students' entrepreneurial self-efficacy, social support, and entrepreneurial intentions. In 2018, the present study recruited 870 students from a public university in Hainan Province, China. This university offered entrepreneurial practice courses, students from this university had been performing exceptionally in entrepreneurial competitions, and its graduates showcased outstanding entrepreneurship, indicating this university a paradigm of entrepreneurial education. Entrepreneurial self-efficacy scale, perceived social support scale, and entrepreneurial intention scale were employed to survey the students. Specifically, the effect of university students' entrepreneurial self-efficacy on entrepreneurial intention and the moderation of social support on said effect were explored. The following results were obtained: (a) entrepreneurial self-efficacy significantly and positively predicted entrepreneurial intentions, and (b) social support positively moderated the effect of entrepreneurial self-efficacy on entrepreneurial intentions. This study provided a theoretical and practical reference for improving the entrepreneurial intentions of university students.

As one typical form of play, play center activities are commonly used in early childhood education programs in China. This study used the Activities Sub-scale of the Chinese Early Childhood Environment Rating Scale (CECERS) to measure the quality of the play center activities in K2 (4-5 years old) classroom, which based on a stratified random selection of 48 classrooms in Guangdong Province in China. Results found that the overall quality of play center activities was slightly below qualified (5 points), and there are significant differences between urban and rural, private and public, high and low level of kindergartens. Quality of three dimensions (material and space, opportunity and time, design and organization) also showed a medium level (above 4 points), and significant differences of three dimensions are found between urban and rural, private and public, high and low level of kindergartens. Findings and implications will help teachers to better support and enhance children’s play center activities and early learning.