We explored the concurrent impact of positive coping styles and psychological harmony on primary school teachers' job burnout, and the mediating role of psychological harmony in the relationship between positive coping styles and job burnout. Participants were 804 Chinese primary school teachers, who completed the Maslach Burnout Inventory - General Survey, the Coping Style Scale, and the Psychological Harmony Scale. The results showed there were significant negative correlations between job burnout and the two psychological structures of positive coping styles and psychological harmony. Use of positive coping styles directly affected primary school teachers' job burnout and also indirectly affected their job burnout through the mediator of psychological harmony. Implications of the findings are discussed.

IntroductionCultural intelligence can affect the cross-cultural adaptation of international students in China, but the mechanism of its influence is still unclear. This study examines the mediating effect of the psychological resilience of international students in China in the process of cultural intelligence affecting cross-cultural adaptation. We used the cultural intelligence scale, psychological resilience scale, and cross-cultural adaptation scale to measure 624 foreign students in China.Results(1) There is a significant positive correlation between the cultural intelligence, psychological resilience, and cross-cultural adaptation of international students in China. (2) Resilience plays a mediating effect in the influence of the cultural intelligence of international students in China on cross-cultural adaptation.ConclusionThe cultural intelligence of international students in China can directly affect their cross-cultural adaptation and can also affect their cross-cultural adaptation through the mediating effect of psychological resilience.

We investigated the validity and reliability of the Career Competencies Questionnaire (CCQ) in the cultural context of China. We translated the original version of the CCQ into Chinese and then conducted an exploratory factor analysis and a confirmatory factor analysis, and examined the internal consistency reliability and test–retest reliability. The CCQ–Chinese version comprised 21 items separated into six factors: reflection on motivation, reflection on qualities, networking, self-profiling, work exploration, and career control. According to the statistical results, the CCQ had adequate psychometric properties in the Chinese cultural context and may be utilized as a new instrument to assess Chinese kindergarten teachers' career competency.

We tested the validity and reliability of the Attitudes Towards School Violence Questionnaire with Chinese high school students. We translated the questionnaire into Chinese and performed exploratory factor analysis, confirmatory factor analysis, and test–retest and internal consistency reliability tests. As for the original questionnaire, the Chinese version of the Attitudes Towards School Violence Questionnaire comprises 28 items designed to measure four attitudes toward violence: that violence is a form of fun, a way to increase selfesteem, a way to solve problems, and perceived as legitimate. There were significant positive correlations among the students' attitudes toward school violence, and both their impulsive tendency and aggressive behavior. The results show that as the Chinese version of the Attitudes Towards School Violence Questionnaire had adequate psychometric properties, it can be used to assess the attitudes of Chinese high school students toward school violence.