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The current research examined differences in career decision-making profiles (CDMP) between American and Chinese university students, as well as the meditational mechanisms possibly underlying these cultural differences. The results of a survey among American (N = 929) and Chinese (N = 945) undergraduates showed that Chinese participants scored significantly higher on consulting with others, desire to please others, willingness to compromise, dependence on others, procrastination, but lower on aspiration for an ideal occupation, internal locus of control, and effort invested in career decision-making than did the American participants. Using a model based on self-construals and subjective cultural norms, we established that interdependent self-construal, independent self-construal and the The dimensions of CDMP include information gathering (IG, the degree to which individuals are thorough in collecting information), information processing (IP, the degree to which individuals analyze and process information into its components), locus of control (LC, the degree to which individuals believe their career future is controlled by external forces rather than by themselves), effort invested in the process (EI, the amount of time and effort invested in the decision-making process), procrastination (PR, the degree to which individuals delay beginning or advancing through the career decision-making process), speed of making the final decision (SP, whether individuals quickly make final decisions once the information has been collected), consulting with others (CO, the extent to which individuals consult with others during the various stages of decision process), dependence on others (DO, the degree to which individuals expect others to make the decision for them), desire to please

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This study approaches foreign language enjoyment (FLE) through the lenses of positive psychology, and in particular, examines how enjoyment is affected by emotion regulation (ER) and two factors concerning cooperative learning (CL) in a classroom climate, namely positive goal interdependence (PGI) and peer personal support (PPS). To achieve this goal, 115 Chinese university freshmen (male 47; female 68) aged between 18 to 20 (M = 18.69; SD = 0.65) were invited to complete a questionnaire. Regression analyses revealed a clear three-factor structure determining the FLE of students learning English as a foreign language (EFL), which are ER, PGI that highlights cooperation, and PPS that emphasizes the interpersonal relationship between peers. It also showed that PGI and PPS significantly influence each other while positively and jointly shaping FLE. The findings suggest that university EFL students with higher ER abilities are more likely to obtain enjoyment in the learning process and that positive interdependence and interpersonal support during CL also play an effective role in deciding students’ FLE. The study not only confirms the importance of ER and CL which may lead to high-level learning enjoyment, but also provides practical implications for the realization of an enjoyable second language acquisition (SLA) experience.

Purpose Entrepreneurial process strongly relies on context. The previous entrepreneurship research in developed countries over-emphasizes on its economic impact, but ignores its social impact, which leads to the slow development of entrepreneurship theories. Transitioning China provides entrepreneurs with a typical environment where opportunities and constraints coexist, which is a new research area in the field of entrepreneurship study. Design/methodology/approach Based on the grounded theory approach, this paper generalizes a local entrepreneurial process model from a multiple case study. Findings The paper states that the interaction among entrepreneurs, opportunities and institutional context is the core of the process. To be specific, entrepreneurial process includes an inner and an outer mechanism. The inner mechanism is based on the relations among institutional constraints, entrepreneurs and opportunities: nascent entrepreneurs, forced by institutional constraints to start a business, undergo a psychological process with entrepreneurial angst, reflective learning and effectuation and finally create business opportunities. The outer mechanism is grounded in the relations among new ventures, institutional evolution and opportunity development: new ventures facilitate institutional evolution through institutional entrepreneurship strategies, which in turn supports the ventures in the sustainable development of opportunities. Originality/value This study illuminates the social and institutional impact of entrepreneurial behavior, which is gradually fading and forgotten in modern society. The findings of the study enrich the research on entrepreneurial process, entrepreneurial cognition and institutional entrepreneurship and also provide implications for entrepreneurs.