Using data from 30 provinces and cities in China from 2005–2018, panel regression models, mediation models, quantile regressions and threshold regressions were used to examine the relationship between graduate student size expansion, innovative human capital and green total factor productivity (GTFP) and analyze the influence mechanisms and heterogeneity among them. The results of the study are as follows: First, graduate student expansion and innovative human capital are the driving force for GTFP growth in China, and graduate student size expansion indirectly boosts GTFP by promoting the supply of innovative human capital, with a 73% mediating effect. Second, the effects of graduate student expansion and innovative human capital on GTFP show a trend of diminishing marginal benefits, and the estimated coefficient of the effect of graduate student scale share on GTFP has an inverted U-shaped relationship. Third, there is a significant threshold feature of industrial structure upgrading in the influence of graduate student scale expansion on GTFP. The study makes suggestions in terms of expanding of the graduate students, rationalizing the enrollment structure of universities, optimizing the regional industrial structure and creating a social innovation environment.

Based on the survey data of 4,462 undergraduate students in Zhejiang Province, mainland China, this study investigated the influence of parenting styles on emotion regulation and the mediating role of student-faculty interaction. The study found that: (1) Male students scored significantly higher than female students on emotion regulation, overprotective parenting style and student-faculty interaction. (2) Parenting style has a direct positive effect on emotion regulation, and warm parenting style has a much greater effect on emotion regulation than overprotective parenting style. (3) The mediating effect of student-faculty interaction in the relationship between parenting style and emotion regulation holds true, with the mediating effect of academic student-faculty interaction being much higher than that of social student-faculty interaction. (4) The influence of warm parenting style on emotion regulation relies more on the direct effect, while the influence of overprotective parenting style on emotion regulation relies more on the mediating effect of student-faculty interaction.

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