This study explores the link between smartphone addiction in senior high-school students, parent–child relationship, loneliness, and self-efficacy on the basis of the theory of planned behavior (TPB) and social cognitive theory (SCT). A survey of 2172 students (1205 female students, 966 male students; mean age = 16.58 years, SD = 0.78) from 32 senior high schools in Taiwan was conducted. Moderation mediation analysis was performed using Model 14 of SPSS PROCESS-macro to test the hypotheses of this study. The result showed that the parent–child relationship was negatively related both to smartphone addiction and loneliness, which mediated the link between parent–child relationship and smartphone addiction. Self-efficacy was also found to moderate the level of loneliness related to smartphone addiction. Specifically, loneliness will ease when the parent–child relationship improves, and smartphone addiction will accordingly lessen. It was also discovered that the elevation of self-efficacy could mitigate the level of addiction. Lastly, this study provided parents, education agencies, and other policymakers in the education sector with implications based on these findings. Preventive measures for smartphone addiction and recommendations for future investigations are also given.
Academic dishonesty has become a global issue widely studied in many countries. Plagiarism using the Internet is prevalent across the world and seems to be increasing, affecting the reputation of schools and even countries. On the basis of the social cognitive theory and the theory of planned behavior, this study explored the relationship between ethical attitude and academic dishonesty, and we focused on the moderating effect of ethical climate on the relationship. A survey of 1271 students (745 female students, 526 male students; mean age = 16.38 years, SD = 0.76) from 31 senior high schools in Taiwan was conducted and analyzed using hierarchical regression by SPSS 26 to test the hypotheses of this study. The result shows that: (1) Compared with male students, female students had a more positive attitude towards ethical attitude and showed less academic dishonesty. Compared with general senior high school students, vocational senior high school students showed a more positive ethical attitude and a positive ethical climate; (2) ethical attitude was negatively related to academic dishonesty; (3) high ethical climate strengthened the negative relationship between ethical attitude and academic dishonesty. In addition, the theoretical implications, practical implications, and directions for future research are also discussed in this article. The result of the study can be a credible reference for educational researchers and educational administrative systems, when planning ethical-related courses or educational policies for high schools with more emphasis on academic dishonesty and other relevant issues.
This study explored the mediating effects of team processes and team engagement on the relationship between empowering leadership and team innovation using a time-lagged research design and two-source data, where the supervisors’ team innovation rating was measured after a 3-month lag. Structural equation modeling was used to test the hypotheses. The findings showed that (1) team processes fully mediated the positive relationship between empowering leadership and team innovation, (2) team engagement fully mediated the positive relationship between empowering leadership and team innovation, and (3) the positive covariance of both team processes and team engagement contributed to stimulating the positive effect of empowering leadership on team innovation. Theoretical implications, practical implications, and directions for future research were also discussed.
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