This study examines how organizational support influences the career adaptability of novice university teachers in Guangdong,China,and the mediating role of teacher self-efficacy.Drawing on social cognitive theory and...This study examines how organizational support influences the career adaptability of novice university teachers in Guangdong,China,and the mediating role of teacher self-efficacy.Drawing on social cognitive theory and organizational support theory,we hypothesized that organizational support would positively predict career adaptability through self-efficacy.A cross-sectional survey was conducted with 326 novice teachers(with 1–3 years of teaching experience)from 12 universities in Guangdong.Data were analyzed using correlation analysis,hierarchical regression,and bootstrap.Results showed that:(1)organizational support was positively associated with both self-efficacy(r=0.62,P<0.001)and career adaptability(r=0.58,P<0.001);(2)self-efficacy fully mediated the relationship between organizational support and career adaptability(indirect effect=0.24,95%CI[0.18,0.31]),with a partial reduction in the direct effect fromβ=0.35 toβ=0.17(P<0.05);(3)female teachers reported higher self-efficacy than males(P<0.05),and teachers with 2 years of experience showed significantly higher adaptability than those with 1 year(P<0.05).The findings highlight the critical role of self-efficacy in translating organizational support into adaptability,providing empirical evidence for universities to design targeted support strategies.展开更多
The shift towards online intelligent learning has become the norm in education and is now a fundamental part of modern educational activities.However,this new model can influence students’learning behavior and lead t...The shift towards online intelligent learning has become the norm in education and is now a fundamental part of modern educational activities.However,this new model can influence students’learning behavior and lead to changes in their approach to learning.Based on online intelligent learning,we investigated how the academic self-efficacy of nursing students affects their engagement with learning and explored the role of academic attribution as a mediator.Five hundred fifty-three nursing college students from Hebei and Hunan provinces in China participated in the online questionnaire.The results revealed that effort plays a mediating role in the relationship between academic self-efficacy and learning engagement.展开更多
This study examined how perceived human-computer interaction(HCI)is related to employees’helping behaviors with role breadth self-efficacy and digital fluency.An online scenario experiment(study 1;female=61.3%;mean a...This study examined how perceived human-computer interaction(HCI)is related to employees’helping behaviors with role breadth self-efficacy and digital fluency.An online scenario experiment(study 1;female=61.3%;mean age=30.79 years;bachelor’s degree=68.7%)and a questionnaire survey(study 2;male=44.2%;younger than 30 years=50.6%;bachelor’s degree=61.5%)found that perceived HCI exerts a significant positive indirect effect on employee helping behavior through improved role breadth self-efficacy.This positive indirect effect is stronger when employee digital fluency is high.Findings are consistent with social cognitive theory,which proposes that the relationship among environment,individual cognition,and behavior is mutually determined,and the influence of environment on individual behavior varies with individual characteristics.The findings imply a need for employer organizations to create favorable human-computer interaction environment for employees’digital fluency to promote role breadth self-efficacy and helping behavior in the digital age.展开更多
This study examines the transmission of gender stereotypes in the educational process and their impact on girls’choices of Science,Technology,Engineering,and Mathematics(STEM)majors.Utilizing a mixed-methods approach...This study examines the transmission of gender stereotypes in the educational process and their impact on girls’choices of Science,Technology,Engineering,and Mathematics(STEM)majors.Utilizing a mixed-methods approach with a sample of 500 high school students,the research identified a significant negative correlation between the perception of gender stereotypes and intentions to pursue STEM fields,particularly among female students.The study’s findings suggest that educational interventions aimed at challenging gender stereotypes can enhance self-efficacy and encourage more equitable STEM major choices.The importance of female role models and equitable teaching practices in mitigating the impact of gender stereotypes is also highlighted.The paper concludes with recommendations for educational policy makers,schools,teachers,parents,and society to collaboratively address gender biases and support all students in STEM education.展开更多
基金supported by the Teaching Quality and Teaching Reform Project of Dongguan City University(JY2022022301).
文摘This study examines how organizational support influences the career adaptability of novice university teachers in Guangdong,China,and the mediating role of teacher self-efficacy.Drawing on social cognitive theory and organizational support theory,we hypothesized that organizational support would positively predict career adaptability through self-efficacy.A cross-sectional survey was conducted with 326 novice teachers(with 1–3 years of teaching experience)from 12 universities in Guangdong.Data were analyzed using correlation analysis,hierarchical regression,and bootstrap.Results showed that:(1)organizational support was positively associated with both self-efficacy(r=0.62,P<0.001)and career adaptability(r=0.58,P<0.001);(2)self-efficacy fully mediated the relationship between organizational support and career adaptability(indirect effect=0.24,95%CI[0.18,0.31]),with a partial reduction in the direct effect fromβ=0.35 toβ=0.17(P<0.05);(3)female teachers reported higher self-efficacy than males(P<0.05),and teachers with 2 years of experience showed significantly higher adaptability than those with 1 year(P<0.05).The findings highlight the critical role of self-efficacy in translating organizational support into adaptability,providing empirical evidence for universities to design targeted support strategies.
基金Research Project on Education and Teaching Reform at Hebei University of Chinese Medicine(22yb-45)Hebei Province Higher Education Teaching Reform Research and Practice Project(2021GJJG278)。
文摘The shift towards online intelligent learning has become the norm in education and is now a fundamental part of modern educational activities.However,this new model can influence students’learning behavior and lead to changes in their approach to learning.Based on online intelligent learning,we investigated how the academic self-efficacy of nursing students affects their engagement with learning and explored the role of academic attribution as a mediator.Five hundred fifty-three nursing college students from Hebei and Hunan provinces in China participated in the online questionnaire.The results revealed that effort plays a mediating role in the relationship between academic self-efficacy and learning engagement.
基金supported by the Ministry of Education in China Project of Humanities and Social Sciences(Grant No.23YJC630120)Hubei Provincial Department of Education Science and Technology Plan Project(Grant No.Q20221605)Research Project of Wuhan Polytechnic University(Grant No.2022Y32).
文摘This study examined how perceived human-computer interaction(HCI)is related to employees’helping behaviors with role breadth self-efficacy and digital fluency.An online scenario experiment(study 1;female=61.3%;mean age=30.79 years;bachelor’s degree=68.7%)and a questionnaire survey(study 2;male=44.2%;younger than 30 years=50.6%;bachelor’s degree=61.5%)found that perceived HCI exerts a significant positive indirect effect on employee helping behavior through improved role breadth self-efficacy.This positive indirect effect is stronger when employee digital fluency is high.Findings are consistent with social cognitive theory,which proposes that the relationship among environment,individual cognition,and behavior is mutually determined,and the influence of environment on individual behavior varies with individual characteristics.The findings imply a need for employer organizations to create favorable human-computer interaction environment for employees’digital fluency to promote role breadth self-efficacy and helping behavior in the digital age.
文摘This study examines the transmission of gender stereotypes in the educational process and their impact on girls’choices of Science,Technology,Engineering,and Mathematics(STEM)majors.Utilizing a mixed-methods approach with a sample of 500 high school students,the research identified a significant negative correlation between the perception of gender stereotypes and intentions to pursue STEM fields,particularly among female students.The study’s findings suggest that educational interventions aimed at challenging gender stereotypes can enhance self-efficacy and encourage more equitable STEM major choices.The importance of female role models and equitable teaching practices in mitigating the impact of gender stereotypes is also highlighted.The paper concludes with recommendations for educational policy makers,schools,teachers,parents,and society to collaboratively address gender biases and support all students in STEM education.
