Effect of proactive personality on career adaptability of higher vocational college students: the mediating role of college experience.

For higher vocational students, the college stage is an important period in their career development, and the college experience plays an important role in the relationship between their proactive personality and career adaptability, which in turn has a significant impact on their future career development. From the perspective of social cognitive career theory and taking 476 vocational students as samples, this paper explores the mediating role of college experience between proactive personality and career adaptability of vocational college students. The college experience scale is revised for higher vocational students, and it is verified to have good reliability and validity.

It Is Not Bad to Be the Big Fish in a Small Pond: Revisiting the Double-Edged Sword Model of College Students' Perceived Overqualification.

School psychologists are concerned about underperforming students; however, a recent study calls attention to a group of college students who believe themselves to outperform other students: students who perceive themselves as overqualified. In this study, we revisited the double-edged sword model of college students' perceived overqualification (POQ) by untangling the mediating mechanism between POQ, learning engagement, and life satisfaction. We also tested the interactions between the growth mindset and POQ.

Reciprocal associations between shyness, depression, and Internet gaming disorder among Chinese adolescents: A cross-lagged panel study.

While video games are one of the most common online entertainment activities, Internet gaming disorder (IGD) in adolescents is a critical issue that has become a widely raised public concern. This one-year longitudinal study examined the reciprocal associations between shyness, depression, and IGD symptoms in a sample of Chinese adolescents. A fully cross-lagged panel design was used, in which shyness, depression, and IGD symptoms were assessed at two time points with an interval of one year (T1 and T2).

Association Between Job Stress and Organizational Commitment in Three Types of Chinese University Teachers: Mediating Effects of Job Burnout and Job Satisfaction.

Utilizing the Job Demands-Resources (JD-R) model as the theoretical framework, this study examines the relationship between job stress, job burnout, job satisfaction, and organizational commitment among 1,906 university teachers in China, and investigates teachers' differences across groups. The result of SEM indicates that job burnout and job satisfaction could play mediating roles between job stress and organizational commitment. The result of multi-group analysis shows that for national university teachers, the positive effect of job stress on job burnout is the highest among three types of university teachers, the negative effect of job burnout on organizational commitment is lower compared with provincial university teachers and the negative effect of job burnout on job satisfaction is lower compared with provincial university teachers.