The Relationship Between Smartphone Addiction and the Interpersonal Competence of Chinese Private College Students: A Moderated Mediation Model.

Purpose: As an aspect of the lives of private college students in China, interpersonal competence (IC) is important to their socialization and employment competence. This study aimed to investigate the relationship between Chinese private college students' smartphone addiction (SPA) and IC, the mediating effect of negative emotions (NE), and the moderating effect of psychological resilience (PR). Samples and Methods: Using simple random sampling, 5473 Chinese private college students (male 74.5%, urban household registration 51.6%, served as a student leader 31.5%) were recruited. Results: The results showed that (1) SPA positively predicted IC; (2) NE partially mediated the relationship between SPA and IC; and (3) PR moderated the relationships between SPA and NE, NE and IC, SPA and IC. Conclusion: These findings provide a new perspective to improve Chinese private college students' socialization and their employment competitiveness.

Current situation and influencing factors of each turnover of kindergarten teachers - a questionnaire survey.

Objective: Frequent teacher turnover may damage the development of teachers and the regular operation of kindergartens. This original research presented kindergarten teachers' first, second, and third turnover rates and occurrence times. This research analyzed the relationship between socio-demographic variables and the varying frequency of kindergarten teacher turnover. These data were used to investigate the characteristics of first, second, and third kindergarten turnover. This research evaluated kindergarten teachers' occupational ambition, emotional attachment, and self-efficacy. Likewise, this research also analyzed the social context, organizational support, management mechanism, reward, and occupational stress of kindergarten. These data were used to determine the key factors affecting kindergarten teachers' turnover. Methods: This research recruited 1,118 kindergarten teachers (mean age = 31.67, sd = 5.02; 3.85% male, 96.14% female) from China. Based on the existing scales, this research developed the Questionnaire of Kindergarten Teachers' Turnover and Influencing Factors for the survey. Kindergarten teachers reported basic information and the impact factors of their first, second, and third turnover through online questionnaires. The Chi-square test was used to analyze the correlation between socio-demographic variables and different frequencies of kindergarten teacher turnover. The binary logistic regression explored the eight factors affecting kindergarten teachers' first, second, and third turnover. Results: The results showed that 43.65% of kindergarten teachers had resigned. In detail, 25.60% of kindergarten teachers resigned once, 10.64% of kindergarten teachers resigned twice, and 8.41% of kindergarten teachers resigned thrice. Gender and marital status were significantly correlated with the three frequencies of kindergarten teacher turnover. Occupational stress, reward, management mechanisms, and ambition consistently affected kindergarten teachers' first, second, and third turnover. Conclusion: The relevant management departments should pay attention to the high turnover rate of kindergarten teachers and put forward more strategies to improve their stability. Women and married can be favored in the recruitment of kindergarten teachers. It is crucial to reduce pressure and improve rewards for kindergarten teachers. Also, kindergartens should provide the space to display teachers' talents and improve management mechanisms. These results provide empirical support for proposing effective policies to promote the stability of kindergarten teachers' construction.

Associations among teacher-child interaction, children's executive function and children's comprehensible vocabulary.

Objective: To understand the working mechanism and the relationships among the quality of teacher-child interaction (TCI), children's comprehensible vocabulary (CV) and executive function (EF). Methods: Using stratified sampling, 900 children (boys 50.2%) and 60 preschool teachers were recruited from 4 places in China for testing, and five measurement tools, including the Classroom Assessment Scoring System (CLASS), the Peabody Picture Vocabulary Test (PPVT-R), the Stroop test, a card sorting task, and the Wechsler Intelligence Scale for Children (WISC-IV), were used. Results: For every additional unit of TCI, EF increases by 0.55 units; For every additional unit of EF, CV increases by 0.55 units; For every additional unit of CV, EF increases by 0.55 units; For every additional unit of CV, TCI increases by 0.38 units; For every additional unit of TCI, CV increases by 0.38 units. In the Model of TCI-EF-CV, the estimated value of TCI and the total effect of comprehensible vocabulary is 0.18; Z = 9.84, which is significantly greater than 1.96 at the bias-corrected 95% confidence interval and at the percentile 95% confidence interval (0.15, 0.23), both of which do not contain 0. The direct effect of TCI and CV is significant and indirect effects account for 39%. In the Model of TCI-CV-EF, the total effect of TCI on executive function is 0.09 (Z = 6.14), the direct effect is not significant with bias-corrected 95% confidence interval and 95% confidence interval (-0.01, 0.03), both of which include 0. Conclusion: There are two-way effects among children's EF and CV, TCI and CV. EF plays a mediating role in the influence of TCI on CV. TCI positively predicts children's EF, but this mainly depends on CV. Therefore, TCI plays a positive role in the development of children's CV and EF.

Parental Psychological Flexibility and Children's Behavior Problems in Rural Areas in Northeast China: The Mediation of Children's Emotion Regulation.

Children's behavior problems are not conducive to their sustainable development. Therefore, it is of great value to explore the mechanism of relevant influencing factors on the behavior problems of rural preschoolers. This study aimed to reveal the direct effect of parental psychological flexibility on children's behavior problems and the mediating effect of children's emotion regulation. Based on simple random sampling, 355 caregivers (male = 31.25 years, SD = 9.78; 74.08% females; 9.01% bachelor degree) were recruited from eight rural kindergartens in three provinces in northeast China. With questionnaires, caregivers reported their parental psychological flexibility and assessed their children's emotion regulation and behavior problems. SPSS 25.0 software was used for statistical data analysis. The results support our hypotheses, suggesting that parental psychological flexibility, emotional stability, and emotional regulation negatively predicted children's externalizing and internalizing behavior problems. Meanwhile, emotional stability and regulation partially mediated the relationship between parental psychological flexibility and children's externalizing and internalizing behavior problems. These findings provide a new perspective for preventing and intervening in preschoolers' behavior problems.

Parents' Perceived Social Support and Children's Approaches to Learning in Rural China: A Moderated Mediation Model.

This study aimed to investigate the relationship between parents' perceived social support (PSS) and young children's approaches to learning (ATLs) in rural China, as well as the mediating effect of the home learning environment (HLE) and the moderating effect of parental negative emotions (PNE). Using the cluster random sampling method, 2714 kindergarteners (Mage = 52.99 months, SD = 10.28; 52.00% boys; 27.43% only child) were recruited from rural areas of eight provinces in China. With questionnaires, parents reported their PSS and PNE, HLE, and the children's ATLs. The results indicated that: (1) parents' PSS positively predicted children's ATLs; (2) the HLE partially mediated the relationship between parents' PSS and children's ATLs; and (3) PNE moderated the relationship between parents' PSS and children's ATLs. Thus, the results supported a moderated mediation model on the relationship between parents' PSS and young children's ATLs, with the HLE as a mediator and the parents' PSS as a moderator. These findings offer new avenues for intervening and supporting the development of young children's ATLs.

The Relationship Between School-Based Research and Preschool Teachers' Teaching Ability: The Mediating Role of Constructivist Beliefs in Teaching.

To understand the relationship between kindergarten school-based research (SBR) and preschool teachers' teaching ability and identify the mechanism by which SBR affects teachers' teaching ability, a survey of randomly sampled preschool teachers in Sichuan Province (N = 625, Mage = 26.61) was conducted online using three scales assessing community learning, teaching ability and teaching philosophy. The survey results showed that the level of SBR reached the upper-middle level. The level of SBR positively predicted the teaching beliefs and teaching ability of preschool teachers. SBR influenced teaching ability through direct and indirect effects, with indirect effects accounting for 23.5% of the total effect; however, only constructivist teaching beliefs played a mediating role in the relationship between SBR and teaching ability via an indirect effect. SBR focused on improvement in teaching ability should not only examine the connection between SBR and practical problems to promote improvement in teachers' teaching ability but also should examine the role of teachers' beliefs and influence teachers' teaching abilities by changing teachers' teaching beliefs.