An indicator of the view of time passing: the development and validation of the metacognitive knowledge of time passing scale (MKTPS) in Chinese college students.

How we view the passage of past time determines how we face time itself as well as our futures, which has a strong impact particularly during the highly creative and malleable college years. Chinese culture cherishes time deeply, and for centuries there has been a tradition of "educating children and youth to inspect the passage of time." However, in today's age of information and intelligence, time has shown a trend toward fragmentation. How do contemporary Chinese college students view the passage of time, and what structures or content does it contain? The answer to this question remains uncertain, necessitating further exploration. Following Flavell's theory of metacognitive knowledge (MK), we adopted a semi-structured interview method and used the results to first outline the basic structure of Chinese college students' view of time passing, identifying four major aspects: priming aftereffect, life touching, positive promotion, and negative inhibition. Then, using the initial four-dimensional structure as a starting point, we developed the Metacognitive Knowledge of Time Passing Scale (MKTPS), and carried out exploratory factor analysis and confirmatory factor analysis to test its fit. The results showed that the four-factor scale and its 22 items had a good fit to the data. Third, the reliability and validity of the self-developed scale were tested. The results show that the internal consistency, split-half, and retest reliability of the MKTPS are good (all rs > 0.60). The construct validity of the MKTPS is also good (r between subscales is 0.33-0.60, r between subscales and total scale is 0.64-0.87), the convergent validity with Zimbardo's negative past time perspective is high (r = 0.37), and the discriminant validity with Zimbardo's future time perspective is significant (r = 0.18). Regarding criterion correlation validity, the total scores of the MKTPS have a significantly higher positive correlation with those of the time management disposition (TMD) scale (r = 0.45). Future points for studying the view of time passing in adults of all ages and across cultures field and shortcomings of the current study are also discussed.

Linking undergraduates' future work self and employability: a moderated mediation model.

BACKGROUND: The career intentions of students play a crucial role in shaping the growth of the hospitality and tourism industry. Previous research underlines the significance of future work self in predicting outcomes related to one's career. However, there is limited knowledge regarding the precise ways, timing, and conditions under which the future work self of undergraduate students can enhance their employability. METHODS: This paper aims to address the existing research gap by employing career construction theory and self-determination theory to propose a moderated mediation model-i.e., career exploration serves as a mediator and job market knowledge functions as a moderator in the relationship between future work self and employability. We conducted two independent studies (i.e., an experimental study and a time-lagged field study) to test the proposed model. Specifically, in Study 1 we employed an experimental research design to recruit 61 students majoring in tourism management to participate. They were randomly assigned to two scenarios (future work self: high vs. low), and we manipulated different levels of future work self by means of scenario descriptions. In Study 2, we used the time-lagged research design to collect data via submitting questionnaires among 253 Chinese undergraduates who majored in hospitality and tourism at a university in the middle area of China. RESULTS: The results indicate a positive correlation between undergraduates' future work self and their employability. Furthermore, this relationship is mediated by a mediator of career exploration. It is important to note that this mediating relationship is also contingent upon the moderator variable of undergraduates' job market knowledge when considering the impact of career exploration on employability. CONCLUSION: The findings contribute to enriching the current understanding of the positive effects of future work self on undergraduates' desirable outcomes in employability.

Effect of mental resilience of left-behind children on self-esteem and emotional processing bias and social coping styles.

BACKGROUND: The long-term separation of parents and children as well as the incomplete family structure affect the mental health development of left-behind children and the formation of healthy personality, good interpersonal relationships and positive coping styles in adulthood. At present, there is insufficient empirical investigations on the mental resilience of left-behind children. OBJECTIVE: It is aimed to understand the mental health of left-behind children and explore the characteristics of mental resilience, self-esteem and emotional processing bias, as well as social coping styles. METHODS: The random sampling method is used to select the left-behind children as the research subject. The general demographic information questionnaire, RSCA (Resilience Scale for Chinese Adolescent), emotional self-rating scale, SES (Self-Esteem Scale), and coping style questionnaire are used for the survey. Also, the experiments on cognitive processing bias effects of self-esteem and emotion are further carried out. RESULTS: There are differences in demographic variables in mental resilience, self-esteem level, emotional level, and social coping styles. The low mental resilience group shows a processing bias towards low praise words, while the high mental resilience group shows a processing bias towards high praise words. At a low level of self-esteem, there is an interaction between mental resilience and self-esteem on low praise words. Mental resilience has a significant effect on the cognitive processing bias of emotion. Under the induction of positive emotions, the high mental resilience group responds significantly more slowly to the negative words than the low mental resilience group. Under the induction of negative emotions, the high mental resilience group responds significantly faster to the negative words than the low mental resilience group. CONCLUSIONS: Promoting the mental health education of left-behind children can start from enhancing positive emotions, reducing negative emotions, developing high self-esteem, and improving mature coping styles.