Intolerance of uncertainty fuels preservice teachers' smartphone dependence through rumination and anxiety during the COVID-19 pandemic: A cross-sectional study.

Objectives: We aimed to explore the relationship among intolerance of uncertainty (IU), rumination, anxiety, and smartphone dependence (SPD) in preservice teachers during the COVID-19 pandemic. Methods: Two cross-sectional studies were conducted with Chinese preservice teachers, using questionnaires on IU, rumination, anxiety, and SPD. Data were analyzed using AMOS 24.0 and SPSS 25.0, and the mediating mechanism was tested using the macro program Model 6. Study 1 recruited participants who were forcibly sequestered in a university due to an anti-epidemic policy during the COVID-19 crisis. Study 2 was surveyed online from different universities to replicate and enhance the reliability of Study 1 finding. Results: Study 1 (N = 553, Mage = 20.8 ± 2.3, 30.0% female) and Study 2 (N = 1610, Mage = 21.1 ± 2.1, 51.4% female) both found that IU affected SPD through the independent mediators of rumination and anxiety, as well as the chain mediation of rumination→ anxiety. In Study 1, the indirect effect of IU on SPD was significant through rumination (ß = 0.16, 95% CI [0.03, 0.06]), anxiety (ß = 0.11, 95% CI [0.03, 0.06]), and the chain mediation (ß = 0.02, 95% CI [0.01, 0.04]); in Study 2, the indirect effect of IU on SPD was significant through rumination (ß = 0.08, 95% CI [0.05, 0.11]), anxiety (ß = 0.10, 95% CI [0.08, 0.13]), and the chain mediation (ß = 0.02, 95% CI [0.02, 0.03]). Conclusion: Two cross-sectional studies found that preservice teachers' SPD is indirectly connected to IU, mediated by rumination and anxiety, and weakly mediated by the chain mediation of rumination and anxiety. Our findings may help educators understand the impact of anti-epidemic policies on preservice teachers and possible inclusive later interventions.

The influence of gratitude on pre-service teachers' career goal self-efficacy: Chained intermediary analysis of meaning in life and career calling.

Objective: The aim of the study was to explore the relationship among gratitude, meaning in life (MIL), career calling, and career goal self-efficacy (CGSE) of the pre-service teachers in the Free Teacher Education program in China and the internal mechanism of action. Methods: In this study, gratitude, MIL, career calling, and CGSE questionnaires were used to investigate 801 pre-service teachers. IBM SPSS 25.0 and AMOS 24.0 were used for data processing, and SPSS macro program Model 6 was used for the mediating mechanism. Results: (1) Gratitude was positively correlated with MIL and career calling. MIL was positively correlated with career calling. Gratitude, MIL, and career calling were significantly and positively associated with CGSE. (2) Gratitude influences pre-service teachers' CGSE mainly through the independent intermediary of MIL and career calling, and the chain intermediary of MIL→career calling, three indirect effects. Conclusion: Gratitude indirectly predicts CGSE of pre-service teachers not only through the independent intermediary of MIL and career calling but also through the chain intermediary of MIL and career calling.