RESUMEN
This study investigated the effects of school climate and students' aesthetic experience on their professional identity and innovative behavior. A survey was conducted with 385 students from hospitality-related departments of colleges and universities in Hainan, China, and the data were analyzed using a hierarchical linear model (HLM). Using the criteria constituting the students' aesthetic experience scale proposed by Chang, it was found that teacher support can improve students' professional identity; school climate and students' understanding of beauty and full experience contribute to the development of students' innovative behavior; students' understanding of beauty and full experience have mediating effects between teacher support and professional cognition; students' understanding of beauty and full experience have mediating effects between student support and innovative behavior; student support positively moderates the relationships between full experience with professional cognition and students' appraisal of the hospitality industry; and teacher support positively moderates the relationship between students' full experience and professional emotion. Therefore, teacher support under school climate and students' understanding of beauty and full experience under aesthetic experience were the most important factors in enhancing hospitality department students' professional identity and innovative behavior.
RESUMEN
Based on social contagion theory, this study examines the mediating role of formalization of organizational structure between organizational identification and faculty conformity. It also analyzes the moderating role of conflict management style between organizational identification and faculty conformity, and formalization of organizational structure and faculty conformity in universities in Hunan province, China. Convenience sampling was employed to select the subjects, and 1,024 Chinese faculty members including teaching staff and administrative staff were surveyed online with the questionnaire consist of organizational identification scale, organizational formalization scale, conflict management style scale, and faculty conformity scale. 1,000 valid respondents were collected and SPSS was used to analyze the data through descriptive analysis, analysis of variance, correlation analysis, and hierarchical multiple regression. The results showed that faculty members' organizational identification had a positive effect on faculty conformity; formalization of organizational structure partially mediated the relationship between organizational identification and faculty conformity; and conflict management style positively moderated the relationship between organizational identification and faculty conformity and between formalization of organizational structure and faculty conformity. University administrators are often the initiators of conformity as they are responsible for formulating internal regulations. Therefore, they must monitor and coordinate workplace conflicts, resolve and guide faculty conformity, promote individual faculty members' self-improvement, and foster steady organizational development.
RESUMEN
The COVID-19 pandemic has had a significant impact on education worldwide. The disease first hit China and numerous Chinese cities then started to conduct online courses. Therefore, this study aims to explore the effect of the Shanghai students' emotional intelligence, learning motivation, and self-efficacy on their academic achievement when they participated in online English classes during the latter phase of the pandemic in China. Furthermore, the research also examines whether the students' emotional intelligence can influence their academic achievement through the mediation effect of their learning motivation and self-efficacy. Social Cognitive Theory (SCT) and the social cognitive Expectancy-Value Model were employed to build the research framework, and the method of structural equation modeling (SEM) was utilized to conduct the model verification. Ten universities in Shanghai, China were selected for sampling. In total, 450 students were surveyed of which 404 questionnaires were valid. The results show that the students' emotional intelligence did not directly affect their academic achievement. Nevertheless, the students' emotional intelligence had a positive effect on their learning motivation and self-efficacy. In addition, mediation analysis showed that the relation between emotional intelligence and academic achievement was sequentially mediated by learning motivation and self-efficacy.
