Baiyan Du’s research while affiliated with Quzhou University and other places
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The popularity of short videos has made knowledge-oriented short videos increasingly popular. They have positive effects in promoting the learning of short video learners but also face some process challenges. This research mainly analyzes the impact of self-determined motivation on self-directed learning ability. For this purpose, a questionnaire survey was conducted among 196 undergraduate students. The results show that in short video learning, self-determined motivation has a significantly positive impact on self-directed learning ability, especially the positive impact of intrinsic motivation in self-determined motivation on self-directed learning ability. However, in short video learning, the intrinsic motivation of short video learners is relatively weak. Based on the above research results, suggestions for enhancing the intrinsic motivation of short video learning are put forward. This research provides theoretical and practical guidance for educators and short video learners, aiming to optimize the application of short videos as a learning tool.
This study explores the impact of career activity participation satisfaction and teacher support on college students’ career maturity, verifies the mediating role of career decision-making self-efficacy therein, and finally proposes strategies for improving college students’ career maturity from the perspective of the integration of industry and education. To this end, a total of 300 college students’ questionnaire survey results were analyzed. The results show that both career activity participation satisfaction and teacher support have significant positive effects on career decision-making self-efficacy and career maturity. Among them, the direct influence of teacher support on career maturity is better than that of career activity participation satisfaction. In addition, career decision-making self-efficacy mediates the relationships between career activity participation satisfaction and career maturity, and between teacher support and career maturity, having a partial mediating effect. This indicates that in the process of improving college students’ career maturity, it is necessary to focus on increasing college students’ career practice opportunities, establishing a sound integration mechanism of industry and education, and paying attention to teachers’ career guidance and support to enhance students’ career decision-making self-efficacy, thereby ultimately promoting students’ mature career awareness.
Introduction
Breaking new ground in the exploration of workplace dynamics, this study pioneers an investigation into the mediating role of perceived emotional intelligence (PEI) in the relationship between affective job satisfaction and organizational identification among Chinese technological workers. This novel focus addresses a critical gap in existing research, particularly in understanding the psychological underpinnings within this specific cultural and professional context.
Methods
Involving 392 workers aged 23 to 60, our research offers a comprehensive examination of how the three subdimensions of PEI - attention, clarity, and emotional repair - interact with job satisfaction to influence organizational identification. Through extensive questionnaires, we assessed these subdimensions alongside affective job satisfaction and the workers’ identification with their organization.
Results
Our findings reveal a significant, positive correlation between job satisfaction and all PEI subdimensions. Notably, while emotional clarity and emotional repair showed a positive relationship with organizational identity, attention did not. Further analysis highlighted the substantial direct impact of Affective Job Satisfaction on Organizational Identification, with emotional clarity and emotional repair playing critical mediating roles.
Discussion
These insights illuminate the unique function of Perceived Emotional Intelligence as a mediator and enhancer in the relationship between job satisfaction and organizational commitment. The results underscore the necessity of integrating strategies to cultivate emotional intelligence in the workplace, potentially leading to stronger organizational ties and improved overall worker well-being. By shedding light on these complex psychological mechanisms, our study not only enriches the theoretical landscape but also offers practical guidance for fostering healthier, more productive work environments.
In the highly competitive employment environment, most college students have left their jobs for a short time after employment, and attention should be paid to students’ career adaptation. However, the further influence of skilled goal orientation, social support and career-determined self-efficacy on college students’ career adaptation needs to be confirmed. This study analyzes the effects of these factors on college students’ career adaptation. This study aims to analyze the impact of mastery goal orientation, social support, and vocational decision self-efficacy on career adaptation among 224 university students in East China. The results indicated that university students generally exhibit positive levels of mastery goal orientation, social support, vocational decision self-efficacy, and overall career adaptation. Female students demonstrate higher levels of mastery goal orientation, social support, vocational decision self-efficacy, and career adaptation compared to male students. As students progress in their academic years, their levels of mastery goal orientation, social support, vocational decision self-efficacy, and career adaptation tend to increase. Students majoring in humanities and social sciences have higher level than students majoring in science and engineering in all factors. Students majoring in humanities and social sciences exhibit more optimism in all factors compared to students in science and technology fields. The relationships among these factors show positive correlations. Mastery goal orientation, social support, and vocational decision self-efficacy all have positive effects on career adaptation. Among these, family support stands out as the most influential subordinate factor of social support on career adaptation. The most influential subordinate factor of vocational decision self-efficacy on career adaptation is conscious decision-making. Therefore, male, lower grade, science and engineering college students are the groups that need to be paid attention to in improving career adaptation. Skilled goal orientation, family support and conscious decision making have a better effect on the improvement of career adaptation. These results can provide important reference information for universities, counselors and college students in the training of career planning, and theoretically enrich the relevant research on college students’ career adaptation, and provide certain enlightenment for future researchers.
The issue of academic achievement among Chinese university students is emerging due to difficulties in finding employment. This study investigates the structural relationships between social support, goal orientation, and academic achievement with the aim of enhancing students’ academic performance and facilitating sustained employability. Data were collected from 202 college students in South China, revealing that students’ levels of social support, goal orientation, and academic achievement were all moderate. Lower-grade students, in comparison to higher-grade students, exhibited lower levels of social support, goal orientation, and academic achievement. Additionally, students from lower economic backgrounds tended to lack social support. Among the factors of social support, goal orientation, and academic achievement, there were positive correlations among these three variables. Social support significantly and positively influenced goal orientation and academic achievement. Specifically, the sub-factors of social support, school support, and teacher support had differential effects, with school support enhancing academic achievement and teacher support boosting goal orientation. Goal orientation also significantly and positively impacted students’ academic achievement, with the sub-factor of mastery goals having a stronger influence. Goal orientation partially mediated the relationship between social support and academic achievement. This study discusses limitations and provides insights for future research.
This study surveyed the job preparation behaviors of 210 college students and proposed strategies for job preparation behaviors that college students need to adapt to before entering the workplace. The results indicate that the overall level of students' job preparation behaviors is moderately average (M=3.07). Among the sub-factors of goal achievement behaviors, tool preparation behaviors, and information gathering behaviors, goal achievement behaviors scored the highest (M=3.14). Male students had higher scores in information gathering and tool preparation behaviors than female students; senior students outperformed junior students in information gathering; and students in science and engineering majors scored higher in information gathering and tool preparation behaviors than those in humanities and social sciences. The findings of this study have practical significance for optimizing and improving employment planning education in higher education and provide a foundational reference for research in high-quality employment, employment equality, and industry-education integration.
... Over time, researchers expanded this concept to explore the relationships between career identity, interests, decisionmaking and other factors. Thus, career decision-making self-efficacy plays a critical role in career development, explaining various psychological factors such as motivation, behaviour and attitudes related to career progression (Du et al., 2024). Career choice is influenced by multiple factors, including personality, interests, selfconcept, cultural identity, and socio-economic status. ...
... Teacher support is a constituent element within the social support system. Originally, the three elements of social support were family support, friend support, and teacher support (Baiyan, Yuege, Yuzhe & Jun, 2024). Originally, teacher support aimed to provide students with help and encouragement in various ways to promote their academic, emotional, and social development, meet their multiple needs, and assist them in achieving personal goals (Oh, 2015). ...
... Studies by Kim (2019) and Jiang (2023) As for teacher support, an external factor, its main role is to help students clarify career goals through guidance and encouragement. Because when students receive support and feedback from teachers during the career planning and development process, they will feel more confident and have a sense of direction (Baiyan, Xu, Siyu & Yuege, 2024). When this kind of support not only helps students acquire necessary vocational skills and knowledge but also cultivates their career consciousness, and the contribution of teacher support to career maturity has also been confirmed by relevant studies (Dongsim & Joo, 2017;Joo, Kang & Choi, 2013). ...