Yuege Lai’s research while affiliated with Quzhou University and other places

Based on Bronfenbrenner's ecological systems theory, this paper explores strategies for enhancing learning outcomes of rural primary school students, with a specific focus on the synergistic effects between two microsystems - families and schools. The study reveals that rural students' academic performance is directly influenced by these two microsystems, while home-school collaboration as a mesosystem significantly promotes educational achievement. Through analyzing factors affecting rural pupils' learning outcomes from both familial and institutional perspectives, the article proposes concrete collaborative strategies, aiming to provide theoretical support and practical guidance for the development of rural basic education.

With the deepening of educational reforms, rural basic education has garnered increasing societal attention. Family education, as a critical factor influencing children's development, demonstrates unique significance in rural areas. This study aims to explore the fundamental characteristics of positive parenting styles among rural primary school students' parents and propose strategies to enhance family education effectiveness. Focusing on Qingxi Village, Fujian Province, as a case study, data were collected through questionnaire surveys measuring parental practices in three dimensions: warmth, autonomy support, and problem-solving assistance.However, challenges persist due to a lack of effective educational guidance and resources, leading to suboptimal parenting approaches. The study recommends strengthening parental training programs and expanding educational support services to foster holistic development among rural students.

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.

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.