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Breastfeeding Right now along with Medical in the foreseeable future: the expertise of the unexpected irruptions.
The contrast is between beginning with the mind or beginning with social activity in explaining the mind.In China-Mainland, the turnover rate of private kindergarten teachers remains high for a long time. With 692 Chinese private kindergarten teachers as subjects, we applied a questionnaire survey to examine the relationship between self-occupation stereotypes held by private kindergarten teachers and their turnover intention and the underlying mechanisms. The structured equation model (SCM) was conducted to analyze data and revealed a significantly positive correlation between self-occupation stereotypes and turnover intention. Further analyses showed that on the individual level, personal control sense mediated the relationship between self-occupation stereotypes and turnover intention, and on the organization level, professional identity mediated the relationship between them. Additionally, self-occupation stereotypes were also related to turnover intention via the chain-mediating role of personal control sense and professional identity. The current research firstly clarified the acting paths between self-occupation stereotypes of private kindergarten teachers and turnover intention on both the individual and the organization levels. In practice, the research provided a novel perspective for policy makers to alleviate the turnover tendency of private kindergarten teachers.Given the current pandemic context generated by COVID 19, important changes in the way specific subjects to music education are taught emerged, affecting not only the particularities of learning and teaching in individual courses, but also the other courses regarding group learning or theoretical subjects. In this time, emergency remote teaching and learning requires cross-collaboration between instructional, content, and technological teams. Our research examines the students' attitudes toward online education, also presenting proposals for optimization and efficiency. The research was undertaken after an experience of a University semester in a lockdown context, and it aimed at undergraduate and master's degree students from music faculties in Romania. An important result was the mediating role of perceived utility of e-learning methods, perceived utility mediated the associations between compatibility of online methods and satisfaction toward the use of e-learning methods. A2ti1 The perceived compatibility of e-Learning methods with online music education led to a higher perceived utility which, in turn, predicted a higher satisfaction toward e-Learning Although this period accentuated the fear of interaction with others, the anxiety related to the unknown, the intolerance of uncertainty did not predict the satisfaction toward the use of e-learning platforms. In conclusion, more educational initiatives are needed to promote remote teaching methods in music education. In the absence of similar research in our country, we considered that future research on this topic is needed.Paradoxical leadership has received increasing research attention in recent years. Yet, questions remain as to why and when paradoxical leadership is effective in promoting employee work outcomes. Drawing upon the sense-making perspective, we propose that paradoxical leadership enhances employee task performance by increasing employees' adaptability, and paradoxical leadership is more effective when employees have higher levels of Zhong Yong thinking and organizational identification. To test our hypotheses, we conducted a multi-source and multi-wave survey study among 235 employees and their supervisors in southern China. The results of the regression analyses fully support our hypotheses. In general, our findings shed light on the underlying mechanisms, as well as the boundary conditions, of the effect of paradoxical leadership. The theoretical and practical implications of these findings are discussed.The impact of work-to-family conflict (WtoFC) can extend beyond family and work, and to other domains that contribute to well-being, such as the food domain. This study examined associations between WtoFC, perception of atmosphere of family meals (AFM), and satisfaction with food-related life (SWFoL) in dual-earner parents with adolescent children, and tested the mediating role of AFM between WtoFC and SWFoL. Questionnaires were administered to 473 different-sex dual-earner parents and one of their adolescent children (mean age 12.5 years, 51.4% male) in Temuco, Chile. Parents responded to a measure of work-to-family conflict; the three family members answered the Project-EAT Atmosphere of family meals scale, and the Satisfaction with Food-related Life Scale. Analyses were conducted using the Actor-Partner Interdependence Model and structural equation modeling. Results showed a negative association from WtoFC to SWFoL in both parents, while a more positive perception of atmosphere of family meals was linked to higher SWFoL in the three family members. Moreover, WtoFC was negatively linked to SWFoL in parents, while only mothers' WtoFC had a negative association with their adolescent children's SWFoL. Policymakers and organizations can contribute to workers' and their families' food-related well-being by fostering policies and measures to reduce WtoFC.This study explored the contributions of teacher supports toward students' self-directed language learning beyond the classroom and investigated whether technology acceptance and technological self-efficacy could be the mediators between teacher supports and students' self-directed language learning in a sample of Chinese undergraduate students. A total of 197 freshmen students in one university in Eastern China participated in the questionnaires concerning teacher supports, technology acceptance, technological self-efficacy and self-directed language learning. The study highlighted the results (1) perceived usefulness mediated the relationship between teacher affective supports and students' self-directed language learning as well as the relationship between teacher capacity supports and students' self-directed language learning; (2) technological self-efficacy mediated the relationship between teacher affective supports and students' self-directed language learning as well as the relationship between teacher behavior supports and students' self-directed language learning; and (3) perceived easy of use had no noticeable mediating functions, but exerted an indirect influence on students' self-directed language learning. These findings extended previous researches by considering both the external factors (i.e., teacher supports) and the internal factors (i.e., technology acceptance and technological self-efficacy) of influencing students' self-directed language learning, thereby contributing to enhancing our understanding of the joint drive of the inherent and extrinsic power mechanisms. This study indicated the significance of elevating teachers' awareness of the substantial supports in enhancing students' self-directed language learning beyond the classroom and would inform that the future research on teachers' compliance in relation to technology use be converted from institutional mandates into teachers' conscientious behaviors.This study aims to investigate the effects of students' learning motivation and learning performance in a digital game-based learning setting and the structure of competition. This study uses Social Cognitive Theory, which emphasizes the bidirectional effects between personal factors, environmental factors, and behavior. We use the emotional state as the personal factor, social support as the environmental factor, learning performance as behavior. We also use self-efficacy and learning motivation as the mediating factors in the model. Data samples were collected from approximately 600 students in junior high schools in Taiwan. The students learned via either application or conventional lectures in three groups. The Control Group (CG) learned the course through a conventional learning approach. The Experimental group 1 (EG1) learned by a digital game, while Experimental Group 2 (EG2) learned through the digital game in combination with a structure that involved competing and entrepreneurship with classmates. The result of this research shows that the emotional state negatively affects learning motivation and self-efficacy, that self-efficacy will positively affect learning motivation, social support will positively affect self-efficacy, and self-efficacy and learning motivation will both positively affect learning performance. In addition, this research certifies previous works that entrepreneurs prefer to be more aggressive in competitions, have a high demand for accomplishment motivation, and are more likely to facilitate competitive over non-competitive environments.Background With the increasing incidence of mobile phone addiction, the potential risk factors of mobile phone addiction have attracted more and more researchers' attention. Although various personality trait factors have been proven to be significant predictors of mobile phone addiction, limited attention has been paid to preference for solitude. Considering the adverse impacts of preference for solitude in the context of collectivistic societies and its possible negative effect on mobile phone addiction, this study was designed to examine the relationship between preference for solitude and mobile phone addiction, and to test the mediating role of psychological distress and the moderating role of mindfulness in this relationship. Methods Data were collected through convenience sampling from a comprehensive university in China. A total of 927 Chinese college students (371 males and 556 females), aged from 16 to 24 (M age = 19.89 years, SD = 1.22), participated in this study. Their preference for solitude, psts with high levels of preference for solitude, particularly for those with lower levels of mindfulness.While argued to be fostering creativity, the effect of job crafting on creativity often turned out to be less effective than expected. The reason is that most existing studies focused on the top-down job design interventions. We proposed an elaborated theoretical model to explain the influence of strengths-based job crafting (SJC) on employee creativity (EC). Specifically, we examined the mediating effect of job self-efficacy (JSE) and the moderating effect of workplace status (WP) based on self-affirmation theory. A sample of 480 employees and their supervisors completed a battery of questionnaires. The results revealed that strengths-based job crafting was positively related to employee creativity, with job self-efficacy acting as a mediator for this relationship. Workplace status moderated both the direct and the indirect effects of job self-efficacy. For employees with a higher workplace status, strengths-based job crafting may generate more forces to promote employee creativity. The results suggest that strengths-based job crafting and workplace status can inspire employee creativity through a self-affirmation process.The purpose of this research was to examine the utility of psychometric and dynamic assessment for the identification of a twice-exceptional (2E) group of students who showed both mathematical high abilities and specific learning disabilities. Of a population of 800 students, 30 (14 boys and 16 girls) ages 10 to 12 years were selected and identified as twice-exceptional at three public elementary schools in Amman, the capital of Jordan. A combination of three psychometric tests and one dynamic math assessment tool was used to recognize the cognitive and perceptual characteristics strengths and difficulties among students. Both psychometric and dynamic assessment models were found important and complementary to one another for the identification of cognitive and perceptual characteristics of twice-exceptional children. The findings were reported and discussed.
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