Yuanyuan Xu, J. Manap, Siti Fardaniah Abdul Aziz, Farhah Hanun Ngah
This paper provides in-depth knowledge regarding the fundamental factors influencing college students’ childbearing intentions. We used PubMed, ProQuest Dissertations, Web of Science, EBSCOhost, Scopus, and China National Knowledge Infrastructure to search for relevant articles published between January 1946 and April 2023. Among these, we incorporated 51 studies conducted in 20 countries into a quantitative synthesis. The results indicated that there were differences between developed and developing countries in terms of the factors influencing college students’ childbearing intentions. The primary factors affecting childbearing intentions in developed countries were fertility knowledge, personal pursuits, and partner relationships. However, the influencing factors in developing countries were more complex: Financial pressures and personal pursuits deterred college students from their aspirations to have children, and these challenges delayed their intended reproductive age. Implications of the findings are discussed.
{"title":"A systematic review of factors influencing the childbearing intentions of college students in developed and developing countries","authors":"Yuanyuan Xu, J. Manap, Siti Fardaniah Abdul Aziz, Farhah Hanun Ngah","doi":"10.2224/sbp.13235","DOIUrl":"https://doi.org/10.2224/sbp.13235","url":null,"abstract":"This paper provides in-depth knowledge regarding the fundamental factors influencing college students’ childbearing intentions. We used PubMed, ProQuest Dissertations, Web of Science, EBSCOhost, Scopus, and China National Knowledge Infrastructure to search for relevant articles\u0000 published between January 1946 and April 2023. Among these, we incorporated 51 studies conducted in 20 countries into a quantitative synthesis. The results indicated that there were differences between developed and developing countries in terms of the factors influencing college students’\u0000 childbearing intentions. The primary factors affecting childbearing intentions in developed countries were fertility knowledge, personal pursuits, and partner relationships. However, the influencing factors in developing countries were more complex: Financial pressures and personal pursuits\u0000 deterred college students from their aspirations to have children, and these challenges delayed their intended reproductive age. Implications of the findings are discussed.","PeriodicalId":179062,"journal":{"name":"Social Behavior and Personality: an international journal","volume":"45 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141837780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the growing interest in identifying psychological strengths that contribute to students’ psychological well‐being, the underlying mechanisms that students deploy specifically during college remain poorly understood. To address this gap, we conducted a cross-sectional survey to investigate the mediating role of resilience in the relationship between student‐faculty interaction and psychological well‐being among college students. Participants comprised 224 Chinese college students who completed self-report questionnaires. The results obtained from structural equation modelling indicated that resilience partially mediated the association between student‐faculty interaction and college students’ psychological well‐being. These findings contribute to understanding of the potential mechanism underlying the link between student‐faculty interaction and the psychological well‐being of college students, and provide new insight into potential strategies for strengthening these capabilities.
{"title":"Student‐faculty interaction and students’ psychological well‐being: The mediating role of resilience","authors":"Wenjuan Yu, Yi Zhou","doi":"10.2224/sbp.13234","DOIUrl":"https://doi.org/10.2224/sbp.13234","url":null,"abstract":"Despite the growing interest in identifying psychological strengths that contribute to students’ psychological well‐being, the underlying mechanisms that students deploy specifically during college remain poorly understood. To address this gap, we conducted a cross-sectional\u0000 survey to investigate the mediating role of resilience in the relationship between student‐faculty interaction and psychological well‐being among college students. Participants comprised 224 Chinese college students who completed self-report questionnaires. The results obtained\u0000 from structural equation modelling indicated that resilience partially mediated the association between student‐faculty interaction and college students’ psychological well‐being. These findings contribute to understanding of the potential mechanism underlying the link\u0000 between student‐faculty interaction and the psychological well‐being of college students, and provide new insight into potential strategies for strengthening these capabilities.","PeriodicalId":179062,"journal":{"name":"Social Behavior and Personality: an international journal","volume":"42 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141837841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Physical exercise plays an important role in promoting college students’ mental health, but the mechanism of the effect of physical exercise on mental health is still under investigation. We conducted a survey with 1,168 Chinese college students using stratified cluster random sampling. Physical exercise, social‐emotional competency, peer relationships, and mental health were assessed by using standard scales. Physical exercise was found to be positively correlated with mental health. Social‐emotional competency and peer relationships had both independent and chain mediating effects on the link between physical exercise and mental health. These results reveal the mechanism of the relationship between physical exercise and mental health, and provide a preliminary basis for studying the causal relationship between them. Our findings also provide practical insights for intervention in and promotion of college students’ mental health.
{"title":"Physical exercise and college students’ mental health: Chain mediating effects of social‐emotional competency and peer relationships","authors":"Yanying Liu, Qingkun Feng, Yao Tong","doi":"10.2224/sbp.13159","DOIUrl":"https://doi.org/10.2224/sbp.13159","url":null,"abstract":"Physical exercise plays an important role in promoting college students’ mental health, but the mechanism of the effect of physical exercise on mental health is still under investigation. We conducted a survey with 1,168 Chinese college students using stratified cluster random\u0000 sampling. Physical exercise, social‐emotional competency, peer relationships, and mental health were assessed by using standard scales. Physical exercise was found to be positively correlated with mental health. Social‐emotional competency and peer relationships had both independent\u0000 and chain mediating effects on the link between physical exercise and mental health. These results reveal the mechanism of the relationship between physical exercise and mental health, and provide a preliminary basis for studying the causal relationship between them. Our findings also provide\u0000 practical insights for intervention in and promotion of college students’ mental health.","PeriodicalId":179062,"journal":{"name":"Social Behavior and Personality: an international journal","volume":"11 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141837986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One option for improving store appeal is leveraging the power of in‐store music. This study explored the relationship between in‐store music and stores’ brand equity, with a particular focus on the mediating effect of customer satisfaction. We administered a paper‐based survey to a sample of 268 customers of four Korean apparel stores situated in the northeast region of China, where Korean music was utilized to attract customers. Data analysis was conducted using structural equation modeling. The findings revealed a positive and direct association between a favorable perception of in‐store music and stores’ brand equity. Moreover, customer satisfaction played a significant mediating role in this relationship. These findings, which shed light on how instore music can enhance customer satisfaction and promote stores’ brand equity, will be particularly useful for retailers.
{"title":"Customer satisfaction mediates the relationship between in‐store music and stores’ brand equity","authors":"Yuhua Cui, Rui Cao","doi":"10.2224/sbp.13210","DOIUrl":"https://doi.org/10.2224/sbp.13210","url":null,"abstract":"One option for improving store appeal is leveraging the power of in‐store music. This study explored the relationship between in‐store music and stores’ brand equity, with a particular focus on the mediating effect of customer satisfaction. We administered a paper‐based\u0000 survey to a sample of 268 customers of four Korean apparel stores situated in the northeast region of China, where Korean music was utilized to attract customers. Data analysis was conducted using structural equation modeling. The findings revealed a positive and direct association between\u0000 a favorable perception of in‐store music and stores’ brand equity. Moreover, customer satisfaction played a significant mediating role in this relationship. These findings, which shed light on how instore music can enhance customer satisfaction and promote stores’ brand\u0000 equity, will be particularly useful for retailers.","PeriodicalId":179062,"journal":{"name":"Social Behavior and Personality: an international journal","volume":"57 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141838135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the relationship between exercise self‐efficacy and aggressive behavior in college students, with interpersonal trust and prosocial behavior as mediators. We conducted a survey of 1,571 college students. The results were as follows: (a) exercise self‐efficacy was significantly and negatively related to aggression, and the direct path of exercise self‐efficacy to aggressive behavior was significant; (b) exercise self‐efficacy positively predicted interpersonal trust and prosocial behavior, while interpersonal trust significantly and positively predicted prosocial behavior, and prosocial behavior significantly predicted aggressive behavior; and (c) interpersonal trust and prosocial behavior played a significant mediating role in the relationship between exercise self‐efficacy and aggressive behavior. These findings have important practical significance as guidance for reducing aggressive behavior in college students.
{"title":"Exercise self‐efficacy and aggressive behavior in college students: Interpersonal trust and prosocial behavior as chain mediators","authors":"Lina Ma, Li Wu, Jing Li, Jiangfeng Lin","doi":"10.2224/sbp.13232","DOIUrl":"https://doi.org/10.2224/sbp.13232","url":null,"abstract":"This study examined the relationship between exercise self‐efficacy and aggressive behavior in college students, with interpersonal trust and prosocial behavior as mediators. We conducted a survey of 1,571 college students. The results were as follows: (a) exercise self‐efficacy\u0000 was significantly and negatively related to aggression, and the direct path of exercise self‐efficacy to aggressive behavior was significant; (b) exercise self‐efficacy positively predicted interpersonal trust and prosocial behavior, while interpersonal trust significantly and\u0000 positively predicted prosocial behavior, and prosocial behavior significantly predicted aggressive behavior; and (c) interpersonal trust and prosocial behavior played a significant mediating role in the relationship between exercise self‐efficacy and aggressive behavior. These findings\u0000 have important practical significance as guidance for reducing aggressive behavior in college students.","PeriodicalId":179062,"journal":{"name":"Social Behavior and Personality: an international journal","volume":"21 S2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141837850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We used social cognitive career theory to investigate the influence of college students’ entrepreneurship curriculum experience on their entrepreneurial intention, and constructed a theoretical model to explain its mechanism. We collected data from 293 Chinese college students by distributing questionnaires. Results of structural equation modeling demonstrated that entrepreneurship curriculum experience was positively related to entrepreneurial intention, with entrepreneurial self‐efficacy and outcome expectation entrepreneurship acting as mediators. Entrepreneurial self‐efficacy played the more significant mediating role of the two. In addition, we demonstrated through an exploratory factor analysis that gender had a close correlation with the influence of entrepreneurship curriculum experience on entrepreneurial intention, such that men scored significantly higher than women did on the dimensions of outcome expectation entrepreneurship and entrepreneurial intention. Implications of the findings are discussed.
{"title":"Influence of entrepreneurship curriculum experience on entrepreneurial intention","authors":"Liyan Yang, Xuan Mu, Yiming Xu","doi":"10.2224/sbp.13032","DOIUrl":"https://doi.org/10.2224/sbp.13032","url":null,"abstract":"We used social cognitive career theory to investigate the influence of college students’ entrepreneurship curriculum experience on their entrepreneurial intention, and constructed a theoretical model to explain its mechanism. We collected data from 293 Chinese college students\u0000 by distributing questionnaires. Results of structural equation modeling demonstrated that entrepreneurship curriculum experience was positively related to entrepreneurial intention, with entrepreneurial self‐efficacy and outcome expectation entrepreneurship acting as mediators. Entrepreneurial\u0000 self‐efficacy played the more significant mediating role of the two. In addition, we demonstrated through an exploratory factor analysis that gender had a close correlation with the influence of entrepreneurship curriculum experience on entrepreneurial intention, such that men scored\u0000 significantly higher than women did on the dimensions of outcome expectation entrepreneurship and entrepreneurial intention. Implications of the findings are discussed.","PeriodicalId":179062,"journal":{"name":"Social Behavior and Personality: an international journal","volume":"17 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141837873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We explored the effect of occupational stigma on work engagement, basing our research on conservation of resources theory. Frontline hotel employees (N = 286) in China completed an online survey. Analysis of the results showed that occupational stigma was negatively related to work engagement, and occupational identity and emotional exhaustion both played mediating roles in this relationship. These findings enrich the research on the antecedents of work engagement and provide practical implications for related management practice.
{"title":"The effect of occupational stigma on work engagement: A conservation of resources perspective","authors":"Zeyu Fan, Jie Wang","doi":"10.2224/sbp.12967","DOIUrl":"https://doi.org/10.2224/sbp.12967","url":null,"abstract":"We explored the effect of occupational stigma on work engagement, basing our research on conservation of resources theory. Frontline hotel employees (N = 286) in China completed an online survey. Analysis of the results showed that occupational stigma was negatively related to\u0000 work engagement, and occupational identity and emotional exhaustion both played mediating roles in this relationship. These findings enrich the research on the antecedents of work engagement and provide practical implications for related management practice.","PeriodicalId":179062,"journal":{"name":"Social Behavior and Personality: an international journal","volume":"25 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141041807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Previous research has shown that teacher–student relationships influence student engagement, which, in turn, plays a key role in academic achievement. However, few studies have focused on the mechanism between the teacher–student relationship and student engagement. To address this gap in the literature, this study examined the link between teacher–student relationships and college students' engagement via the mediator of peer relationships. The sample consisted of 222 university students in Southwest China. Results of structural equation modeling showed that a positive teacher–student relationship was positively related to student engagement, and peer relationships partially mediated this relationship. Our findings will help researchers and educators to better understand the mechanism of the link between teacher–student relationships and student engagement, and provide practical suggestions for improving college students' engagement.
{"title":"Teacher–student relationships and student engagement: The mediating effect of peer relationships","authors":"Zhongqiang Wang, Li Yuan","doi":"10.2224/sbp.13104","DOIUrl":"https://doi.org/10.2224/sbp.13104","url":null,"abstract":"Previous research has shown that teacher–student relationships influence student engagement, which, in turn, plays a key role in academic achievement. However, few studies have focused on the mechanism between the teacher–student relationship and student engagement. To address\u0000 this gap in the literature, this study examined the link between teacher–student relationships and college students' engagement via the mediator of peer relationships. The sample consisted of 222 university students in Southwest China. Results of structural equation modeling showed that\u0000 a positive teacher–student relationship was positively related to student engagement, and peer relationships partially mediated this relationship. Our findings will help researchers and educators to better understand the mechanism of the link between teacher–student relationships\u0000 and student engagement, and provide practical suggestions for improving college students' engagement.","PeriodicalId":179062,"journal":{"name":"Social Behavior and Personality: an international journal","volume":"19 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141023176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We explored the chain mediating role of psychological detachment and work–family conflict in the relationship between workplace fear of missing out (FOMO) and job burnout. Participants comprised 324 Chinese employees who completed online surveys at four time points. Results were as follows: (a) workplace FOMO was negatively correlated with psychological detachment and positively correlated with work–family conflict and job burnout, (b) psychological detachment and work–family conflict played a mediating role in the relationship between workplace FOMO and job burnout, and (c) psychological detachment and work–family conflict played a chain mediating role in the relationship between workplace FOMO and job burnout. The multiple mediating mechanisms by which workplace FOMO affects job burnout point to its harmful effects and indicate a need to reduce its potential impact on job burnout by increasing employees' psychological detachment and reducing their work–family conflict levels.
{"title":"Workplace fear of missing out and job burnout: The chain mediating effect of psychological detachment and work–family conflict","authors":"Guanfeng Shi, Wenbo Yan, Huiwei Pang, Zhaohui Liu, Xiong Zheng","doi":"10.2224/sbp.13008","DOIUrl":"https://doi.org/10.2224/sbp.13008","url":null,"abstract":"We explored the chain mediating role of psychological detachment and work–family conflict in the relationship between workplace fear of missing out (FOMO) and job burnout. Participants comprised 324 Chinese employees who completed online surveys at four time points. Results were\u0000 as follows: (a) workplace FOMO was negatively correlated with psychological detachment and positively correlated with work–family conflict and job burnout, (b) psychological detachment and work–family conflict played a mediating role in the relationship between workplace FOMO and\u0000 job burnout, and (c) psychological detachment and work–family conflict played a chain mediating role in the relationship between workplace FOMO and job burnout. The multiple mediating mechanisms by which workplace FOMO affects job burnout point to its harmful effects and indicate a need\u0000 to reduce its potential impact on job burnout by increasing employees' psychological detachment and reducing their work–family conflict levels.","PeriodicalId":179062,"journal":{"name":"Social Behavior and Personality: an international journal","volume":"47 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141043225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research examined the impact of teacher support on students' psychological capital during the process of online learning, and investigated the mediating effect of the teacher–student relationship and the moderating role of family support. For this purpose, 577 junior high school students in China completed a survey. The findings revealed a positive relationship between teacher support and students' psychological capital. Moreover, teacher–student relationships mediated the influence of teacher support on students' psychological capital. Furthermore, family support moderated the link between teacher support and teacher–student relationships. These results have practical implications for guiding teachers' efforts in the online learning environment, facilitating teacher support, and providing more effective assistance to students who have little family support.
{"title":"Teacher and family support, teacher–student relationship, and psychological capital in online learning: A moderated mediation model","authors":"Tian Chu","doi":"10.2224/sbp.13061","DOIUrl":"https://doi.org/10.2224/sbp.13061","url":null,"abstract":"This research examined the impact of teacher support on students' psychological capital during the process of online learning, and investigated the mediating effect of the teacher–student relationship and the moderating role of family support. For this purpose, 577 junior high\u0000 school students in China completed a survey. The findings revealed a positive relationship between teacher support and students' psychological capital. Moreover, teacher–student relationships mediated the influence of teacher support on students' psychological capital. Furthermore, family\u0000 support moderated the link between teacher support and teacher–student relationships. These results have practical implications for guiding teachers' efforts in the online learning environment, facilitating teacher support, and providing more effective assistance to students who have\u0000 little family support.","PeriodicalId":179062,"journal":{"name":"Social Behavior and Personality: an international journal","volume":"14 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141042220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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