The aim of this study is to understand the mediation effects of teachers’ depression levels on the relationship between emotional labor and burnout. The study group in this research consists of 163 teachers working at Gaziantep schools during 2013-2014 academic year. Since the research aims to analyze mediation effect of teachers’ depression levels on the relationship between emotional labor and burnout, the research design employed in this study is relational scanning model. Maslach’s Burnout Scale, Emotional Labor Scale and Depression Scale were used as data collection tools. Regression analysis of the effect of emotional labor on burnout show that, after depression level is added to the model, the effect of emotional intelligence on burnout decreases which indicates that the depression level is a mediator variable in this relationship. Results of analysis regarding mediation effect of depression levels on the relationship between teachers’ emotional labor and burnout also illustrate that depression levels are partial mediator in this relationship. Within that context, it is recommended that activities that could decrease teachers’ depression levels at schools should be organized by school administrators. Some other recommendations are presented based on findings.

Energy literacy is a minimum required capacity for developing a sustainable society that participates in and discusses on energy and environmental (EE) issues. Understanding the energy literacy structure is of significant importance for providing effective energy education to promote people’s awareness of EE issues. In this article, an energy literacy structural model integrated with the Theory of Planned Behavior and Value-Belief-Norm Theory was investigated for 1070 lower secondary students (ages 13-15) in Japan. Structural equation modeling uncovered that the awareness of consequences is the most powerful predictor for the causality between basic energy knowledge and energy-saving behavior through the attitude toward the energy-saving behavior. A conditional process analysis elucidated that (1) the conditional effect of basic energy knowledge on the awareness of consequences depends on scientific literacy, critical thinking ability, and environmental worldview, and (2) the conditional direct and indirect effects in the mediation model of awareness of consequences on the attitude toward energy-saving behavior through the ascription of responsibility depend on environmental worldview or values and family discussion of energy-related issues. The energy literacy model proposed provides a theoretical contribution to the development of an effective energy education program.

This study aims to conduct Turkish adaptation, validity and reliability studies of the Teacher Rating Scales of Early Academic Competence. This study also aims to examine and improve early academic competence thoroughly on the basis of teachers’ ratings in Turkey, and lastly to contribute an assessment and measurement instrument to the literature which will enable to conduct further research in the field. This study was designed in a general survey model. The study included normally developing 619 36-72 month-old preschoolers attending to nursery classes and kindergartens affiliated to Afyonkarahisar Ministry of National Education in 2015-2016 academic year. The validity and reliability studies of the data obtained following the implementation of TRS-EAC, was completed. The Cronbach Alpha, split half test, test-retest reliability of the scale and its subscales were measured. TRS-EAC was found to be valid and reliable for 36-72 month-old children. It can be considered that the various studies that can be used TRS-EAC in Turkey will provide important contributions to the measurement power of this test.

The aim of this study is to explore the relationship among college students’ entrepreneurial self-efficacy, career adaptability, and entrepreneurial intention. Based on the Theory of Planned Behavior（TPB）, this study adopted the entrepreneurial self-efficacy scale, career adaptability scale and entrepreneurial intention scale to investigate 1039 college students from a university in ShanDong province, China. The results indicated the following: (a) entrepreneurial self-efficacy of college student significantly and positively affected entrepreneurial intention; (b) entrepreneurial self-efficacy of college student significantly and positively affected career adaptability; (c) career adaptability significantly and positively affected entrepreneurial intention; and (d) career adaptability partially mediated the effect of entrepreneurial self-efficacy on entrepreneurial intention. The results of this study can serve as a reference for universities wishing to implement career education and provide entrepreneurship guidance.

This study aims to explore the effect of savoring of teachers at universities in Shandong, China, on their creative behaviors, using creative self-efficacy and aesthetic experience as mediators. This study adopted the use of questionnaires to investigate teachers at 32 universities in Shandong, China. 822 valid questionnaires were retrieved and were analyzed using structural equation model (SEM). Findings from this study include: 1. teachers’ savoring has a negative effect on creative behaviors; 2. teachers’ creative self-efficacy has a positive effect on creative behaviors; 3. teachers’ aesthetic experience has a positive effect on creative behaviors; 4. teachers’ savoring, mediated by creative self-efficacy, has a positive effect on creative behaviors; 5. teachers’ savoring, mediated by aesthetic experience, has a positive effect on creative behaviors.

Adversity Quotient is a person's response to overcoming obstacles or problems. Barriers experienced, and the ability to overcome these obstacles vary in each person. This study was a literature review study focusing on adversity quotient in the field of education. This study reviewed several manuscripts that concentrated on research design, type of participants, and the critical role of adversity quotient in the field of education. A total of 18 articles were analyzed by exploring and reviewing manuscripts from trusted database journals, namely Scopus, Science Direct, and ERIC. This review explored three aspects of educational adversity quotient publications, including 1) the type of research design used in research related to adversity quotient in the field of education, 2) the types of participants chosen in research related to adversity quotient, and 3) the role of adversity quotient in education. Based on the results of manuscript reviews, adversity quotient research shows a great influence in the field of education. Research on adversity quotient shows that 1) descriptive and experimental research is the most commonly used design; 2) research participants in adversity quotient research are dominated by students, especially university students; 3) the role of adversity quotient is much shown in learning outcomes in the field of skills.

The aim of the present study is to examine the effect level of procrastination on academic achievement. To this end, a meta-analytic approach was applied and the studies published between January 2000 and May 2020 in Education Resources Information Center (ERIC) and Academic Search Ultimate databases were included in the study. The research was limited to articles examining the correlation between the variables and, accordingly, the correlation coefficient was specified as an index to identify the effect size. After reviewing 22 relevant studies with 8307 participants, the meta-analysis was conducted through Comprehensive Meta-Analysis (CMA) software. The findings revealed that the variables were negatively correlated with each other and the overall effect size of procrastination on academic achievement was found -0.61, which can be interpreted as the medium effect size. The findings of the study endorse the main tenets of theoretical framework regarding the aforementioned link.

Today’s individuals are expected to have skills in many areas as a natural consequence of the advances that have been taking place in society and technology. Particularly in developed countries, these skills are also called 21^st century skills. Critical, creative and reflective thinking, problem solving and keeping up with the digital age (digital literacy) are some of these skills. Universities play a significant role in raising qualified individuals in our country. Updating the training programs, keeping up with the era and having a say in the digital world makes it a necessity for people who give education in these areas to be competent. From this point of view, this study aimed to explore the digital literacy levels of Turkish academics working in faculties of education and the perceptions of students towards technology integration competence of the academics. In this study, quantitative cross-sectional design was preferred. While selecting the participants, purposeful sampling method was used, and two different participant groups (academics and prospective teachers) were included in the process. Two scales with validity and reliability in the literature were used as data collection tools in the research. In the data collection process, firstly, a survey was administered to academics working in faculties of education, and then another one was conducted with prospective teachers. The results obtained were subjected to quantitative data analysis via SPSS 24 and AMOS 24 software, and descriptive and inferential statistics were generated. The results revealed that the variables of department, age and grade level created a significant difference in the digitalization of academics, whereas the gender variable significantly contributed only to the perceptions of prospective teachers.

The research aims were to examine the relationship among psychological resilience, patience, and happiness levels of physical education teachers employing in İzmir, Afyonkarahisar, and Muğla provinces in the Aegean Region and was to explain whether psychological resilience and patience levels predict happiness. The research was a descriptive study in the relational scanning model. The study participants consisted of 336 PE teachers, 182 (54.2%) were males, and 154 (45.8%) were females.. The data were obtained using the Brief Resilience Scale (BRS), Patience Scale and Oxford Happiness Questionnaire. In the analysis of data were used SPSS 25 statistical program. The analysis of the data descriptive statistics, correlation, and statistical regression methods were used. As a result of the research, it was determined that the psychological resilience, patience, and happiness levels were at medium levels according to the average score the PE teachers got from the scales. It was found that there is a moderate positive relationship between PE teachers' psychological resilience, patience, and happiness levels, and psychological resilience and patience levels are a significant predictor of happiness.

This study explores the relationship among the internal locus of control, entrepreneurial alertness, entrepreneurial opportunity recognition, and entrepreneurial intentions of college students. The scales of internal locus of control, entrepreneurial alertness, entrepreneurial opportunity recognition, and entrepreneurial intention have been used to conduct a questionnaire survey among 921 undergraduates from four universities in China. The results show four key findings. First, the internal locus of control has a positive and significant impact on entrepreneurial intention. Second, entrepreneurial alertness plays a mediating role in the relationship between internal locus of control and entrepreneurial intention. Third, entrepreneurial opportunity recognition plays a mediating role in the relationship between the internal locus of control and entrepreneurial intention. Finally, entrepreneurial alertness and entrepreneurial opportunity recognition have a chain mediation effect on the relationship between the internal locus of control and entrepreneurial intention. The study proposes suggestions and future research directions based on the research results, serving as a reference for entrepreneurial education and entrepreneurship planning of college students.

This research’s aim was to explore the role of cognitive flexibility in mediating the effect of intrinsic motivation on the creativity of junior high school students. A creativity scale, an intrinsic motivation inventory and a cognitive flexibility inventory were utilized to investigate a sample of junior high school students in Shaanxi Province in western China. 765 valid questionnaires were collected and analyzed using the structural equation model (SEM). The SEM analysis showed that intrinsic motivation and cognitive flexibility have significantly positive impacts on junior high school students’ creativity. Furthermore, a full model revealed that cognitive alternatives and cognitive control mediate the relationship intrinsic motivation and creativity, and the mediation effect of cognitive alternatives is significantly greater than that of cognitive control. In general, the current research suggests that the impact of intrinsic motivation on junior high school students’ creativity is mediated by cognitive flexibility, and its results amplify prior scholars’ research results and give educators an inspiration how to cultivate creativity for the middle school students.

This study aimed to investigate the influence of innovation leadership on teacher commitment through organizational culture as a mediating variable. A quantitative approach using the survey method was used, and the sample was selected using proportional random sampling. The respondent consisted of 180 teachers from public vocational schools in Magelang. In addition, data were collected by questionnaire and analyzed by a structural equation model (SEM). The result showed that innovation leadership influenced organizational culture with a t-value of 2.95 > ttable (1.98) at .26. In contrast, organizational culture influenced teacher engagement with .27 and a t-value of 3.10 > ttable (1.98). Innovative leadership directly affected teacher commitment at .31 with a t-value of 3.41 > ttable (1.98) due to organizational culture being a mediating variable at .07. The overall influence on teachers' commitment through the organizational culture is .38. The analysis results explain that organizational culture can successfully mediate the relationship between innovation leadership to teachers' commitment. Therefore, these variables can be developed and implemented in schools to increase student achievement quality.

This study investigated college students’ career maturity as a mediator of the effect of professional identity on academic achievement. The researchers developed a structural equation model and a research hypothesis using the Chinese college students’ professional identity scale, career maturity scale, and academic achievement scale. After experts’ revision and confirmatory analysis, the 3 scales had sufficient reliability, validity, and fit. The researchers distributed electronic questionnaires to students in 4 universities in Jilin Province, China, and participants responded using 5-point Likert-type scales. The researchers collected 1,104 valid questionnaires. According to the analysis, college students’ professional identity is a positive predictor of their academic achievement, and career maturity partially mediates the influence of professional identity on academic achievement. Therefore, improving Chinese college students’ professional identity may improve their academic achievement, and professional identity can have a positive effect on academic achievement through career maturity. University administrators and teachers should enhance the career maturity of college students and promote their professional development.

Private universities in Indonesia need to urgently enhance the lecturers' organizational citizenship behavior (OCB), especially in overcoming a transition period of learning patterns after the COVID-19 pandemic from online to offline. Therefore, this research explores employability, personality, and talent management affect OCB and proves job involvement mediates employability, personality, and talent management influences OCB. It was conducted through a survey using a Likert scale questionnaire with 230 participants of lecturers from Indonesian private universities. Path analysis supplemented by descriptive and correlational analysis was used as a data analysis technique. The results showed that employability, personality, talent management, and job involvement significantly affect OCB. In addition, job involvement mediates employability, personality, talent management influences OCB. Therefore, a new empirical model regarding employability, personality, and talent management affect OCB with job involvement mediation was developed. Accordingly, researchers and practitioners can utilize for the model in their future activities.

Teacher well-being is a stimulating topic frequently appearing in studies over long periods. Teachers are typically exposed to stress that, when addressed, can lead to low morale and positively impact their work. This study examined the relationship between job satisfaction and well-being among preschool teachers in Selangor. We used a quantitative research method and correlational research design to test the hypotheses and answer the research questions. The current study involved 977 government preschool teachers selected using a cluster random sampling method. After data cleaning, a data set of 610 respondents was used for this study. This study used exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) using AMOS for data analysis. SEM Analysis showed that job satisfaction positively influences teachers' well-being. However, our results also showed that the subconstruct of job satisfaction with students did not significantly influence preschool teachers' well-being.

Based on institutional theory, this study explores the causal relationship between teacher professional identity, perceived institutional norms, and teachers’ conformity behavior in colleges and universities in Hunan Province. A questionnaire survey was conducted on 500 teachers from two universities in Hunan Province. The reliability and validity test results and structural equation modeling analysis show that the professional identity of college teachers positively affects their conformity behavior, and that perceived institutional norms partially mediate the relationship between teacher professional identity and teacher conformity behavior. The research enriches the application of institutional theory in university organization and provides an empirical basis for universities to improve teachers’ conformity behavior.

Examining the academic locus of control, procrastination, and school satisfaction is crucial for understanding student well-being and educational outcomes. The purpose of this study was to explore the potential mediating role of academic procrastination in the association between academic locus of control and school satisfaction in a sample of adolescents (N = 628; Mage = 13.30, SD = 1.74) residing in various regions of Azerbaijan. The results revealed that higher levels of internal locus of control were positively related to school satisfaction, while increased levels of external locus of control were negatively associated with school satisfaction. The analysis using structural equation modeling showed that school satisfaction was partially influenced by academic procrastination, which acted as a mediator in the relationship between internal locus of control and school satisfaction. Additionally, academic procrastination fully mediated the relationship between external locus of control and school satisfaction. These findings were further discussed in the context of existing literature, and recommendations were provided for future research in this area.

Increasing the number of entrepreneurs is not just a school task, it requires joint work between educational institutions and the community. Using structural equation modeling, this research aims to investigate the role of community in promoting entrepreneurial careers for students, by adding achievement motivation, entrepreneurial attitudes, and entrepreneurial intentions as predictor variables. The population of this research was high school students in urban areas, and the sample was taken based on convenience sampling, with a total of 300 students participating. Data were analyzed using EFA, CFA, and structural model evaluation using SPSS 24.0 and AMOS 24.0. The research results show that all hypotheses are accepted, meaning that community support influences students' entrepreneurial career choices, as do other predictor variables. This study can provide guidance for developing educational strategies and policies that support the development of young entrepreneurs in the future, through predictor variables.

This study aims to explore the relationship between proactive behaviors, teaching performance, and organizational support among vocational college teachers. Based on the theory of organizational support, we conducted a survey of 373 teachers from four vocational colleges in Shanxi Province, using scales for proactive behaviors, organizational support, and teaching performance. The results indicate that: (a) There is a significant correlation between teachers' proactive behaviors and teaching performance; (b) There is a significant correlation between teachers' proactive behaviors and organizational support; (c) Organizational support plays a significant mediating role in the relationship between teachers' proactive behaviors and teaching performance. This study enriches the application of organizational support in vocational colleges, providing empirical evidence for improving teachers' proactive behaviors in higher education institutions, which could be useful for central or local education policy decision-makers and implementing units. Additionally, this model could be further applied beyond vocational education to other contexts or policies, demonstrating both theoretical and practical significance.