Suchergebnisse

Governments and professional organizations around the world have realized that successful recruitment and retention policies are vital to address the shortage of teachers in rural and remote areas. To the best of our knowledge, despite extensive advocacy of policies and discussions pertaining to their implications, an academic investigation into how student teachers perceive the policies and how their policy perception influences rural employment intentions has rarely been performed. Herein, this study is devoted to investigating the impact of policy perception on student-teacher rural employment intentions. In this study, the participants consist of undergraduate and postgraduate students at Chinese universities who specialize in preparing teachers of all disciplines. A questionnaire survey and quantitative analysis based on commercially available software Questionnaire Star, SPSS 26.0, Amos 26.0 and RMediation package were performed in data acquisition and analysis. It was found that student-teacher perception of the supporting policy Rural Revitalization Strategy was a little below average. High policy perception leads to an increase in the intentions of student teachers to seek employment in rural areas, and social support and positive job perception mediate the linkage between policy perception and rural employment intentions. It was also found that a difference in academic qualifications, census registration, and unpaid teaching satisfaction exists in the intentions to teach in rural schools. Such effects can be explained by the push–pull theory. Finally, this study provides recommendations for governments, universities, rural schools, and families.

AbstractQueue wait is a prevalent daily experience, with most prior research documenting its negative consequences on consumer outcomes. Recent research has suggested otherwise, revealing potential positive effects of queue wait. However, studies on the positive queue effects are rather limited and have largely neglected the role of consumers' affective experience in driving potential favorable consumer outcomes. Expanding this stream of research, in this article, we build on the queue wait literature and the curiosity literature to propose that the presence of queue waits generates feelings of curiosity and more importantly such curious feelings influence consumers' decision‐making in fashions that enhance their purchase intentions. The boundary condition for this effect was also examined. Five studies provided empirical evidence: the presence versus absence of queue wait enhances participants' purchase intentions that carry real consequences (Study 1); this effect is mediated by participants' feelings of curiosity after accounting for quality (Study 2) or after controlling for quality (Studies 1, 3–5), and is stronger among participants with hedonic versus utilitarian consumption motivation (Studies 4 and 5). By documenting the curiosity account for the positive effect of queue wait on consumers' purchase intentions, this research adds to extant research on positive queue effects and expands the curiosity literature into the queue wait context. The observed moderating effect of hedonic versus utilitarian consumption motivation echoes with the curiosity account. Practical implications for marketers were discussed.

AbstractEmotions play a crucial role in the learning process, yet there is a scarcity of studies examining emotion dynamics in problem-solving with fine-grained data and advanced tools. This study addresses this gap by investigating the emotional trajectories during self-regulated learning (SRL) phases (i.e., forethought, performance, and self-reflection) among 47 medical students utilizing an intelligent tutoring system. Real-time facial expressions were analyzed through recurrence quantification analysis alongside an examination of electrodermal activities (EDA) across the SRL phases. The findings reveal that emotion stability varied across SRL phases, with students exhibiting more stable emotions during the performance phase. Compared to the forethought and self-reflection phases, students had less frequent and lower intensity of emotional arousal in the performance phase. Moreover, we found that students with better performance demonstrated more stable emotions in the forethought phase, less stable emotions in the self-reflection phase, and a higher level of emotional arousal in the self-reflection phase. These insights highlight the temporal and dynamic nature of emotions in SRL, offering methodological and educational implications for leveraging facial expressions and EDA to monitor and enhance students' emotional experience during problem-solving.