https://hdl.handle.net/20.500.12852/133 Sun, 05 Apr 2026 16:09:20 GMT 2026-04-05T16:09:20Z https://hdl.handle.net/20.500.12852/3713 Students' learning attitude and classroom performance as influenced by teachers' behavior: Bases for an intervention plan Xue, Haiying This study aimed to examine the influence of teachers' behavior on students’ learning attitude and classroom performance which served as the basis for the development of an intervention plan. A total of 160 purposively selected second-year students from Business English and International Logistics Management majors participated in the study. Using a validated and pilot-tested researcher-made online questionnaire, data were collected on student demographics, perceptions of teacher behavior, learning attitudes, and academic performance. The study employed a survey-correlational design, with data analyzed using descriptive statistics and non-parametric tests at a significance level of α = 0.05. Findings revealed that students generally perceived their teachers’ classroom behavior as moderate and their own learning attitudes and academic performance as moderately good. No statistically significant differences were observed in these perceptions across sex, major, place of origin, or family income. However, moderate positive correlations were found between teachers’ behavior, students’ learning attitudes, and perceived academic performance. These results highlight the importance of positive teacher behaviors in shaping student engagement and outcomes. Based on these findings, an intervention plan was developed, focusing on teacher professional development, student support mechanisms, and the promotion of inclusive, emotionally supportive classroom environment. Abstract only Thu, 01 May 2025 00:00:00 GMT https://hdl.handle.net/20.500.12852/3713 2025-05-01T00:00:00Z https://hdl.handle.net/20.500.12852/3705 Self-affirmation, interpretation bias, and level of anxiety among college students: Bases for the development of an intervention program Yin, Chenzu The purpose of this study was to determine the self-affirmation, interpretation bias, and level of anxiety among college students as the bases for the development of an intervention program. It further determined the relationship among self-affirmation, interpretation bias, and anxiety level of college students. The participants of the study were 368 college students at a university in Guangxi. The results showed that the participants' general anxiety, state anxiety, trait anxiety, and negative interpretation bias were at a low level. The level of self-affirmation and positive interpretation bias was high. Boys and girls had poor self- affirmation, positive interpretation bias, and girls scored significantly higher than boys. The general anxiety and trait anxiety levels of freshmen were significantly higher than those of sophomores and juniors. State anxiety and positive interpretation bias of liberal arts students were significantly higher than those of science students. The state anxiety level of rural college students was significantly higher than that of urban college students. The trait anxiety level and self-affirmation in the student cadre were significantly higher than those in the non-student cadre. The level of self-affirmation and positive interpretation bias was negatively correlated with general anxiety, state anxiety, and trait anxiety. Negative interpretation bias was positively correlated with general anxiety, state anxiety, and trait anxiety. It is suggested that the university should build a positive, confident, and harmonious campus to create full participation, full tracking, and all-around implementation of the mental health education atmosphere for college students. Abstract only Tue, 01 Apr 2025 00:00:00 GMT https://hdl.handle.net/20.500.12852/3705 2025-04-01T00:00:00Z https://hdl.handle.net/20.500.12852/3563 Social support, psychological capital, and career values among college students: Bases for an employment intervention plan Gaoyong, Li This survey-correlational study aimed to determine the social support, psychological capital, and career values among college students as bases for the development of an employment intervention plan. The participants of this study were 218 college students majoring in Economics, Management, and Sociology at a university in China. Stratified sampling was used to select the study participants. The research tools used were Social Support Scale, Psychological Capital Questionnaire and College Student Career Value Questionnaire to collect relevant data. Descriptive data were analyzed using frequency, percentages, means and standard deviations. Inferential data were analyzed using t -Test for independent samples, One-Way ANOVA, and Pearson's correlation coefficient test. The results show that the students had very good level of psychological capital in terms of self-efficacy and resilience when college students were taken as an entire group and classified by sex, grade, and major. All categories of college students had a very good level of psychological capital in terms of hope, except for male and management college students who had a good level of psychological capital in terms of hope. As an entire group, the students had a very good level of psychological capital in terms of optimism as well as among female, the Juniors and Seniors; and among had a very good level of Economics and Management majors. College students' career values in health care and self-development was very good, taken as an entire group and classified by sex, grade, and major in terms of prestige status. There was no significant difference in social support among college students in terms of subjective support, objective support and support utilization, when classified by sex and major; however, there was a significant difference in social support among college students in terms of objective support, support utilization, but not in terms of subjective support, when classified by grade. There was a significant difference in psychological capital of college students in terms of hope and optimism, but not in terms of self-efficacy and resilience, when classified by sex. There was a significant difference in psychological capital of college students in terms of hope but not in terms of self-efficacy, resilience and optimism, when classified by major. Moreover, there was no significant difference in psychological capital of college students in terms of self-efficacy, hope, resilience, and optimism, when classified by grade level. Furthermore, there was a significant difference in college students' career values with respect to prestige status, health care, but not with respect to self-development, when classified by sex. There was a significant difference in the career values of college students with respect to prestige status but not with respect to health care and self-development, when classified by grade. There was a significant difference in college students' career values regarding self-development, but not regarding prestige status and health care, when classified by major. Lastly, there was a significant positive correlation among the three dimensions of social support, and a significant positive correlation among four dimensions of psychological capital, as well as among self-efficacy, resilience and optimism of psychological capital and prestige status of career values, health care and self-development. However, there was no significant correlation between hope dimension of psychological capital and career values. Based on the findings of the study, an employment intervention program was developed. Abstract only Thu, 01 Aug 2024 00:00:00 GMT https://hdl.handle.net/20.500.12852/3563 2024-08-01T00:00:00Z https://hdl.handle.net/20.500.12852/3561 The use of short video on students' loneliness, life meaning, and subjective well-being Liang, Weiwei This study aimed to determine the effect of short videos on college students' loneliness, sense of meaning in life, and subjective well-being. The participants of this study were 90 college students from a university in Guangxi Province, China. A quasi-experimental research method was adopted, employing a pretest-posttest design; and standardized questionnaires were used to collect data before and after the intervention. The results indicated that before the short video intervention, the college students exhibited high levels of loneliness, moderate levels of life meaning, and moderate levels of subjective well-being. After the intervention, their loneliness levels decreased to low, their sense of life meaning increased to high, while their subjective well-being remains at a moderate level. When grouped by sex and sibling rank, there were no significant differences in the pretest and posttest levels of loneliness, life meaning, or subjective well-being among the college students. However, overall, there were significant differences between the pretest and posttest levels of loneliness, life meaning, and subjective well-being. It appears that the use of short videos on college students' loneliness, sense of meaning in life, and subjective well-being is effective. Abstract only Sat, 01 Feb 2025 00:00:00 GMT https://hdl.handle.net/20.500.12852/3561 2025-02-01T00:00:00Z