The present study aimed to explore latent profiles of adolescent parentification and school refusal, and to examine the association of trait emotional intelligence in profile membership. 1669 adolescents completed self-report measures assessing parentification, school refusal, and trait emotional intelligence. Latent Profile Analysis (LPA) was conducted to identify distinct subgroups based on patterns of school refusal and parentification, followed by multivariable logistic regression analyses to examine the associations of trait emotional intelligence. (1) LPA identified three latent profiles: Non-School Refusal and Non-Parentification (60
Policy reforms expand teachers' formal authority, but the gap between policy and practice, treated here as a contextual condition rather than an empirically estimated discrepancy, does not necessarily occur because of structural conditions for implementation alone; the psychological responses of teachers also play a role. This study specifically examines whether role breadth self-efficacy (RBSE), representing perceived capability and role legitimacy, and perceived teacher autonomy, representing experienced discretion, function as distinct parallel mediators linking principal humble leadership to teachers' proactive work behavior (PWB) during Taiwan's 12-year Basic Education reform (the "108 Curriculum"). The culturally extended four-factor principal humble leadership scale developed for this study includes two Confucian-based factors (Li Xian [(sic)(sic)] and Jin Shen [(sic)(sic)]) along with two factors from the original three-factor Western model. The principal humble leadership scale demonstrated strong psychometric properties (14 items; Cronbach's alpha coefficient = .968; Comparative Fit Index = .998; Root Mean Square Error of Approximation = .055), and Heterotrait-monotrait (HTMT) ratios among its factors ranged from .789 to .874 (all below .90), with bootstrapped 95% confidence intervals excluding 1.00, supporting the empirical distinctiveness and non-redundancy of the Confucian dimensions. Using social cognitive theory and self-determination theory, a mediated relationship model was tested to determine whether role breadth self-efficacy (RBSE) and perceived teacher autonomy would mediate the relationship between principals' humble leadership and teachers PWB. A survey instrument was used to collect data from 616 junior/senior high school teachers in Northern Taiwan. Data analysis was conducted using the SPSS PROCESS macro (Model 4) with bias-corrected bootstrap. The results showed that principal humble leadership was positively associated with teacher PWB, with role breadth self-efficacy as the primary mediator, accounting for 53.07% of the total effect of principal humble leadership on teacher PWB, and perceived teacher autonomy as the second most important mediator (accounting for 8.52% of the total effect). A formal pairwise bootstrap contrast confirmed that the RBSE pathway was significantly stronger than the autonomy pathway, with the difference between the two specific indirect effects (.0915) having a 95% confidence interval that excluded zero ([.045, .144]). Additionally, subdimension analyses found that role breadth self-efficacy was the only mediator significantly associated with high visibility/hierarchically challenging teacher behaviors (e.g., taking charge, giving voice), reflecting a statistical pattern consistent with full mediation through role breadth self-efficacy, and that both mediators accounted for a portion of the relationship between principal humble leadership and low visibility/less hierarchically challenging behaviors (e.g., individual innovation, preventing problems), with the direct effects remaining significant (partial mediation) and with the two indirect pathways statistically indistinguishable for these lower-visibility behaviors (role breadth self-efficacy larger only in point estimate for individual innovation). Overall, these results support a risk-based, culturally sensitive view of how humble leadership fosters the capability beliefs (role breadth self-efficacy) that convert commonly held, policy-granted structural autonomy into teachers' proactive work behavior, with implications for principal development and educational reform in Confucian-heritage, high-power-distance school systems similar to the sampled setting, pending cross-cultural validation across the wider Asia-Pacific region.
With the growing integration of artificial intelligence (AI) into education, students’ dependence on AI for learning has become increasingly prevalent, attracting substantial academic interest in the effects of AI dependence on creativity. Considering resource dependence theory, this study distinguishes between AI functional dependence (AFD) and AI existential dependence (AED), exploring their differential effects on student creativity while investigating the mediating role of ambidextrous learning and the moderating role of AI self-efficacy. Through a questionnaire survey and data analysis involving 851 university students, the study demonstrates that AFD positively influences student creativity, whereas AED exerts a negative influence. Ambidextrous learning mediates the relationship between AI dependence and student creativity. AI self-efficacy significantly mitigates the negative effect of AED on ambidextrous learning. However, its moderating effect on the relationship between AFD and ambidextrous learning is not significant. These findings enrich the theoretical understanding of the effects of AI dependence and offer novel insights for the effective improvement of student creativity.
As digital technologies increasingly shape learning environments in higher education, understanding how institutional support is associated with students’ digital citizenship has become an important research issue. Drawing on Self-Determination Theory (SDT), this study examined the relationships between perceived school support (PSS) and digital citizenship literacy (DCL) among 600 university students in China. The measurement model demonstrated satisfactory reliability and validity. Results showed that PSS was positively associated with DCL, with competence need satisfaction serving as the only significant mediator. The non-significant mediating effects of autonomy and relatedness should be interpreted cautiously, as they may reflect the domain-specific nature of DCL, the operationalization of basic psychological needs, or contextual characteristics of Chinese higher education rather than their theoretical irrelevance. Theoretically, this study extends the application of SDT to digital citizenship by highlighting the differentiated roles of the three basic psychological needs. Practically, the findings suggest that supportive digital learning environments may strengthen students’ digital competence while encouraging reflective engagement and responsible digital participation. These implications are consistent with SDG 4’s emphasis on educational quality and inclusive learning environments. 1. Perceived school support is positively associated with digital citizenship literacy. 2. Competence need satisfaction mediates this association. 3. Autonomy and relatedness show no significant mediating effects. 4. Informal school support may complement formal digital citizenship education. 5. Evidence is drawn from 600 Chinese university students.
Situated within university-school partnership contexts, this study applies the actor-partner interdependence model to examine the relationships among perceived mentor/mentee support, basic psychological need satisfaction (BPNS), and teacher professional vitality (TPV) in a dyadic sample of 315 pairs of teachers in China. Results indicate that mentors’ support predicts the professional vitality of both the mentees and mentors, while mentees’ support only predicted their own professional vitality. In addition, both mentors’ and mentees’ basic psychological need satisfaction partially mediated the relationship between their own perceived support and professional vitality and fully mediated the effect of perceived mentor’s support on mentor’s professional vitality. These findings underscore the role of reciprocal mentoring and motivational processes in sustaining teacher engagement across professional learning trajectories. This study empirically confirms the effectiveness and reciprocity inherent in the mentor–mentee relationship. Significant differences were observed in perceived mentor/mentee support, basic psychological needs satisfaction, and teacher professional vitality between mentors and mentees. In the actor effect, both mentors and mentees positively influenced perceived mentor/mentee support and satisfaction of their basic psychological needs, subsequently enhancing professional vitality. In the partner effect, perceived mentor support promotes mentors' professional vitality by fulfilling the basic psychological needs of both mentees and mentors. The present study extends the APIM framework to mentor–mentee dyads and highlight the importance of interpersonal reciprocity in sustaining university–school partnership-based teacher education systems.
