This study examines the mediating role of rumination, state anger, and blame attribution, and the moderating role of trait forgiveness in the relationship between workplace harassment intensity and revenge among employed students at a medium-sized Midwestern U.S. university and full-time employees from various industries in Shanghai, China. We tested the proposed model using techniques described by Hayes. Results within both samples suggested that workplace harassment intensity is positively associated with both major and minor revenge. Results of multiple mediation tests showed (...) that state anger and blame attribution mediated the relationships between workplace harassment intensity and both types of revenge behavior. Furthermore, trait forgiveness moderated the relationship between blame attribution and major revenge. (shrink)

ObjectiveThe effects and possible mechanisms of cerebellar high-frequency repetitive transcranial magnetic stimulation on swallowing-related neural networks were studied using resting-state functional magnetic resonance imaging.MethodA total of 23 healthy volunteers were recruited, and 19 healthy volunteers were finally included for the statistical analysis. Before stimulation, the cerebellar hemisphere dominant for swallowing was determined by the single-pulse TMS. The cerebellar representation of the suprahyoid muscles of this hemisphere was selected as the target for stimulation with 10 Hz rTMS, 100% resting motor threshold, (...) and 250 pulses, with every 1 s of stimulation followed by an interval of 9 s. The motor evoked potential amplitude of the suprahyoid muscles in the bilateral cerebral cortex was measured before and after stimulation to evaluate the cortical excitability. Forty-eight hours after elution, rTMS was reapplied on the dominant cerebellar representation of the suprahyoid muscles with the same stimulation parameters. Rs-fMRI was performed before and after stimulation to observe the changes in amplitude of low-frequency fluctuation and regional homology at 0.01–0.08 Hz, 0.01–0.027 Hz, and 0.027–0.073 Hz.ResultsAfter cerebellar high-frequency rTMS, MEP recorded from swallowing-related bilateral cerebral cortex was increased. The results of rs-fMRI showed that at 0.01–0.08 Hz, ALFF was increased at the pons, right cerebellum, and medulla and decreased at the left temporal lobe, and ReHo was decreased at the left insular lobe, right temporal lobe, and corpus callosum. At 0.01–0.027 Hz, ALFF was decreased at the left temporal lobe, and ReHo was decreased at the right temporal lobe, left putamen, and left supplementary motor area.ConclusionRepetitive transcranial magnetic stimulation of the swallowing cortex in the dominant cerebellar hemisphere increased the bilateral cerebral swallowing cortex excitability and enhanced pontine, bulbar, and cerebellar spontaneous neural activity, suggesting that unilateral high-frequency stimulation of the cerebellum can excite both brainstem and cortical swallowing centers. These findings all provide favorable support for the application of cerebellar rTMS in the clinical practice. (shrink)

The research object of this subject, through cooperation with Shanghai International Fashion Education Center, a fashion travel education institution, is a convenient sample for the members of its “Japan Fashion Travel Project,” using quantitative research methods and research tools for questionnaires. From the perspective of tourist shopping experience marketing, this paper studies the relationship among tourist marketing, value perception, shopping satisfaction, and customer loyalty to outlets, and discusses the recommendations for sustainable development of outlets.

As a sub-realm of Language Teacher Psychology, teachers’ professional agency has gained significant attention from educational practitioners and teachers. The aim is to better discern teachers’ professional development and teaching effectiveness with a view to ensuring the quality of language teaching. International literature concerning teachers’ professional agency has noted a shift from knowledge training to vocational development in relation to teachers’ experience in decision making. Yet, little research so far has scrutinized this specific issue in Chinese university settings, and the (...) real picture of teacher agency needs further exploration. Besides, the multidimensional and complex nature of agency identifies the overwhelming research work in understanding its contents in detail based on the previous perspectives from individuals, society, and time. To this end, the ecological understanding of professional agency reframed the theoretical basis of this study, prone to explore how teachers’ experience could be examined in relation to individual capacity, resources, and structural and contextual variables. The study was conducted in Chinese university settings in response to the research gap related to understanding professional agency. Quantitative and qualitative data from questionnaires, interviews, and classroom observations with 116 university teachers in China demonstrated that the enactment of professional agency rested on the interplay between temporal contexts, teacher capacity, and beliefs, especially in the instructional community. The findings revealed that university teachers at different stages of career development manifested variability in exercising their professional agency in relation to adapting or adopting existing teaching concepts, methods, or approaches. Mounting evidence revealed some enablers and constraints in relation to formative assessment, time impact, classroom interaction, and school culture. Emphasizing the interaction between individuals’ ability and their engagement with the professional environment, the findings provide insights into theoretical implications associated with ecological theory and enhance the practical discussion about promoting professional development for novice, mid-career, and veteran English teachers at the university level. (shrink)

In the context of coronavirus pandemic, the face-recognition-based access control system has been intensively adopted to protect students’ and teachers’ health and safety in school. However, the impact of FACS, as a new technology, on students’ attitude toward accepting FACS has remained unknown from the psychological halo effect. Drawn on “halo effect” theory where psychological effects affect the sense of social identity and belonging, the present study explored college students’ sense of school identity and belonging in using FACS during COVID-19 (...) based on the technology acceptance model. Data collected from 391 college students was analyzed using SEM to verify the relationship among perceived usefulness, perceived ease of use, intention to use, school identity, and school belonging. The results show that PU and PEU can positively predict IU, and consequentially can positively predict school identity and school belonging. Our study expands the application of halo effect theory to study FACS acceptance based on TAM, and provides strong evidence to support the effect of school FACS during the pandemic. The findings of this study also suggest that FACS acceptance can enhance students’ sense of school identity and belonging. (shrink)

Changes in the external market environment put forward objective requirements for the formulation of organizational strategic plans, making it difficult for the organization’s leaders to make the right and effective decisions quickly on their own. As a result, participative leadership, which encourages and supports employees to participate in the decision-making process of organizations, has received increasing attention in both theory and practice. We searched the literature related to participative leadership in databases such as Web of Science, EBSCO, ProQuest, and China (...) National Knowledge Infrastructure. Based on this, we clarify the concept of participative leadership, propose a definition of participative leadership, summarize measurement scales for this type of leadership, and compare participative leadership with other leadership styles. We also present a research framework for participative leadership that demonstrates its antecedents; the mechanisms for its development based on social exchange theory, conservation of resources theory, social cognitive theory; social information processing theory, and implicit leadership theory; and outcomes. Finally, we identify five potential research areas: Connotation, antecedents, outcomes, mediators and moderators, and study of participative leadership in China. (shrink)