Environment and Social Psychology

Abstract This study employs a mixed-methods research approach, constructing a diachronic corpus of English euphemisms from the 20th to 21st centuries (with a scale exceeding 5 million word tokens) to systematically examine the semantic evolution trajectories of euphemisms across five thematic domains—death, disease, disability, occupation, and gender—and their interactive relationship with sociopsychological changes. The research utilizes multiple methods including corpus linguistics, cognitive semantics, social attitude surveys, and discourse analysis, combined with Granger causality tests, cross-lagged correlation analysis, and structural equation modeling, revealing that euphemistic semantic evolution follows a cyclical pattern of "innovation-popularization-erosion-reinnovation," with euphemistic intensity declining by an average of 0.8-1.2 points per decade. The study finds that sociopsychological changes exert a dominant driving force on semantic evolution (path coefficient β=0.76, p<0.001), a conclusion supported by multiple lines of evidence: Granger causality tests show that changes in sociopsychological indicators temporally precede semantic changes in time series; cross-validation demonstrates that sociopsychological variables' explanatory power for semantic evolution (R²=0.852) significantly exceeds that of the reverse path (R²=0.717); and this dominant effect remains robust after controlling for confounding variables such as media influence and policy interventions. Factors including social taboo intensity, value transformation, and social movements drive euphemistic innovation through multidimensional mechanisms, but exhibit a 3-7 year time lag effect. This temporal discrepancy stems from three reasons: cognitive internalization requires time (converting new concepts into linguistic habits takes an average of 3.2 years), social diffusion exhibits gradation (the dissemination cycle from elite classes to the masses is approximately 4-5 years), and institutionalization processes are delayed (from policy formulation to full implementation averages a 5.8-year lag). Simultaneously, euphemisms exert a significant reverse shaping effect on sociopsychology (path coefficient β=0.58, p<0.01), influencing public attitudes by reconstructing cognitive frameworks and reducing topic taboo intensity. Language policy, media discourse, and educational practices play crucial mediating roles in the interactive process, with mediating effects accounting for 42.3%-58.7% of total effects. The interactive relationship exhibits nonlinear and dynamic characteristics, including inverted U-shaped effects, critical mass effects, and threshold effects. This study enriches the theoretical framework of linguistic social psychology, establishes a dynamic model of euphemistic semantic evolution, and provides theoretical support and practical guidance for cross-cultural communication, language teaching, and social policy formulation.

Abstract Environmental leadership and policy negotiation demand the capacity to process emotions, build consensus and negotiate complex stakeholder dynamics. Building on the framework of the Emotional Intelligence (EI), this study analyzes the influence of EI on leadership effectiveness in environmental governance within the context of stakeholder engagement, conflict resolution and policy success. Utilizing a mixed-methods multi-phased approach, the study combines survey analysis, case studies, regression modeling, and structural equation modeling (SEM) to determine the relationship between EI competencies and leadership outcomes. This is particularly insightful for philanthropy and development practitioners, not only because leaders with high EI perform better, especially in stakeholder trust-building, decision-making and policy adoption, but also because these leaders reach better governance outcomes. For EI dimensions Social Skills was the most significant predictor of leadership effectiveness followed closely by Empathy and Emotional Regulation. The article showed that high EI competencies were linked with fewer delays, higher stakeholder satisfaction and better implementation of policies. This study provides practical insight into the value of EI development in leadership training programs to improve collaboration and resilience within environmental decision-making. Additionally, it suggests the need for more research on the long-term effects of EI training, variability of leadership effectiveness across cultures and EI's intersection with emerging technologies in governance. Through its endorsement of the need for emotionally intelligent leadership, this study extends comprehension of the ways in which interpersonal skills affect sustainable environmental policy outcomes. This is particularly insightful for philanthropy and development practitioners, not only because leaders with high EI perform better, especially in stakeholder trust-building, decision-making and policy adoption, but also because these leaders reach better governance outcomes. For EI dimensions Social Skills was the most significant predictor of leadership effectiveness followed closely by Empathy and Emotional Regulation. The article showed that high EI competencies were linked with fewer delays, higher stakeholder satisfaction and better implementation of policies. This study provides practical insight into the value of EI development in leadership training programs to improve collaboration and resilience within environmental decision-making. Additionally, it suggests the need for more research on the long-term effects of EI training, variability of leadership effectiveness across cultures and EI's intersection with emerging technologies in governance. Through its endorsement of the need for emotionally intelligent leadership, this study extends comprehension of the ways in which interpersonal skills affect sustainable environmental policy outcomes.

Abstract This study investigates the influence mechanism through which classroom leadership affects academic performance among international Chinese language learners, with learning psychology as a potential mediating pathway. The research addresses critical gaps in understanding how transformational leadership behaviors influence student psychological states and subsequent academic outcomes in cross-cultural language education contexts. A quantitative research design with supplementary qualitative components was employed involving 387 international Chinese language learners from universities across North America, Europe, and Asia-Pacific regions. Qualitative insights from open-ended survey questions provided contextual support for quantitative findings. Participants completed validated instruments measuring transformational leadership behaviors (inspirational motivation, intellectual stimulation, individualized consideration, and idealized influence), learning psychology dimensions (motivation, attitudes, and anxiety), and academic performance indicators (objective and subjective measures). Structural equation modeling served as the primary analytical approach, supplemented by correlation and regression analyses to examine complex relationships among constructs. The findings reveal significant positive associations between classroom leadership and learning psychology (r = 0.459, β = 0.594), and between learning psychology and academic performance (r = 0.627, β = 0.673). The mediation analysis demonstrates that the indirect effect (0.400) substantially exceeds the direct effect (0.245), with learning psychology accounting for approximately 62% of the total effect magnitude. The structural equation model achieves excellent fit indices (CFI = 0.952, RMSEA = 0.048, SRMR = 0.039), explaining substantial variance in learning psychology (R² = 0.353) and academic performance (R² = 0.487). These results confirm learning psychology as the primary mechanism through which instructional leadership influences student achievement. These findings align with social cognitive theory's core tenets, particularly reciprocal determinism. The significant mediation effect of learning psychology (62% of total effect) demonstrates how environmental factors (transformational leadership) influence personal factors (psychological states), subsequently affecting behavioral outcomes (academic performance). The substantial indirect effect indicates that teacher leadership operates primarily through student psychological processes rather than direct instructional mechanisms, consistent with social cognitive theory's emphasis on cognitive and affective mediating factors in learning and performance. The study contributes theoretical advances by integrating transformational leadership theory with social cognitive frameworks in international language education contexts, while providing practical implications for professional development programs emphasizing transformational leadership competencies to optimize student psychological well-being and academic outcomes in cross-cultural educational environments.

Abstract The literature supports that bullying is one of the significant psychological factors that hinder the successful implementation of inclusive education. The current study explores bullying interventions employed by special needs students in inclusive education settings in Pakistan. The study applied ecological systems, social learning, and social cognitive theories, highlighting the interplay of individual agency and socio-cultural context. The design of the present study was phenomenological. Twelve bullied students aged 12-16 participated in semi-structured interviews to identify strategies used to cope with and counter bullying. Thematic analysis revealed three main intervention approaches: peer support, self-advocacy, and avoidance. Findings illustrate the critical role of friendships, assertive communication, and withdrawal tactics. Family and teacher support, school environment, and prevailing social stigma significantly influenced students’ intervention efforts. The results highlight the need for culturally informed, holistic anti-bullying interventions empowering special needs students and strengthening peer networks. This research fills gaps in the Pakistani context and guides inclusive education policies and practices.

Abstract Chinese music classrooms face large classes, uneven resources, and time-limited lessons. We tested whether a compact “Blueprint” (autonomy-supportive tasks, transparent assessment, flow-aligned deep-work windows, weekly low-stakes improvisation, structured collaboration, inclusive repertoire) improves Psychological Climate (PC) and, through it, Creative Self-Realization (CSR). Cluster-randomized, mixed-methods trial in ordinary schools: 24 classes (12 Blueprint; 12 BAU), ≈38 students/class (N ≈ 900). Measures at baseline (T0), midline (T1), post (T2), and short follow-up (T3). Multilevel regressions and multilevel SEM tested PE → PC → CSR; blinded external ratings scored creative products (0–4 rubric). Blueprint improved the higher-order PC factor at T2 (β = 0.33, 95% CI [0.22, 0.44], p  < .001). PC strongly predicted CSR (β = 0.52, [0.43, 0.60], p  < .001); the indirect Blueprint → CSR effect via PC was β = 0.17 ([0.10, 0.25], p  < .001), total β = 0.26 ([0.16, 0.36], p  < .001). PC subscale effects (Cohen’s d ) at T2: Safety 0.37, Autonomy 0.35, Competence 0.31, Goal clarity 0.29, Belonging 0.27. Product gains at T2 (Blueprint − BAU, 0–4 scale): Originality +0.38, Coherence +0.32, Craft +0.28, Reflective Intent +0.35. Lever models: assessment support → PC-Competence β = 0.28 and PC-Safety β = 0.26; flow design → PC-Goal clarity β = 0.24 with small direct boosts to Originality (β = 0.11) and Coherence (β = 0.09); improvisation dosage (per +5 min/week) → CSR β = 0.06. Moderation: PC × cultural inclusivity β = 0.07 (simple slopes: 0.58 vs 0.46), stronger Blueprint effects for lower-skill learners (INT→PC 0.41 vs 0.24), and buffering in large/low-resource classes via peer roles and stations. Same-lesson feedback improved next-iteration quality by +0.12. Mean fidelity ≈ 78%. Feasible, routine-based design warms climate and unlocks creativity in typical Chinese music classrooms. Small architectural shifts—clear criteria, protected deep-work, frequent improv, structured collaboration, inclusive repertoire, and same-lesson feedback—produce measurable gains in student engagement, efficacy, identity, and creative products.

Abstract This study adopts an interdisciplinary perspective to systematically explore the operational mechanisms, effect characteristics, and practical challenges of watercolor art in the integration of environmental psychology and social psychology. Through a mixed-method approach combining literature review, experimental research, and field investigation, an 18-month longitudinal study was conducted with 745 participants, employing standardized psychological measurement instruments to assess the multidimensional psychological effects of watercolor art.The findings reveal that: In the environmental psychology dimension, watercolor art significantly facilitates stress recovery (42% reduction), attention restoration (37% improvement), and emotion regulation (54% enhancement), achieving psychological restoration functions through a three-stage pathway of "soft fascination-deep engagement-cognitive reconstruction." In the social psychology dimension, watercolor art effectively enhances social interaction quality (48% increase), strengthens community identity construction (sense of belonging +62%, place attachment +87%), and promotes social attitude transmission (attitude change +217%), operating through a triple pathway of "aesthetic pleasure-emotional arousal-memory consolidation."The key innovation lies in revealing the cross-dimensional synergistic enhancement mechanism across environmental-social dual dimensions (average +24%, η²=0.37), demonstrating that the integrated effects significantly exceed linear additive expectations, thereby providing empirical support for establishing a triadic integration theoretical framework of "environment-society-individual." The study also identifies differentiated response patterns among diverse groups: elderly populations exhibit significant advantages in stress recovery (8.5 points), artistic experience demonstrates compensatory effects for socioeconomic disadvantages (low-education groups +58%), and rural communities display "reverse advantages" in social belonging (+9%).The research confronts challenges including interdisciplinary methodological integration, long-term effect tracking, and cultural applicability. Future directions recommend exploring deeper mechanisms through neuroimaging techniques, conducting randomized controlled trials to verify intervention effects, expanding cross-cultural comparative research, and advancing both theoretical deepening and applied transformation in the psychology of watercolor art.

Abstract Cancer-related fatigue significantly impairs the quality of life of cancer survivors, and while Dance Healing has gained recognition as a complementary intervention, it remains underexplored in depth. Grounded in psychosocial theories, including social support theory, self-efficacy theory, and expectancy theory, in combination with Dance Healing principles, this study investigates its role in enhancing recovery beliefs among cancer-related fatigue survivors. Using in-depth interviews with 150 participants from three leading medical institutions in China and qualitative analysis via NVivo 14, the research coded responses around self-motivation, social support, and outcome expectations. Findings indicate that self-motivation was primarily fostered by observed physical and psychological improvements. Social support was shaped through professional guidance, family encouragement, and peer interactions. Collectively, participants anticipated that Dance Healing would enhance their physical, psychological, and social functioning. As a complementary approach, Dance Healing effectively addressed holistic needs, integrated multidimensional support, and fulfilled recovery expectations, thereby enhancing recovery outcomes, quality of life, and strengthening overall recovery beliefs.

Abstract Public speaking anxiety remains a common challenge across academic and professional settings, yet limited research has examined how speakers use audience familiarization and self-calming strategies to manage this anxiety. This qualitative exploratory study investigated (1) how individuals perceive and experience familiarizing themselves with audiences, and (2) the self-calming techniques they employ to regulate their anxiety during public speaking. Semi-structured interviews were conducted with 18 public speakers, and Reflexive Thematic Analysis (RTA) was used to identify patterns in their experiences. Findings show that audience familiarization—through demographic research, cultural awareness, and pre-speech interpersonal interactions—reduces uncertainty and fosters a sense of connection, thereby easing anxiety. Participants also used self-calming strategies such as deep breathing, visualization, positive affirmations, and tension-release exercises to manage physiological and cognitive symptoms of nervousness. Together, these strategies helped normalize anxiety and enhanced speakers’ confidence and self-trust over time. The study offers practical recommendations for education and training. Integrating audience analysis activities, mindfulness-based calming techniques, and supportive presentation environments into communication curricula can help students and emerging professionals build stronger speaking competence and emotional resilience. These findings highlight the value of a holistic approach that combines external preparation with internal regulation to effectively manage public speaking anxiety and improve speaker performance.

Abstract Integrating artificial intelligence (AI) into Environmental Impact Assessments (EIAs) could potentially enhance the efficiency, accuracy, and transparency of the process. That said, there are still concerns about potential biases, following the legal standards, and transparent decision-making procedures. This study evaluates the performance of AI-driven EIAs (electronic information applications) with respect to accuracy, transparency, bias detection, and regulatory compliance. It also aims to identify areas for potential development and lead to recommendations for better aligning AI technologies with existing legal systems. A mixed methods study design included qualitative stakeholder interviews and quantitative analysis. We compared the performance of the AI model with existing benchmarks using statistical impurities, such as entropy-based transparency metrics, bias detecting measures, and the Clopper-Pearson confidence interval. Efficiency, accuracy, and compliance were used to evaluate the solution's respective performance. The AI based approach used in EIA model showed substantial gains with (8.2%) increase in accuracy, (60%) decrease in manpower requirement and (40%) decrease in operational cost. Transparency measures reported much higher reporting rates, and bias detection had lower false positive and false negative rates. It has proven adherent to compliance, within a tight confidence interval range) which means it can be forensically relied upon and defended in a court of law. The prospects for using AI in Environmental Impact Assessments are extensive and could lead to more reliable, efficient, and transparent systems that can significantly improve environmental compliance. These findings could help set the stage for additional research to refine AI practices and develop standardized legal frameworks capable of ensuring fairness and accountability within environmental decision-making processes.

Abstract Sports participation is often celebrated as a pathway to empowerment, yet disparities persist along gender, socioeconomic, and cultural lines. This study aimed to investigate the multi-level mechanisms that create and sustain inequities in sports participation through an interdisciplinary framework combining humanities, social psychology, and equity studies. A sequential explanatory mixed-methods design was employed. In the quantitative phase, data were collected from a stratified sample of 1,500 participants and analyzed using structural equation modeling (SEM), multilevel modeling (MLM), latent class analysis (LCA), and moderated-mediation tests. The qualitative phase included 30–40 semi-structured interviews and focus groups, analyzed thematically to capture lived experiences and cultural narratives. The results revealed significant disparities: males reported higher weekly participation (6.1 hours) than females (3.2 hours) and non-binary individuals (2.8 hours). High socioeconomic status predicted substantially greater engagement (81.6% vs. 54.1% for low SES). SEM showed that these structural inequalities operated through self-efficacy, stereotype threat, and perceived barriers, while MLM confirmed that institutional factors accounted for 26.6% of variance in participation. Qualitative findings highlighted gendered expectations, resource inequities, and cultural stereotypes as pervasive barriers. The study concludes that sports inequities emerge through the interplay of structural, psychological, and cultural mechanisms. Applications include designing equity-driven policies, inclusive coaching practices, and targeted media interventions to foster fairer and more inclusive sporting environments.

Abstract In this paper, the author will discuss the effects of regular physical activity on the control of aggression among adolescents on pedagogical and psychological levels. It examines the influence of the various types of exercises, exercise frequencies, and school based programs on emotional awareness, self-control, and peer conflict. The debate incorporates the data taken in experiments, longitudinal studies, and classroom interventions. The physiological regulation of stress and mood enhancement is achieved by aerobic exercise. The team sports develop social abilities and give systematic environments to handle impulses. Yoga and tai chi are mind-body practices, which make individuals more focused and less emotional. The paper includes also the practical recommendations to schools, addressing the exercise intensity in relation to age, in accordance with social-emotional learning, teacher education, and regular follow-up. The paper identify common methodological limitations in current research, including short follow-up periods, inconsistent aggression measures, and limited attention to gender and socio-economic differences. The article concludes with actionable recommendations for educators and researchers, a proposed evaluation toolkit you can adopt, and a curated reference list of 30 to 35 accessible empirical and review sources. This work aims to help you design evidence-based physical activity programs that reliably improve emotional regulation and reduce adolescent aggression, and to meet the reporting standards required by English for Specific Purposes journals.

Abstract This paper explores how mindful leadership affects deviant innovation behavior among post-1990s born employees, which is a generation that is still emerging in the Chinese companies as the workforce. Based on the social exchange theory and mindfulness theory, the study examines the influence of mindfulness qualities of leaders on the motivation and the desire to engage in innovative behaviors that do not align with the norms of traditional norms but contribute positively to the growth of organizations. A quantitative survey used was carried out on 472 workers of various industries in China with the help of validated scales of measurement of mindful leadership, psychological safety, intrinsic motivation and deviant innovation. The data were evaluated using regression models, mediation tests using correlation analysis and regression models. Findings point out that mindful leadership contributes greatly to the deviant innovation behavior among the employees by increasing their psychological safety and intrinsic motivation. These variables were also found to mediate the relationship between mindful leadership and deviant innovation, which in turn confirms that mindful leadership has both direct and indirect consequences. The paper emphasizes that managers need to incorporate mindfulness training into their leadership training programs and organizational culture to elicit nontraditional but beneficial innovation behaviors among young workers. The results have an implication on the field of leadership theory and management of innovation as it helps to broaden the scope of mindfulness use in the study of organizational behavior.

Abstract This study examines the influence of organizational justice and organizational commitment on organizational citizenship behavior (OCB), with prophetic leadership as a moderating variable. The study was conducted at PKU Muhammadiyah Hospital in Kebumen, involving 158 nurses as respondents selected through a purposive sampling method. The research method used was a survey with a Likert-scale questionnaire, and data analysis used Structural Equation Modeling-Partial Least Squares (SEM-PLS). The results showed that organizational justice and organizational commitment had a positive effect on OCB. Prophetic leadership was proven to strengthen the relationship between organizational justice and OCB and between organizational commitment and OCB. Prophetic leadership values, such as honesty (siddiq), amanah (responsibility), tabligh (effective communication), and fathanah (intelligence), create a harmonious work environment and encourage positive employee behavior. The study confirms that the integration of spiritual values in leadership increases organizational effectiveness, especially in the context of faith-based organizations.

Abstract The "Double Reduction" policy represents a major reform initiative in basic education. Its effective implementation faces complex social-psychological challenges. This study adopts a social-psychological perspective. We employ mixed research methods. The research examines the psychological mechanisms and optimization paths of policy implementation through questionnaire surveys (N=1847) and in-depth interviews (N=156).The findings reveal several key patterns. Policy implementation resistance stems from three levels: cognition, emotion, and behavior. The cognitive bias rate reaches 68.7%. Emotional anxiety intensity stands at 73.3%. Behavioral deviation rate measures 73.5%. These three factors interact to form a chain of implementation barriers. Social support system intervention experiments show important results. Emotional support demonstrates the highest efficacy at 4.5 points. Comprehensive intervention increases policy compliance from 61.8% to 89.3%. This represents a 44.5% improvement. Systematic intervention combining cognitive restructuring, emotional guidance, and behavioral correction produces measurable outcomes after 8 weeks. Cognitive accuracy reaches 87.6%. Negative emotional intensity decreases by 46.5%. Behavioral compliance improves by 47.2%.The research constructs a five-dimensional assessment model. This model is based on psychological well-being, satisfaction perception, behavioral intention, social support, and value identification. The Cronbach α ranges from 0.83 to 0.89. Analysis reveals that student participation shows the largest gap at 37.1%. Role clarity scores lowest at 45.8%.This study provides empirical evidence for psychological mechanism research in educational policy implementation. It offers theoretical guidance and practical pathways for optimizing the "Double Reduction" policy and constructing evaluation mechanisms.

Abstract With mounting environmental concerns, corporate strategies have been continuously aligned to conform with environmentally sound practices. This research investigates the influence of sustainability-driven marketing strategies on corporate environmental performance (CET), specifically on CO₂ emissions reduction, energy efficient growth, effective waste management, and consumer perception and attitudes. Employing a multi-source dataset from a combination of corporate sustainability reports, consumer surveys and third-party audits, the research investigates the outcomes from comprehensive, moderate, and limited sustainability marketing strategies. Specifically, firms that adopt more long-term and transparent environmental marketing initiatives attain significantly higher reduction rates of CO₂ emissions and energy consumption, and waste management efficiency. Additionally, consumer perception analysis showcases that greater sustainability message transparency directly correlates with improved brand trust and heightened premium willingness-to-pay for sustainable qualities in products. Moreover, digital marketing strategies are found to play an analogous role, where organizations that invested in online channels reported substantially higher public sentiment and stakeholder interaction rates. The article emphasis a on need for transparency regulations regarding sustainability claims to ensure that what businesses commit to on the environmental front aligns with real, measurable results. The results suggest that companies should integrate sustainability communication deeply into their business and not limit it to an additional marketing activity. Future studies should uncover the long-term effects of sustainability marketing, best practices in industry for sustainable marketing and how new digital technologies may shape consumer environmental behavior.

Abstract Collective efficacy is the shared idea of a group of supposedly nonexistent individual abilities of the group to plan and execute actions required to achieve the preferred outcomes in a conjoint manner. This is a fundamental faith in the school and government administration: the schools and government agencies must not merely depend upon each other in respect of competence, they must also believe themselves to be in a competent relationship. These partnerships however are not successful because most of them lack the same sense of capability to achieve the objectives that they want to achieve together. In a bid to overcome this challenge, this Article uses the Collective Efficacy Theory by Albert Bandura as a framework to comprehend and enhance school-government relations. The article is a theoretical and empirical effort to deepen collaborative governance in terms of the notion of collective efficacy. On the qualitative illustrations that are used in the cases that are reported in the educational reforms, on the policy documentation and analysis of the institutional practice, we are searching four dimensions, which bring about an integrated effect on the government: mutual trust, procedural justice, shared identity, and jointly resolving the issues. We are, in conjunction with decision makers and school leaders, creating a section on clinical, and this may be utilized to build further trust on mutual skills and scale interventions. These findings, combined with the connotations of theory building that entail collective impacts within the gist of management analysis, give rise to some implication on how the governments and schools can transcend over the hierarchical / undesired interrelationships to emerge with the actual partnership that results in high levels of effective policy execution and learning outcomes.

Abstract The rapidly evolving “New Retail” landscape is reshaping how global brands connect with consumers, yet the links between store design, hedonic value, and brand image remain underexplored. Existing studies often treat global brand identity and localized retail strategies separately, leaving a gap in understanding how physical stores can balance global consistency with local cultural resonance. To address this gap, this study examines the interplay between global brand image and localized store design, highlighting the mediating role of hedonic value to develop a conceptual framework. Twelve expert interviews were conducted with professionals in interior design, visual merchandising, marketing, and retail operations, and findings were triangulated with a literature-based conceptual framework. Using Braun and Clarke’s thematic analysis, five key themes emerged: (1) Exterior Identity and Visual Magnetism, (2) Intuitive Spatial Flow and Circulation, (3) Interactive Engagement and Hedonic Experience, (4) Staff as Co-Creators and Brand Ambassadors, and (5) Community Connection and Local Cultural Fit. Results show that experiential retail success depends on the synergy of aesthetic magnetism, seamless spatial planning, participatory engagement, and culturally responsive community-building. This integration transforms physical stores into immersive brand environments that reinforce global identity while resonating with local consumers, fostering emotional attachment, hedonic enjoyment, and purchase intention. By combining expert insights with existing literature, the study contributes a practical conceptual framework for global retailers seeking to merge universal brand identity with localized experiential strategies, offering guidance to achieve sustainable competitiveness in China’s dynamic retail market.

Abstract Employee turnover poses a growing challenge for organizations facing increasing environmental complexity and uncertainty. Prior research has largely examined turnover from isolated organizational or individual perspectives, overlooking the integrated role of environmental and organizational factors in shaping employees’social-psychological mechanisms. To address this gap, this study develops an integrated environmental–organizational framework to model the social-psychological drivers of employee turnover.Grounded in social exchange theory and conservation of resources theory, the model explains how external environmental pressures and internal organizational conditions jointly influence employees’ psychological states. Job satisfaction, organizational commitment, and psychological stress are examined as key mediating mechanisms linking environmental and organizational factors to turnover intention. Using survey data and structural equation modeling, the results indicate that environmental pressures increase turnover intention by intensifying psychological stress, while supportive organizational practices reduce turnover intention by enhancing job satisfaction and organizational commitment. Organizational support further buffers the negative psychological effects of environmental uncertainty.This study advances turnover research by clarifying its underlying social-psychological mechanisms and offers practical insights for turnover management.

Abstract Objective: To explore the mechanism through which community environmental co-governance participation influences the sense of control and treatment outcomes in elderly patients with chronic diseases, and to verify the moderating role of cultural factors.Methods: A mixed-methods research approach was employed, recruiting 927 elderly patients with chronic diseases from three countries: China, Japan, and the United States. Data were collected through questionnaire surveys, in-depth interviews, and community observations. Statistical analyses were conducted using structural equation modeling, multi-group analysis, and Bootstrap mediation tests.Results: Community environmental co-governance participation had a significant positive effect on sense of control (β=0.362, p<0.001). Physical environmental accessibility and social support networks played mediating roles in this relationship, with indirect effects accounting for 69.6% of the total effect. Sense of control significantly promoted treatment adherence (β=0.587), self-management behaviors (β=0.614), health indicator achievement rates (β=0.493), and subjective health perception (β=0.528). Cultural type significantly moderated the impact of community participation on sense of control, with stronger effects observed in collectivist cultural contexts (China β=0.637 vs. Japan β=0.438 vs. United States β=0.512).Conclusion: Community environmental co-governance participation enhances elderly patients' sense of control through improved environmental factors, thereby promoting treatment outcomes. This mechanism demonstrates cultural specificity. The study provides theoretical foundations and practical guidance for optimizing community health governance models and designing culturally adaptive intervention programs.

Abstract This qualitative study explores the role of emotional intelligence (EI) in shaping leadership effectiveness among school leaders in higher education within the Zamboanga Peninsula and Western Visayas, Philippines. While much of the existing literature centers on EI in basic education and corporate settings, this research addresses a critical gap by focusing on how EI is understood, applied, and perceived by leaders within the higher education context. Drawing on in-depth interviews with 16 school leaders selected through purposive sampling, the study reveals that emotional intelligence is not merely a personal trait but a strategic leadership asset. Data were analyzed using thematic analysis to identify core patterns in leadership behavior. Participants highlighted self-awareness, emotional regulation, and empathy as essential competencies for effective decision-making, conflict resolution, and relationship-building. Findings indicate that emotionally intelligent leadership fosters psychological safety, strengthens organizational culture, and supports resilience in times of crisis. This study underscored the importance of integrating EI into leadership preparation programs as a vital response to the evolving demands of educational leadership.

Abstract The governance of environmental data is increasingly defined by data-sovereignty laws, trade agreements, and regulatory frameworks that restrict geospatial analytics, climate modeling, and biodiversity research. Although many states adopt data-localization policies to protect national security and economic interests, the study shows that such rules are incompatible with global environmental cooperation and scientific sustainability, generating measurable empirical impacts rather than merely conceptual challenges. This study uses a mixed-method approach that includes legal case analysis, trade dispute review, scientific literature synthesis, and expert consultations, and synthesizes findings from scientific reports and expert interviews to maintain methodological transparency. The empirical findings demonstrate that data localization substantially increases compliance costs, delays environmental research, and weakens global climate-monitoring capabilities. These results reveal that fragmented sovereignty regimes, driven by national security claims, economic protectionism, and institutional constraints, directly impede the availability, timeliness, and interoperability of environmental data across borders. The study’s novelty lies in its integration of legal, trade, technological, and behavioral dimensions, addressing gaps left by previous literature that isolated these domains. The article presents evidence-based policy pathways, showing that a tiered governance model, distinguishing between sensitive domestic datasets and globally shareable environmental information, offers a realistic mechanism for balancing sovereignty with scientific cooperation. Complementary AI-driven compliance tools and blockchain-enabled auditability provide additional support for secure and transparent data exchange when embedded into existing legal structures rather than used as stand-alone technological solutions. These combined approaches demonstrate how harmonized data-governance frameworks can prevent sovereignty rules from undermining environmental research and global climate action.

Abstract As a cornerstone of China’s education system, special education relies primarily on special education teachers as its core implementers. While existing literature has begun to focus on and investigate the job satisfaction of special education teachers and its influencing factors, such studies have mostly been confined to analyzing material-oriented satisfaction dimensions—most notably the salary levels of full-time special education teachers. Consequently, research into the professional development and psychological fulfillment of full-time special education teachers holds greater academic and practical significance. Guided by the diversified education theory, this study developed a questionnaire to collect data from full-time special education teachers at special education schools in Zhuhai. After conducting questionnaire screening and data cleaning, the study analyzes both the overall job satisfaction level of full-time special education teachers in the region and the specific factors influencing their job satisfaction. Furthermore, based on the questionnaire findings, this study puts forward targeted recommendations to enhance the job satisfaction of special education teachers in Zhuhai, thereby contributing to the high-quality development of education in the city.

Abstract The paper explains how consumer psychology, archetypal narrative structures and the Chinese folk hero mythology converged to create a script development framework to serve script production within the 3D animation. The paper analyzes how the mythological figures (e.g., Nezha, Sun Wukong, and Mulan) apply the psychological processes that activate the emotional involvement and consumer behavior. Based on the Narrative Transportation Theory, the study will show that highly immersive stories, built around universal archetypes, help to identify the audience, memorize, and be attached to the brand. The analysis incorporating the perspectives of narrative psychology, emotional branding, and symbolic consumption, the paper creates a five-stage scriptwriting system that correlates plot development and character progression with consumer affective stimuli. The case studies of the Chinese folk heroes show that their mythic roles can be well related with the contemporary spectators especially with the elements of defiance, change, and dignity. These archetypes do not just offer a symbolic meaning, but also affect actual consumer behavior including rewatching, sharing of content and buying merchandise. The paper takes a final suggestion of developing a modular system of developing 3D animation scripts that are culturally specific but psychologically universal, providing the theoretical and applied basis. The work is a part of the developing sphere of media psychology and animation research, where the ancient mythology can be applied to the emotionally intelligent narration in modern digital space.

Abstract To reveal the interactive patterns between corporate low-carbon climate and employee environmental identity in the context of zero-carbon transformation, this study adopts a mixed research method combining case studies and questionnaire surveys. Taking zero-carbon transformation enterprises in the new energy, high-end manufacturing, and chemical industries as case subjects, 122 valid questionnaire data were collected simultaneously. The collaborative mechanism between the two was verified through qualitative coding and quantitative regression analysis. The results indicate that the cognitive, institutional, and behavioral dimensions of corporate low-carbon climate differentially positively drive the identity cognition, identity emotion, and identity behavioral intention dimensions of employee environmental identity. Among them, cognitive climate has the strongest driving effect on identity cognition, institutional climate on identity emotion, and behavioral climate on identity behavioral intention. Employee environmental identity has a reverse feedback effect on corporate low-carbon climate, with identity cognition having the strongest feedback effect on cognitive climate, identity emotion on institutional climate, and identity behavioral intention on behavioral climate. The two form a collaborative closed loop through positive driving and reverse feedback, and employee education level, job type, and enterprise industry attributes and scale significantly modulate the synergistic effect. The research conclusion provides theoretical basis and practical reference for enterprises to strengthen employee environmental identity and enhance the efficiency of zero-carbon transformation through the construction of a low-carbon climate.

Abstract This research examines the relationship between an intelligent feedback system grounded in procedural language theory and adult EFL learners' metacognitive monitoring and knowledge proceduralization. Using a quasi-experimental design, 100 adult learners from Shanghai University's continuing education program were assigned to either intelligent feedback or traditional feedback groups for 16 weeks. The intervention followed procedural language model theory through three stages: knowledge activation, proceduralization, and automatization. Assessment tools included CSE-based standardized tests, metacognitive accuracy measures, and satisfaction surveys. The intelligent feedback group gained 12.3 points in overall proficiency, surpassing the traditional group's 7.1-point increase, with a between-group effect size of 0.68. Speaking and writing showed the largest between-group effects (d = 0.72 and 0.78 respectively). Regarding metacognitive monitoring accuracy, the intelligent feedback group's bias value decreased from 18.3 to 7.2, while the relative accuracy gamma coefficient increased from 0.42 to 0.71. Mediation analysis revealed that metacognitive accuracy partially mediated the effect of intelligent feedback on language proceduralization, with the indirect effect accounting for 42% of the total effect. The study provides evidence for a positive association between intelligent feedback systems and language knowledge proceduralization and metacognitive development among adult English learners, providing both theoretical foundations and practical guidance for the deep integration of educational technology and language teaching. The findings offer significant implications for instructional innovation in adult continuing education.

Abstract Innovative mindset helps students embrace interdisciplinary approaches, enabling them to integrate knowledge from various domains and collaborate effectively with others. In doing so, they contribute not only to technological and scientific progress but also to societal growth by addressing pressing social concerns. This paper explored how classrooms fostered innovative mindsets among college students through social learning processes. This exploratory study gathered narratives from 16 science, technology, engineering, and mathematics (STEM) students in Biliran Province about their experiences that cultivate their innovative mindset in academic settings. Participants were purposively sampled, and data were analyzed using reflexive thematic analysis. The findings indicated that innovative mindset in STEM students is viewed as a triad of flexibility, creativity, and knowledge. Innovation was not limited to generating new ideas but also involved adapting to changing circumstances and applying learned knowledge to solve problems. Teachers who create a collaborative and inquiry-driven classroom environment facilitated students in approaching challenges from multiple perspectives and experimenting with solutions. The ability of teachers to simplify and break down problems into manageable parts served as a form of cognitive modeling, which encouraged students to adopt similar methods when solving their own issues. This strategy not only enhanced understanding but also built confidence in managing challenges innovatively. Cultivating an innovative mindset requires a combination of adaptive teaching strategies, effective integration of technology, and a supportive learning environment. These elements help students develop the critical thinking and problem-solving skills necessary for success in STEM fields and beyond.

Abstract Employee health promotion programs are increasingly gaining attention as a strategic initiative to improve workplace productivity and support employee well-being. This research addresses how such structured wellness programs can affect some organization-wide performance criteria, to include absenteeism reduction, job satisfaction, employee engagement, and stress management at work, workforce retention. A six-month intervention took place in five sectors: health, technology, finance, education and manufacturing, offering the opportunity to compare effectiveness of wellness programs. The results suggest that those service sectors with higher levels of occupational stress (such as health care and manufacturing) experienced proportionately larger decreases in absenteeism and perceived level of stress. In the meantime, industries where there is a dependency on cognitive load (tech/finance) reported the biggest improvement in engagement / job satisfaction. Participation in wellness programs was highly associated with productivity gain, indicating well-being initiatives should be integrated into a company's culture. According to the findings, tailored wellness program strategies, provide employee engagement and retention opportunities that offer long-term value beyond productivity gains. Although positive effects for workplace wellness programs are supported by the research, they should be ongoing to maintain a long-term benefit. Further work should probe the efficacy of digital wellness interventions and compare voluntary versus mandatory participation modalities. The results offer practical implications for organizations interested in developing sustainable well-being interventions aimed to improve not only workforce productivity, but also the overall job satisfaction.

Abstract  Despite the crucial role of grammar in professional communication, limited research has examined how simulated learning experiences in academic settings foster grammatical competence that translates into workplace clarity and confidence. This exploratory study addresses this gap by investigating how simulated classroom activities such as role-plays, presentations, and mock interviews help students apply grammar effectively to enhance message clarity and build communication confidence as they transition into the professional world. Using purposive sampling, the study engages 18 recent graduates currently employed in various industries. Data were collected through one-on-one interviews and analyzed using reflexive thematic analysis to capture in-depth perspectives on participants’ classroom experiences and their relevance to professional communication. Preliminary expectations suggest that grammar-focused simulated learning strengthens students' ability to structure and articulate ideas clearly, while also boosting their self-assurance in professional settings. The findings aim to provide insights for educators seeking to align grammar instruction with real-world communication demands, ultimately bridging the gap between academic preparation and workplace readiness.

Abstract Guochao culture is defined as the fusion of old Chinese cultural symbols with modern design and branding, which is a trend of a youth-oriented national style. Guochao culture has rapidly emerged as a major channel for youth to express identity and cultural values. This study examines how cultural identity, cultural confidence, and well-being shape Generation Z’s feedback behavior in the Guochao context. Using the cogni-tive-affective-behavior (CAB) framework, it analyzes how cognitive factors (cultural identity) influence affec-tive states (spiritual and social well-being), which in turn drive behavioral responses. The research further ex-plores the moderating effect of nostalgia on cultural engagement. A total of 121 valid survey responses were collected from students at Hainan Normal University, and the data were analyzed with the support of structural equation modeling. Even though the size of samples is small, it can be considered as the appropriate size in the context of the PLS-SEM since it is an appropriate exploratory model with small sample size. Findings show that cultural pride, spiritual well-being, and social well-being act as sequential mediators between cultural identity and feedback behavior, whereas cultural praise does not exhibit this mediating role. Nostalgia was found to moderate these relationships, with stronger effects observed among respondents reporting lower levels of nos-talgia. Overall, cultural identity exerts a significant indirect influence on feedback behavior through cultural pride and well-being, while nostalgia conditions these effects. These results provide theoretical insights into consumer behavior research and practical guidance for brand marketers engaging with Generation Z.

Abstract Based on group dynamics theory, this study employs a mixed-methods approach to explore the cultivation mechanisms and interactive relationships between leadership emergence and team psychological cohesion in English project-based learning (PBL). The research selected 160 tenth-grade students from a provincial model senior high school, with the experimental group engaging in a 12-week English PBL program. Data were collected through questionnaire surveys, classroom observations, social network analysis, and in-depth interviews. The findings reveal that: (1) Leadership emergence exhibits three-stage characteristics—exploration, differentiation, and integration phases. Individual factors such as English proficiency and personality traits, along with contextual factors including task complexity and group size, jointly influence leadership development, with 65% of teams forming distributed leadership structures. (2) Team cohesion demonstrates a four-dimensional structure encompassing task, social, learning, and emotional dimensions. The experimental group showed significantly higher cohesion than the control group (4.20 vs. 3.33), with clarity of shared goals, collective efficacy, and group norms identified as key influencing factors. (3) A bidirectional interactive relationship exists between leadership and cohesion, with leadership exerting a total effect of 0.72 on cohesion and cohesion demonstrating a reciprocal effect of 0.55 on leadership, forming a positive spiral. (4) Project activities such as collaborative tasks, cross-cultural themes, multimodal presentations, and reflective dialogues exhibit differentiated effects on cohesion cultivation. This study unveils the unique group dynamics mechanism in English PBL, providing theoretical foundations and practical guidance for optimizing instructional design and promoting students' core competencies development.

Abstract This study investigates the influence of social identity theory and group dynamics on exercise adherence and motivation among second-year Physical Education majors. Findings indicate that training activities enhancing positive group identification substantially boost collective efficacy and peer-driven motivation. Students engaged in socially cohesive exercise programs achieved 25-30% greater physical improvement than those following individually oriented protocols. The analysis further shows that social-psychological variables account for roughly 40% of the variance in performance gains. These results highlight the essential function of group belonging and shared identity in shaping sustainable training engagement. Overall, the study affirms that social context is not merely supportive but a core determinant of physical development outcomes in higher-education settings.

Abstract The rapid integration of artificial intelligence (AI) into education is transforming how teachers are prepared and how their professional identities evolve within digitally mediated environments. While prior studies have examined AI’s influence on teaching effectiveness and digital competence, comparatively little attention has been given to its impact on the identity formation of English as a Foreign Language (EFL) pre-service teachers. This integrative review therefore aims to provide a consolidated understanding of how AI shapes their emerging teacher identities. It synthesizes 31 empirical studies published between 2015 and 2025 from Scopus and Web of Science, following PRISMA-guided screening and MMAT quality appraisal. A mixed analytical strategy combining quantitative trend mapping and qualitative thematic synthesis was employed to trace how AI use interacts with self-efficacy, reflective practice, professional agency, and ethical reasoning in teacher education. The findings indicate three interconnected roles of AI in the development of professional identity: (1) as a reflective partner that enhances metacognitive awareness through adaptive and dialogic feedback; (2) as a pedagogical scaffold that improves efficacy, motivation, and agency during lesson design and microteaching; and (3) as an ethical mediator that encourages reflection on authenticity, authorship, and moral responsibility. Across contexts, AI integration strengthens professional identity when embedded within human-centered, ethically framed pedagogies that balance automation with reflective judgment. The review concludes by proposing an AI-enhanced identity ecology and outlining implications for reflective pedagogy, ethical AI literacy, and identity-oriented teacher education, along with directions for future longitudinal and cross-cultural research.