Pre-service teachers' altruistic motivation for choosing teaching as a career: where does it come from?

This study aims to examine the factors influencing pre-service teachers' altruistic motivation for selecting their profession within a Chinese educational setting. Drawing on existing research, a three-element (social-cognitive, emotional, and realistic) model is integrated to explore how pre-service teachers' altruistic motivations are formed and evolved. Utilizing this model, interview data from 18 students enrolled in the Chinese Free Teacher Education program were collected and analyzed by thematic analysis. The findings indicate that social-cognitive factors impact altruistic motivation through engagement with social issues and reflections on practical educational challenges. The emotional factor is manifested through the participants' positive and negative emotions. The realistic factor comprises familial influences and personal career preferences, which play a role in the decision to pursue teaching as a lifelong vocation. This study proposes a structured and functional model that can serve as a foundation for future research into the development of altruistic motivation. It also offers insights into nurturing altruistic motivation among both pre-service and practicing teachers in their career decision-making process.

Digital intervention in improving the outcomes of mental health among LGBTQ+ youth: a systematic review.

LGBTQ+ youth experience mental health disparities and higher rates of mental disorders due to barriers to accessing care, including insufficient services and the anticipated stigma of revealing their identities. This systematic review incorporated 15 empirical studies on digital interventions' impact on LGBTQ+ youth mental health, examining their potential to address these inequities. This study innovatively categorized existing digital interventions into four streams: Structured Formal (telehealth, online programs), Structured Informal (serious games), Unstructured Formal (mobile applications), and Unstructured Informal (social media). We found that S&F and U&F effectively reduced symptoms. U&F showed potential but required enhancement, while U&I fostered resilience but posed risks. Further integration of emerging technologies like virtual reality may strengthen these interventions. This review identifies the characteristics of effective digital health interventions and evaluates the overall potential of digital technologies in improving LGBTQ+ youth mental health, uniquely contributing insights on digital solutions advancing LGBTQ+ youth mental healthcare.