Linking Career Exploration, Self-Reflection, Career Calling, Career Adaptability and Subjective Well-Being: A Self-Regulation Theory Perspective.

Introduction: In the post-pandemic era, the cultivation of vocational adaptability among college students holds equal significance to fostering subjective well-being in the face of an increasingly daunting professional landscape. This intricate process can be influenced by exploratory expeditions into potential career paths, sincere introspection, and a profound sense of vocation. Methods: Drawing upon Bandura's self-regulation theory, this research project employed structural equation modeling (SEM) to scrutinize the interconnectedness between career exploration, self-reflection, vocational calling, vocational adaptability, and subjective well-being within a sample of 1077 Chinese undergraduates. Results: The findings demonstrated that career exploration and self-reflection positively predicted career adaptability and subjective well-being. In addition, career calling had a significant mediating effect in this model. Conclusion: The findings of this study shed light on the significance of career exploration and self-reflection in fostering both adolescent career adaptability and subjective well-being. And are expected to provide a reference for the career construction and development of college students and career education in colleges and universities.

Stress-Buffering Effects of Social Support on Tourism Employees during the COVID-19 Pandemic: A Moderated Mediation Model.

Since the beginning of 2020, China's tourism industry has been severely impacted by the COVID-19 pandemic, and domestic tourism revenues have plummeted. Tourism employees have faced reduced working hours, job instability, shut down, and unemployment. In the context of the normalization of epidemic prevention, the tourism industry is recovering slowly and uncertainly, and many tourism employees face increasing employment stress. To investigate the relationship between social support and employment stress among tourism employees, 308 tourism employees were surveyed, and the mediating role of positive coping styles and the moderating role of psychological resilience were examined using structural equation modeling. The results revealed three key findings: social support significantly and negatively influenced the employment stress of tourism employees; positive coping styles significantly mediated the relationship between social support and employment stress among tourism employees; and psychological resilience moderated the relationship between social support and employment stress among tourism employees, as well as moderating the relationship between social support and positive coping style. The current findings help to deepen the understanding of the relationship between social support and employment stress, and they have important implications for alleviating the employment stress of tourism employees in the context of the pandemic.

Memory for actions in Chinese children with developmental dyslexia.

Around 5-10% of school children in China suffer from reading disabilities. Previous studies have shown that children with developmental dyslexia have deficits in encoding and retrieval information. Moreover, many studies have provided evidence that performing actions can promote the encoding and retrieval of memory compared to verbal tasks. Therefore, we expected that performing actions can improve the memory performance of children with developmental dyslexia. However, memory for actions of children with developmental dyslexia has not been sufficiently explored. The present study used a 2 (group: dyslexic or typical) × 2 (type of encoding: subject-performed task or verbal task) between-subjects design to examine whether subject-performed task could enhance the memory performance of children with developmental dyslexia. The results revealed that performing actions not only improves the memory performance of the typical group but also of the dyslexic group. We suggest that performing actions can improve the level of self-involvement during encoding and enhance item accessibility during retrieval of memory of children with dyslexia, thus compensating for the memory reduction caused by the deficits of rehearsal and retrieval strategies of children with dyslexia.