Huan Liu

This study aims to explore the relationship and mechanism between the preschool inclusive education teachers’ organizational support, teacher self-efficacy, and work engagement. This study adopted the organizational support scale, inclusive education efficacy scale, and work engagement scale, measured for 600 preschool inclusive education teachers, eventually obtained 568 effective questionnaires, established research model, and analyzed the data using the structural equation model. There are significantly more men than women, and the majority were public kindergarten. Organizational support significantly positively affects teachers’ self-efficacy and work engagement in preschool inclusive education. Preschool teachers’ self-efficacy has a significant positive impact on work engagement. Preschool teachers’ self-efficacy plays a partial mediating role between organizational support and work engagement. Organizational support not only directly affects teachers’ self-efficacy and work engagement in preschool inclusive education but also indirectly affects their work engagement through preschool teachers’ self-efficacy, which provides theoretical and practical guidance for the research of inclusive education.

Emotional stability is of great importance for undergraduates and has significant predictive power for mental health. Emotions are associated with individuals’ daily lives and routines. Undergraduates commonly post their opinions and feelings on social networks, providing a huge amount of data for studying their emotional states and rhythms. Based on the construction of the emotion dictionary of undergraduates’ Tencent tweets —a social network for users to share their life situations and express emotions and feelings to friends—we used big data text analysis technology to analyze the emotion words in 45,996 Tencent tweets published by 894 undergraduates. Then, we used hierarchical linear modeling to further analyze the daily rhythms of undergraduate students’ emotions and how demographic variables are associated with the daily rhythmic changes. The results were as follows: Undergraduates tweeted about more positive emotions than negative emotions ; The emotions in undergraduates’ tweets changed considerably from 1 a.m. to 6 a.m., but were fairly stable during the day; There was a rising trend in the frequency of using emotion words in Tencent tweets during the day as each hour progressed, and there was a higher increase in positive emotion than negative emotion; and The word frequencies and daily rhythms of emotions varied depending on demographic variables. Gender was correlated with the frequencies of gratitude and the daily rhythms of anger. As the grade increased, the frequency of emotion words in most subcategories in TTs decreased and the fluctuation in daily rhythms became smaller. There was no significant difference in the frequency and daily rhythm of emotion words used in TTs based on having had a left-behind experience. The results of the present study provided emotion expression in social networks in Chinese collectivist culture. This study added new evidence to support the notion that positive and negative emotions are independent dimensions.