Background: University students with a vocational pathway face greater cultural, psychological, cognitive, and behavioral challenges during the transition process than their counterparts with an academic route. Method: This study examined the predictive effect of bicultural identity integration, self-esteem, academic resilience, and interaction anxiousness on school belonging using a quantitative approach with 326 Chinese vocational pathway university student participants. Result: The participants had high levels of cultural adaptability, self-esteem, academic resilience, and school belonging, but they also displayed moderate interaction anxiousness. Bicultural identity integration (B = 0.24; p < 0.001), self-esteem (B = 0.35; p < 0.001), and academic resilience (B = 0.25; p < 0.001) significantly positively predicted school belonging, while interaction anxiousness (B = −0.17; p < 0.01) negatively predicted school belonging. Conclusions: Bicultural identity integration, self-esteem, academic resilience, and interaction anxiousness were crucial determinants of school belonging among Chinese university students with vocational qualifications. Effective measures should be initiated to boost their feelings of being recognized, respected, and connected to the university community.

Grounded on the social exchange theory (SET), social cognitive theory (SCT), and self-determination theory (SDT), this study aims to explore the mediating role of self-efficacy (SE) and work engagement (WE) on the effect of social support (SS) on job satisfaction (JS) among Chinese ethnic minority kindergarten teachers (KTs). The results show that: (1) SS has a directly significant effect on JS; (2) WE mediates the relationship between SS and JS; and (3) SE mediates the relationship between SS and WE. Although the mediation of SE on the relationship between SS and JS is not found, the posited multiple mediations of SE and WE on the relationship between SS and JS are totally accepted. The results reveal that SS mainland Chinese ethnic minority KTs received can not only have a direct effect on JS but also have an indirect impact through the one-path mediating role of WE and the chain mediating role of SE and WE. The results suggest that governments, supervisors, and sponsors should work together to provide ethnic minority KTs with more prioritized SS from both cultural psychology and financial material and opportunities for facilitating professional knowledge and skills in order to enhance their SE, inspire their WE, and eventually accumulate their JS.

Background: Job burnout (JB) has become a prevalent emotional and psychological syndrome across diverse contexts, especially in the face of the COVID-19 pandemic. This study aimed to examine the relationship between perceived organizational support (POS), job satisfaction (JS), self-efficacy (SE), and JB, alongside their mechanism of interplay. Methods: We took 210 Chinese academic journal editors as the research participants and designed a moderated mediation model to examine the posited construct. All the data were gathered online and analyzed with the statistical software SPSS and SmartPLS. Results: The participants comprised 117 women (55.71%) and 93 men (44.29%). There were significant differences among observed variables in age, experience, and title. POS had a significant negative predictive effect on JB (95% CI = −0.43; −0.06). JS mediated the relationship between POS and JB (95% CI = −0.48; −0.11). SE moderated the association between JS and JB (95% CI = 0.04; 0.75) but did not function as a moderator in the relationship between POS and JS (95% CI = −0.01; 0.24). Conclusions: POS, JS, and SE were crucial determinants of JB among Chinese academic journal editors. Targeted interventions should be initiated to diminish editors’ feelings of being unappreciated, inefficient, dissatisfied, and unaccomplished at work.