Background: Teachers’ professional development is a pivotal aspect of educational psychology. However, the lack of comprehensive examination into the interconnectedness of school climate, teachers’ self-efficacy, and instructional practice impedes the design of targeted and impactful professional development initiatives for teachers. Therefore, the present study seeks to address this gap by elucidating the relationships among these key factors under social cognitive theory and to examine in what ways teachers perceive as having an influence on their present needs in professional development. Methods: The present study used the Teaching and Learning International Survey (TALIS) 2018 database. The dataset comprised 3647 valid responses from secondary school teachers in Shanghai (China). Structural equation modeling (SEM) was applied, and the reliability and validity of the research model were tested. Results: The findings from our analysis revealed significant associations between school climate, teachers’ self-efficacy, instructional practice, and perceived needs in professional development. Notably, we found that school climate operated as the determinant of teachers’ needs in professional development via chain mediators of self-efficacy and instructional practice. Conclusions: Our study underscores the importance of considering the interconnected nature of these constructs in shaping teachers’ needs in professional development. By identifying these relationships, we contribute insights into current strengths and weaknesses of the education and teacher development system in China and guide the development of evidence-based professional development program that align with teachers’ needs.

Background: Online game addiction has become a serious global public health problem among adolescents. However, its influencing factors and mediating mechanisms remain ambiguous. Methods: The present study adopted stratified random sampling to collect 6146 junior high school student samples in mainland China. We used regression analysis, and Bootstrap mediation test through SPSS 26.0 and AMOS 24.0 to reveal the tendency of students’ online game addiction with different background characteristics and whether autonomy support from parents and teachers can effectively reduce online game addiction. Results: The results showed that parental (β = −0.112, p < 0.001) and teacher (β = −0.225, p < 0.001) autonomy support were conducive to reducing students’ online game addiction. Academic perseverance (β = −0.080, 95% CI = [−0.103, −0.058]) and academic motivation (β = −0.073, 95% CI = [−0.095, −0.052]) partially mediated the relationship between autonomy support and online game addiction. Conclusion: This result provides a theoretical basis for educational interventions. It suggests that strengthening autonomy support could enhance students’ academic perseverance and motivation and further reduce online game addiction. This study utilized a cross-sectional research design, making it difficult to determine the causal relationship between autonomy support environment and online game addiction.

Despite the growing recognition of the value of interdisciplinary learning in doctoral education, there is still a gap in the literature supporting the relationship between it and doctoral students’ scientific creativity in China. Based on a questionnaire survey of 457 doctoral students from the humanities and social sciences on the Chinese Mainland, this study adopted structural equation modeling to examine the relationships among interdisciplinary learning, teamwork skills, collaborative behaviors, and scientific creativity. The results indicated that there was a weak positive correlation between interdisciplinary learning and the scientific creativity of doctoral students. Teamwork skills mediated the relationship between interdisciplinary learning and creativity, while the mediating effect of collaborative behaviors did not hold. Moreover, the relationship between interdisciplinary learning and creativity can also be mediated by the sequential mediation of teamwork skills and collaborative behaviors.