The aim of this research was to produce a project-based learning (PjBL) course model that combines with the Think–Pair–Share (TPS) strategy and to determine its effectiveness in improving the creative thinking skills of education students. The sample of participants comprised 100 students from a university in Bangkok, Thailand. Five main elements comprised the PjBL-TPS course: 1. Project Preparation (including an introduction, pairs formation, and an understanding of the project); 2. Project Pair Cooperation (including discussion, knowledge framework development in pairs, practice analysis, brainstorming, and pair feedback); 3. Project Production (including its development, testing, refinement, and presentation); 4. Project Evaluation (including giving feedback on the work of the other pairs); and 5. Project Conclusion (including reflecting on the overall experience of the project). The results show that, in their post-course exercises, the students displayed enhanced creativity in all areas of creative skills (involving fluency, flexibility, originality, and elaboration). The experimental group demonstrated significantly higher creativity levels compared to the control group. In addition, the post-course assessments of the self-perceived creativity improvements of the students revealed that, post-course, most of the students perceived improvements in every aspect of their creativity.

This study explored a multiple mediation model in Wuhan's college students. Positive thinking and resilience were identified as mediators between 2019 novel coronavirus (2019-nCoV) victimization experiences and mental health. The sample included 384 from 4 universities in Wuhan, China. Four structured instruments were applied to the college students, including scale of the 2019-nCoV coronavirus victimization experience, scale of the positive thinking, scale of the resilience, and scale of the mental health. The responses were scored using a 5-point Likert scale. Structural equation models were used to construct measurement and structural models. The findings confirmed that the 2019-nCoV victimization experience was a negative predictor of mental health; positive thinking and resilience were strong mediators between 2019-nCoV victimization experience and mental health. The results indicated that a complete model was significant because positive thinking compensated for resilience. Notably, these 2 strong mediators will vastly resist the negative influences of 2019-nCoV victimization experience on mental health in Wuhan's college students until the end of the pandemic. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

This study explored the moderating role of social support between learning self-efficacy and learned helplessness in higher vocational students in Henan Province, People’s Republic of China. The Learning Self-Efficacy Scale, Social Support Scale, and Learned Helplessness Scale were adopted to...

Introduction: Because of the outbreak of COVID-19, several colleges and universities in Xi’an, China, implemented quarantine measures and closed their gates, which increased anxiety among the students.Methods: The Perceived Social Support Scale, Perceived Risk of COVID-19 Pandemic Scale, Connor–Davidson Resilience Scale, and Self-Rating Anxiety Scale were used for measurements. SPSS26 and AMOS26 (IBM SPSS AMOS Statistics, New York, United States) were used for data analysis. Structural equation modeling (SEM) was used to test the data from the 2,251 respondents and the hypothetical model.Results: The students’ perceived social support was discovered to have had a significant negative effect on anxiety. The students’ perceived COVID-19 risk and resilience played significant mediating roles in the relationship between social support and anxiety.Discussion: When college students feel social support and have resilience, they can reduce anxiety during the epidemic stage. Therefore, education administrators and parents should help college students to identify the current situation of the epidemic environment, enrich relevant knowledge.

This study explored the moderating influence of empathy on agreeableness in interpersonal relationships among Chinese college students. Surveys and tests were conducted among a representative sample of 834 college students from four universities in Yunnan, China. Structural equation models were used to test causality and moderation. Support was found for a model that identified agreeableness and empathy as valid predictors of interpersonal relationships and empathy as a moderating influence between agreeableness and interpersonal relationships. These results suggest that the growth of interpersonal relationships for agreeable students is suppressed by higher levels of empathy. In addition, lower levels of empathy may promote the growth of interpersonal relationships for agreeable students. The results suggest that enhancing empathy is not always applicable to all groups of individuals and that training methods aimed at reducing empathy may be used to ameliorate bad interpersonal relationship in students with agreeable personality traits.

The increasing competition in today’s market is becoming more and more intense, and the rapid process of developing a knowledge-based economy is making a start-up extremely effective for the future building of the nation. As an innovative economy, it strongly promotes social and economic development and it is more conducive and beneficial to building an innovative country. Therefore, it is of practical significance to study the impact of university innovation and entrepreneurship education (UIAEE) based on virtual reality (VR) technology on college students’ entrepreneurial willingness. In the process of researching the impact of UIAEE based on VR on college students’ entrepreneurial willingness, the present study collects and consults a large number of documents to obtain knowledge that is helpful for research. This research work is based on the premise of UIAEE based on VR, researching its influence on the entrepreneurial willingness of students who have received this education. It is guided by the theory of planned behavior and takes 400 students from our school as the research object. Testing the results of the impact of innovation and entrepreneurship education (IAEE) on college students’ entrepreneurial willingness was carried out through the establishment of models. The research results show that the impact of UIAEE based on VR activities on college students’ entrepreneurial willingness is answered in the affirmative. It can be better to sort out the relationship through the results, and the results are basically consistent with the assumptions of the theoretical model.