Although Minzu universities provide a platform for communication for college students from all ethnic groups, the multi-ethnic communication pattern could influence students’ well-being. To improve the well-being of these minority college students, this study analyzed the impact of intergroup contact on subjective well-being, as well as the moderating role of social support. Through a cross-sectional investigation, 860 valid data were collected from the Ningxia Hui Autonomous Region. The results found that the quantity of intergroup contact, the quality of intergroup contact, and the global intergroup contact could positively predict the subjective well-being of students at Minzu universities. Social support had a positive moderating effect. That is, the stronger the social support, the stronger prediction it had on subjective well-being from the quantity of intergroup contact, the quality of intergroup contact, and the global intergroup contact among college students at Minzu universities. Therefore, based on the methods of increasing contact opportunities, improving contact quality, and enhancing social support, Minzu universities can increase the interaction among students from all ethnic groups and so, further improve the subjective well-being of college students.

Kindergarten climate has been reported to be closely associated with teachers' retention intention, yet the underlying mechanism of this association remains unclear in some ethnic minority areas in China. Based on the Personal-Environment Fit Theory and Organizational Support Theory, the research aims to examine the correlation between kindergarten climate and retention intention of Chinese kindergarten teachers in ethnic minority areas and the chain mediating role of perceived organizational support, as well as the psychological empowerment. In total, 1,199 Chinese kindergarten teachers were recruited from ethnic minority areas to complete the questionnaires. Based on their responses, the main findings of the study were listed as follows: (1) A supportive kindergarten climate has a positive correlation with perceived organizational support, psychological empowerment, and retention intention. (2) A positive kindergarten climate would increase the retention intention only through the indirect path of perceived organizational support, psychological empowerment, as well as the chain mediating path between these two variables. Taken together, these results further explained the interplay between kindergarten climate and teachers' retention intention. Implications for research on retention intention were discussed. Theoretically, it enriches the theoretical basis related to the external environmental resources and individual cognition. Practically, it means that educational policymakers will need to issue new guidelines to ensure that more kindergarten teachers are retained in China's ethnic minority areas.

Background: In response to the wide-ranging concern of career choice, the present study aimed to explore the antecedents and internal mechanisms of choosing a music career. Methods: Based on the model of context–process–outcomes, the school context (eg, school musical activities, musical specialized classrooms, music broadcasting and music teachers) was incorporated into an integrated model as predictors. We selected music interest and music value as mediators. A total of 28,018 adolescents in public secondary school completed psychometric questionnaires. Results: The results of structural equation modeling indicated that school musical activities, musical classroom, and music teachers were all positively related to music interest and music value, which in turn positively predicted music career choice but the indirect impact of school musical broadcasting on music career choice via music value is not valid. Conclusion: This survey investigated a large national sample of adolescents for music career choice and its relevant antecedents based on the context–process–outcomes model. There was a significant influence of school music context on students’ music career choice. Furthermore, music interest and music value partially explained the indirect psychological process between school music context and music career choice.

Academic discourses regarding teacher motivation have been on-going for decades for those who teach in ethnic minority areas. Yet research findings failed to provide a consistent conclusion regarding if kindergarten teachers’ motivation pattern would vary based on a case-to-case scenario. Therefore, further studies are needed to probe the motivation patterns among this population. The study firstly examined kindergarten teachers’ motivational profiles based on Expectancy Value Theory (EVT), and then examined how teachers’ motivation related to outcome variables (work engagement, workplace wellbeing, and retention intention). Participants included 1,199 kindergarten teachers from ethnic minority areas in China. Latent profile analysis identified three motivation profiles for teachers: low value-high cost (profile 1), moderate all (profile 2), and high value-low cost (profile 3). Teacher with different motivation profiles had significant differences in work engagement, workplace wellbeing, and retention intention. In addition, chain mediation analysis revealed that work engagement and workplace wellbeing mediated the relationship between motivation profiles and retention intention. The implications of the findings for study are discussed.