Background: In recent years, temporal leadership has gradually attracted academic attention. Purpose: This paper discussed the impact of temporal leadership on team innovation performance. Methodology: Through the sample analysis of 385 team members in 98 teams. The measurements of temporal leadership, team innovation performance, transactive memory system, and team reflection were used to measure the relationships between temporal leadership, transactive memory systems and team innovation performance. Findings/Results: It is found that temporal leadership has a positive impact on team innovation performance, which is transmitted through the credibility dimension and coordination dimension of transactive memory systems. Positive team reflection regulates the relationship between temporal leadership and transactive memory systems. Value: This paper reveals the specific impact mechanism of temporal leadership on team innovation performance and provides a new perspective on how to improve team innovation performance in limited time resources.

In light of the evolving labor market and rising uncertainties, Chinese college students are experiencing increasing worries about their future employment. Existing scales often fall short in capturing the anticipatory and multifaceted nature of this anxiety. Thus, a context-specific and culturally appropriate measurement tool is urgently needed. This study presents the development and empirical evaluation of the Future Employment Anxiety Scale designed to assess anticipatory employment-related anxiety among Chinese college students. A total of 1,597 students participated in this study. The Future Employment Anxiety Scale was developed through qualitative interviews and item generation, followed by exploratory and confirmatory factor analyses to establish and confirm its correlated four-factor structure, including Personal Ability, Knowledge Application, Career Replaceability, and Social Relations. The scale showed strong reliability, construct validity, convergent validity, discriminant validity, concurrent validity and measurement invariance across gender and birthplace, confirming its suitability for assessing employment anxiety in Chinese college students. These findings underscore the utility of the scale in capturing employment anxiety, providing valuable insights for both academic research and applied settings, such as career counseling and educational policy.

This study examined the longitudinal reciprocal relations between students’ grit and their perceptions of social relationships (teacher-student and peer relationships) in studying English as a foreign language (EFL). A total of 2,435 students from Grades 10-11 in China (M_age= 16.40 years old, 54.2% female) participated in the study on three occasions across 1 year. The three-wave cross-lagged analytic model results indicated that (a) peer relationship and grit reciprocally enhanced each other across both intervals; (b) the teacher-student relationship at Time 2 was influenced by Time 1 grit, but not vice versa. Nevertheless, the teacher-student relationship transactionally facilitated each other during the second interval (from Time 2 to Time 3). The multiple-group confirmatory factor analysis (MG-CFA) results indicated that such relations remained stable across gender. The study’s findings contribute to ongoing research delineating the dynamic system between social relationships and grit in EFL learning. It also reveals that males and females benefit similarly during social communications with peers and their English language teachers. Implications for educational practices were discussed.

There is a gradual increase in the use of e-feedback in higher education, but issues regarding learners’ anxiety remain unresolved. In light of the learners’ anxiety, e-feedback would essentially become a formality if they are not proactive in providing constructive feedback. This action research examines three cycles of e-feedback activities performed by 12 doctoral students in an academic writing course in a public university in Macau, China. Specifically, the e-feedback activity involved a comprehensive use of various new educational technology tools, namely Moodle, WeChat and Rain Classroom. This study reveals that the causes of students’ anxiety when using e-feedback are multi-layered, mainly from the use of smartphones as a communication medium for conducting formal learning activities and the lack of interpersonal and English skills for conveying their thoughts when providing e-feedback. The traditional Chinese culture about the importance of “face” and interpersonal harmony also has impacts on learners’ e-feedback delivery. These findings shed new lights on pedagogical practice in higher education.

Background: As the modern social division of labour is becoming increasingly specified, various occupations have emerged. Ladyboy, as a special occupation, is receiving a surging amount of attention from society and academia. Ladyboy is an individual who is engaged in performing with female psychology but still retains male sexual characteristics, and this special characteristic has an impact on their occupational identity and occupational satisfaction. Methods: This study investigated the current situation of ladyboys’ occupational wellbeing through interviews, and analyzed and coded the interview texts via Nvivo 11.0 guided by Grounded Theory. Results: Through open coding, axial coding, and selective coding, the study found that ladyboys’ occupational wellbeing was generally high, and they were still full of love and confidence in their occupation even in the context of the COVID-19 epidemic. Conclusion: Concurrently, the study also found that for the profession of ladyboy, there are still many areas for improvement in society, such as the lack of supporting facilities, absence of supportive and protective policies, and unemployment livelihood security, etc. Feasible measures were then proposed for these specific problems.