Purpose: Despite the extensive research examining the antecedents and consequences of impulse behavior, empirical studies exploring the role of self-esteem in college students’ online impulse buying remain relatively scarce. Drawing on the theory of compensatory consumption, the current study aimed to examine the influence of self-esteem on college students’ online impulse buying and the independent and interactive moderating role of interdependent self-construal and interpersonal relationships. Patients and Methods: This study recruited 323 college students through random sampling and invited them to complete self-reported questionnaires measuring self-esteem, online impulse buying, interdependent self-construal, and interpersonal relationships. To test the research hypotheses, SPSS 27.0 was used for reliability analysis, correlation analysis, tests of convergent and discriminant validity, hierarchical linear regression analyses, and simple slope analyses to examine moderation effects. Results: The study found that self-esteem is negatively associated with online impulse buying among college students. More importantly, interdependent self-construal strengthens this negative relationship, with the effect being significantly stronger for students who exhibit higher levels of interdependent self-construal. Furthermore, a three-way interaction revealed that the inhibitory effect of self-esteem on online impulse buying is strongest when students have both high interdependent self-construal and low-quality interpersonal relationships, compared to other combinations of these factors. Conclusion: This study enhances our understanding of the relationship between self-esteem and online impulse buying by examining the moderating effects of interdependent self-construal and interpersonal relationships. Specifically, the inhibitory effect of self-esteem on online impulse buying is strongest among college students with low-quality interpersonal relationships and a high level of interdependent self-construal. These findings explore how interpersonal factors shape the relationship between self-esteem and online impulse buying, offering practical guidance for preventing and intervening in online impulse buying among college students.

In the context of a transforming manufacturing industry globally, skilled talents with a “craftsmanship spirit” are crucial for enhancing industrial competitiveness. While existing research primarily focuses on the development of “craftsmanship spirit” among frontline workers, it often overlooks the cultivation of this spirit in “skill‐oriented reserve talents” within higher vocational education. This study, grounded in social support theory, investigates how “perceived social support” among higher vocational students positively influences the development of their “craftsmanship spirit,” with “professional identity” and “identity recognition” acting as mediators. To mitigate potential “common method bias,” we employed a multi‐wave survey design, collecting data from 348 students across three higher vocational institutions at three different time points. The findings reveal that “perceived social support” significantly and positively impacts the development of “craftsmanship spirit” in higher vocational students. Furthermore, both “professional identity” and “identity recognition” are essential mediators in this relationship. This research advances the theoretical understanding of “craftsmanship spirit’s” antecedents while offering practical guidance for fostering professional ethics and identity cognition among skill‐oriented talents in vocational education.

This study examined whether social competence accounts for part of the association between grandparent involvement and children’s emotional and behavioral problems, and whether family functioning modifies the strength of the association between grandparent involvement and social adaptability. Data were collected from 729 parents of children aged 3–7 years in China across three time points. Participants completed measures of grandparent involvement, family functioning, social adaptability, and emotional and behavioral problems. Moderated mediation analysis revealed that grandparent involvement was positively associated with children’s emotional and behavioral problems, and social adaptability partially accounted for this association. Moreover, the negative association between grandparent involvement and social adaptability varied by family functioning: the negative association was weaker when family functioning was high and stronger when family functioning was low. These findings suggest that family functioning and children’s social adaptability may serve as promising intervention targets for addressing the negative correlates of grandparent involvement with child development.

Grandparents represent an important component of child-rearing practices in many contemporary Chinese families. However, limited research has investigated