While media use can be beneficial in some ways, excessive use of media has led to growing concerns about its potential negative consequences. With the popularity of Chinese video applications (apps) such as DouYin, TikTok, Kwai, and other short video apps sweeping through schools around the world. Due to the diversity and immersion principle of short videos, their popularity continues to grow, and the phenomenon of students being addicted to short videos also brings many hidden dangers to the learning effect. Among other things, the problem of excessive use of the Internet among Chinese youth has led the government to propose a series of control policies to strengthen the monitoring of harmful habits of youth in the use of online applications. In addition, the problem of youth addiction to short videos has become a major concern for education experts and the general public, thus demonstrating that short video addiction is indeed an ongoing research issue. Therefore, this study aimed to understand the causes of short-form video addiction and its impact on the psychology of learning, and to investigate the relationship between short-form video flow experience, short-form video addiction, intrinsic and extrinsic learning motivation, and learning well-being from the perspectives of flow experience theory and micro ecological systems. The questionnaire was sentviainstant messaging software such as QQ and WeChat, and university students from vocational colleges in China were invited to complete the questionnaire. A total of 517 valid data were collected, including 222 (42.9%) were male students and 295 (57.1%) were female students. The collected questionnaires were analyzed for reliability and validity after removing incomplete data, followed by structural equation modeling for model verification. The findings showed that: (1) short video flow experience had a positive effect on short video addiction; (2) short video addiction had a negative effect on intrinsic and extrinsic learning motivation; (3) intrinsic and extrinsic learning motivation had a positive effect on learning well-being; (4) short video flow experience had an indirect negative effect on intrinsic and extrinsic learning motivation; (5) short video flow and short video addiction had indirect negative effects on learning well-being. According to the results, it is clear that addiction to short videos has a negative impact on learners' learning motivation and positive psychology of learning, so parents and teachers should effectively guide students to use short video apps in a self-controlled way.

This study examined the relationships between the factors that influence residents’ attitudes toward supporting for sustainable tourism in an island context. A quantification approach was employed to obtain the residents’ perspectives. This study collected 384 valid questionnaires from the residents and analyzed the collected data using structural equation modeling to test the model. The findings revealed that the Maximizing Community Participation dimension demonstrated a positive direct effect on residents’ support for sustainable tourism, and this dimension explained most of the variance in the model. The Perceived Economic Benefits dimension exhibited a positive direct effect on the residents’ support for sustainable tourism. Perceived Economic Benefits mediated the effect of Environmental Sustainability on support for sustainable tourism. The findings provide practical implications for policy makers on the promotion of sustainable tourism.

Purpose: Studies have reported negative effects of felt accountability on employees' extra-role behavior. Deviating from that focus, this study proposes that leadership plays a role in shaping the implications of felt accountability for employees' extra-role behavior. We propose that under high transformational leadership, felt accountability can motivate employees to engage in task-relevant information elaboration and facilitate innovative work behavior, a form of extra-role behavior that seeks to improve the work environment.Design/methodology/approach: We conducted a pilot study to validate measurements of felt accountability and task-relevant information elaboration in a sample of 202 employees. We then conducted the main study using a time-lagged, multisource survey design with a sample of 120 supervisor–employee pairs.Findings: The results from the main study reveal that the association between felt accountability and task-related information elaboration is positive and stronger when transformational leadership is higher. Furthermore, task-relevant information elaboration positively predicts innovative work behavior. Finally, when transformational leadership is higher, the mediation effect of task-relevant information elaboration on the association between felt accountability and innovative work behavior is stronger.Originality/value: Our study indicates that felt accountability can have positive implications for employees' extra-role behavior contingent on leadership styles. In contrast to previous studies that emphasize the negative implications of felt accountability on employees' behavior, our study depicts when and why felt accountability can have positive implications on employees' behavior.

Governments, organizations, and schools around the world are committed to creating a safe and friendly campus environment to ensure students’ high-quality comprehensive development and to cultivate positive mental and physical health states