Integrating affective events theory, work-family compensation, and moral balance theory, the present study proposes a model that examines how and when abusive supervisory behavior is related to employees’ deviant behavior toward their supervisor. Using a diary method that involved two surveys per day over two weeks, we found support for our model based on 707 daily observations from 130 employees. Specifically, anger toward one’s supervisor mediated the relationship between abusive supervisory behavior and deviant behavior toward one’s supervisor. In addition, the (...) degree to which employees engaged in deviant behavior toward their supervisor depended on their prior-day deviant behavior toward their family. When employees engaged in lower prior-day deviant behavior toward their family, anger toward their supervisor was positively related to subsequent deviant behavior toward their supervisor. In contrast, when employees had higher prior-day deviant behavior toward their family, the relationship between anger toward their supervisor and deviant behavior toward their supervisor was weaker. We conclude by discussing the implications of our findings for research on abusive supervision, work-family interface, and moral balance theory. (shrink)

The Ehrenfeucht–Fraïsse game for a logic usually provides an intuitive characterizarion of its expressive power while in abstract model theory, logics are compared by their expressive powers. In this paper, I explore this connection in details by proving a general Lindström theorem for logics which have certain types of Ehrenfeucht–Fraïsse games. The results generalize and uniform some known results and may be applied to get new Lindström theorems for logics.

The preschool education profession often faces many challenges and preschool teachers, as important members of the preschool education profession must respond to a variety of emergencies with young children, which also leads to high levels of job stress and can have a negative impact on their ongoing well-being. Past research has pointed out that a healthy lifestyle is one of the key factors in enhancing sustainable well-being in high-stress work situations and many studies have found that good leisure activity engagement (...) as a healthy lifestyle is associated with higher levels of well-being. However, the relationship between preschool teachers’ leisure engagement and sustainable well-being has been less explored. Therefore, this study proposed seven research hypotheses based on the engagement theory proposed by Fredricks et al. and developed a research model to explore the relationship between three types of leisure engagement, including behavioral, affective and cognitive, and preschool teachers’ job stress and sustainable well-being, using age as a control variable. This study used a cross-sectional web-based questionnaire with a convenience sample of 500 preschool teachers in China. The collected data were analyzed for reliability and validity, model fit testing and structural equation modeling for model validation after removing invalid data and incomplete responses. The results of the study showed that behavioral engagement was not related with either the job stress or sustainable well-being of preschool teachers; Emotional and cognitive engagement were negatively related to job stress but positively related to the sustainable well-being of preschool teachers; and Job stress was negatively related to the sustainable well-being of preschool teachers; Age is an effective control variable. From the above results, it is clear that not all three types of leisure engagement are effective in terms of reducing the work stress of preschool teachers. As well as being related to the sustainable well-being of preschool teachers emotional and cognitive engagement contributed more to sustainable well-being acquisition. (shrink)

Teacher education students, as an important reserve in the field of education, their growth and development are related to the future of science, economy, sustainable development of education. Through participation in the educational practice of STEAM, which integrates science, technology, engineering, art, and mathematics is more beneficial for them to acquire 21st century skills like communication, collaboration, learning innovation and critical thinking. However, little has been seen about the use and effectiveness of short videos in STEAM education activities and how (...) they can be used to support and promote teacher education students STEAM learning performance and sustainable inquiry behaviors. Therefore, this study combines the framework of triadic reciprocity determinism theory and technology acceptance theory to propose six research hypotheses and develop a research model to explore the relationship between collaborative self-efficacy, perceived usefulness of short videos, perceived ease of use, STEAM learning performance and teacher education students’ sustainable inquiry behavior. To achieve the purpose of this study, this study used purposive sampling and invited teacher education students from five classes of preschool education at a university in Guangxi Zhuang Autonomous Region, China, to participate in this study. A total of 8 h of instructional guidance was provided over a four-week period, in which participants used short videos for collaborative group learning and independent inquiry and applied STEAM concepts to kindergarten science activities. Participants’ STEAM performance was measured and surveyed during the fourth week. The results of the study validation showed that teacher education students CS-E had a positive effect on the PU and PEOU of short videos; Teacher’s education students PEOU of short videos had a positive effect on usefulness; Teacher’s education students PU and PEOU of short videos had a positive effect on STEAM learning performance; Teacher’s education students’ STEAM learning performance had a positive effect on sustainable inquiry behavior. (shrink)