The aim of this study was to improve the entrepreneurial performance and sports morality of college teacher-and-student entrepreneurs. Consequently, psychological capital is creatively combined with social and political education to explore college entrepreneurs’ EP and sports morality. First, following a theoretical model implementation, this article proposes several hypotheses. Then, a questionnaire survey was designed, and the data were analyzed. The results show that gender has little impact on EP and sports morality; PsyCap significantly affects the EP of college entrepreneurs at (...) the age of 33–38 years; in terms of educational background, average scores of PsyCap + SPE of bachelors are the highest, followed by masters or above, and finally, the college undergraduate; the average score of PsyCap + SPE of married respondents is 4.0, while that of the unmarried is 3.7; there is a significant difference between college entrepreneurs’ EP under the dimension of the basic enterprise situation; and the average score of the length of entrepreneurship is 9.87, which has the most significant impact on the EP and sports morality, and the significance of sports morality is 0.04. Among them, the most significant impact on EP and sports morality is weekly sports participation, with a score of 9.67. Therefore, PsyCap + SPE plays a positive role in the EP of college entrepreneurs. In contrast, sports morality has little impact on EP. This study provides a reference for the research on the influence of entrepreneurship and sports morality of college entrepreneurs. (shrink)

The purpose of this study is to investigate the characteristics, relationships and mechanisms underlying the psychological capital, career commitment, gratitude and career well-being of teachers in ethnic areas. In total, 573 primary school and secondary school teachers in Sichuan Province were investigated. Following questionnaires were used to investigate these questions: “Psychological Capital Questionnaire for Primary and Secondary School Teachers,” “Gratitude Questionnaire,” “Teacher Career Well-being Questionnaire” and “Career Commitment Questionnaire for Primary and Secondary School Teachers.” The results show that the psychological (...) capital of teachers in ethnic areas is higher than that of teachers in non-ethnic areas. Teachers in ethnic areas have lower levels of career well-being and lower levels of gratitude than teachers in non-ethnic areas. There was no significant difference in career commitment between teachers in ethnic areas and teachers in non-ethnic areas. There were significant positive correlations among psychological capital, gratitude, career well-being and career commitment. Psychological capital can predict career commitment significantly and positively. The mediating effect of career well-being between teachers’ psychological capital and career commitment was significant in both ethnic areas and non-ethnic areas. The chain of mediating effects between gratitude and career well-being was significant in non-ethnic areas. In conclusion, psychological capital can predict teacher career commitment effectively, and the prediction mechanism in ethnic areas is different from that in non-ethnic areas. (shrink)