With the development of the new situation, the "00s" have become the mainstream college students in universities, and the "05s" are about to enter universities. The group of college students born in the 2000s has shown ideological characteristics such as high openness, strong self-esteem, strong individualism, active thinking, and weak psychological resilience, which have brought new challenges to ideological and mental health education in universities. At present, it has become a common trend for graduate students in universities to serve as part-time counselors, and the structure of university counselors is generally "a combination of full-time and part-time, with full-time as the main focus, and full-time leading and part-time". As a full-time counselor in a university, I have worked as a part-time counselor during my graduate studies. Based on my personal and practical experience as a part-time counselor, I will consider and study the impact of part-time counselors on the construction of the university counselor team. In order to make the construction of the university counselor team more professional, professional, and diversified, I will propose constructive suggestions.

In the dynamic landscape of modern education, it is essential to understand and recognize the psychological habits that underpin students’ learning processes. These habits play a crucial role in shaping students’ learning outcomes, motivation, and overall educational experiences. This paper shifts the focus towards a more nuanced exploration of these psychological habits in learning, particularly among secondary school students. We propose an innovative assessment model that integrates multimodal data analysis with the quality function deployment theory and the subjective-objective assignment method. This model employs the G-1-entropy value method for an objective evaluation of students’ psychological learning habits. The G-1-entropy method stands out for its comprehensive, objective, and practical approach, offering valuable insights into students’ learning behaviors. By applying this method to assess the psychological aspects of learning, this study contributes to educational research and informs educational reforms. It provides a robust framework for understanding students’ learning habits, thereby aiding in the development of targeted educational strategies. The findings of this study offer strategic directions for educational management, teacher training, and curriculum development. This research not only advances theoretical knowledge in the field of educational psychology but also has practical implications for enhancing the quality of education. It serves as a scientific foundation for educators, administrators, and policymakers in shaping effective educational practices.

This study explored the relationship between Chinese graduate students’ English language proficiency (ELP) and intercultural communicative competence (ICC). With the acceleration of globalization, an increasing number of Chinese students choose to study abroad, making it crucial to enhance their intercultural communication ability and language skills. However, China’s exam-oriented education system to some extent limits students’ holistic development and poses challenges for them in intercultural exchange. A quantitative survey method was employed, collecting questionnaire data from 249 Chinese English-major graduate students to analyze the relationship between their English ability and intercultural competence. The results indicated a certain positive correlation between English proficiency and intercultural competence but also pointed to the need for further unpacking of complexity and influencing factors. Future research with more robust methodology is still warranted to provide deeper insights into the linkage between the two constructs in the Chinese graduate context.

The study investigates the role of foreign language enjoyment (FLE) and engagement in the context of English language learning among Chinese students, emphasizing the significance of positive emotions in enhancing academic success. Utilizing a sample of 249 students majoring in international trade, the research employs the foreign language enjoyment scale to count their enjoyment level and foreign language engagement scale to assess various dimensions of student engagement, including cognitive, emotional, behavioral, and social engagement. By conducting regression analysis, the findings reveal that FLE positively influencing learners’ learning outcome while engagement doesn’t pose significant impact on their learning outcome. The study highlights the importance of fostering positive emotions in educational settings to improve language learning outcomes and suggests that understanding the interplay between FLE and other affective factors can lead to more effective teaching strategies in foreign language education.