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. 

The perspectives of economic students in Can Tho City, Vietnam were investigated in order to have a deeper understanding of the relationship between green supply chain management (GSCM) and social performance. A comprehensive survey was conducted on a sample size of 526 undergraduate students enrolled in business administration and international business courses. This study effort examined the impact of several subcomponents of GSCM on social performance. The inclusion of green production, green distribution, green supply chain management, and environmental education was seen. The coefficients of 0.24 and 0.115 suggest a favorable relationship between green procurement and internal environmental management and social performance. The existing scholarly literature presents several instances in which the implementation of Green Supply Chain Management (GSCM) has resulted in enhanced societal performance. The objective of this study is to contribute to the existing literature by investigating the many factors that influence the performance of Green Supply Chain Management (GSCM) in improving financial outcomes. The investigation also encompasses the examination of Green Supply Chain Management (GSCM) and its influence on societal performance. The authors propose that the extent to which graduates were exposed to GSCM education throughout their college years will have a substantial impact on their contributions to their respective fields and to society as a whole. Individuals who proactively pursue higher education by enrolling in college and focusing their studies on attaining a business degree are more likely to increase their chances of achieving success as entrepreneurs. Hence, these affluent proprietors of companies possess the potential to expand their operations and provide significant economic benefits at a macro level. In order to ensure the enduring viability of businesses, local communities, and the natural environment, educational institutions should provide curricula including corporate social responsibility, volunteerism, and ecologically conscious manufacturing methods. The integration of environmental stewardship with ethical business practices is crucial.