Political identity is of special significance to the political construction and social development of contemporary China. Returnee lecturers are an important part of the university teaching team and an important force in training socialist builders with Chinese characteristics. An empirical survey was conducted on 35 returnee lecturers in universities in Jinhua area by means of questionnaires and interviews. The results show that the political identity of the returnee lecturers is generally good, but there are some problems, such as political party identity, national identity, institutional identity and interest identity need to be improved. As a result, factors such as gender, political profile and length of stay abroad have a significant effect on the political identity of returnee lecturers. The paper concludes with some initiatives, such as strengthening ideological and political education, improving remuneration and promoting career development.

The purpose of the current study is to examine the mediating role of intercultural communicative competence on the relationship between teaching of English language and learning at Chinese higher vocational colleges. The convenience sampling technique was used to collect data from 668 teachers, teaching English language subjects in different public and private Chinese higher vocational colleges. Smart partial least squares-structural equation modeling on SmartPLS software version 4 was used to test the hypotheses. The result revealed the direct effect of English language teaching (ELT) is not significant on English language learning (ELL). However, the intercultural communicative competences (ICC) have been tested and proved to be a potential mediator between English language teaching and learning. Because the indirect effect of ELT on ELL is positive and significant through mediator ICC. Therefore, based on the findings of this study, it can be concluded that the inclusion of intercultural communication ability is a crucial component in the vocational education of college students. Policymakers should be cautious about promoting and expanding the availability of cultural teaching and learning across demographic conditions (e.g., linguistic and ethnic diversity, age, and gender) and various levels of language proficiency. In accordance with the effects of teacher education and professional development programs, the implementation of ICC content necessitates a harmonization of pedagogical approaches and assessment practices across designated levels in order to effectively achieve educational objectives. To promote ICC in English language education, there must be clear guidelines and communication to school leaders, educators, and administrators regarding the necessity and goals of cultural integration.

The potential role of self-regulated learning as mediator has been deeply investigated by researchers in recent years. There is limited systematic literature review being done to investigate the role of self-regulated learning as mediator in the students’ academic learning. Therefore, searching studies in the databases WOS (Web of Science), SCOPUS, APA (American Psychological Association) PsycInfo, and ERIC (Education Resources Information Center), the present study conducted a systematic literature review on 32 studies published between 2015 and 2024 to summarize what kind of psychological factors influence students’ academic performance through self-regulated learning and assess the potential mediating role of self-regulated learning in this process. The results show that self-efficacy, emotions and motivation are significant predictors of academic achievement and self-regulated learning act as an important mediator in this relationship. An important implication was obtained that researchers can probe into the influence of specific dimensions of self-efficacy on learning performance through self-regulated learning and the influence of positive emotions such as resilience on learning outcomes with self-regulated learning as mediator.

The objectives of this study were to 1) examine the impact of strategic management accounting (SMA) that influences business sustainability by integrating comprehensive internal information and external business environment to formulate strategic decision-making to enhance competitiveness, and 2) investigate the serial mediating role of business strategies and competitive advantages. Data were collected from a total of 168 samples of listed companies in the Stock Exchange of Thailand and analyzed by using partial least squares structural equation model. The results showed that strategic management accounting had a positive direct impact on innovation-oriented strategy, efficiency-oriented strategy, and sustainable performance. Innovation-oriented strategy and competitiveness was found to have serial mediating effect on strategic management accounting and performance sustainability. However, both efficiency-oriented strategy and competitiveness had no serial mediating effect on strategic management accounting and sustainable performance. The implications in this present study confirm that strategic management accounting plays a significant role in determining effective business strategies; therefore, executives need to focus on related resources to foster the strategic management accounting which in turn enhances the firm’s competitiveness and sustainable performance.

This study aimed to explore the indirect effects of appearance-related anxiety (ARA) on Instagram addiction (IA) through sequential mediators, namely social media activity intensity (SMAI) and Instagram feed dependency (IFD). The study also aimed to provide theoretical explanations for the observed relationships and contribute to the understanding of the complex interplay between appearance-related concerns, social media usage, and addictive behaviors in the context of IA. A sample of 306 participants was used for the analysis. The results of the sequential mediation analysis (SMA) revealed several important findings. Firstly, the mediation model demonstrated that SMAI mediated the relationship between ARA and IA. However, there was no direct relationship observed between ARA and SMAI. Secondly, the analysis showed that IFD acted as a second mediator in the relationship between ARA and IA. Both ARA and SMAI had significant direct effects on IA, indicating their individual contributions to addictive behaviors. Furthermore, the total effect model confirmed a positive relationship between ARA and IA. This finding suggests that ARA has a direct influence on the development of IA. The examination of indirect effects revealed that ARA indirectly influenced IA through the sequential mediators of SMAI, IFD, and ultimately IA itself. The completely standardized indirect effect of ARA on IA through these mediators was found to be significant. Overall, this study provides evidence for the indirect effects of ARA on IA and highlights the mediating roles of SMAI and IFD. These findings contribute to our understanding of the psychological mechanisms underlying the complex relationship between appearance-related concerns, social media usage, and the development of IA.