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.

In the wake of the COVID-19 pandemic, the prevalence of online education in primary education has exhibited an upward trajectory. Relative to traditional learning environments, online instruction has evolved into a pivotal pedagogical modality for contemporary students. Thus, to comprehensively comprehend the repercussions of environmental changes on students’ psychological well-being in the backdrop of prolonged online education, this study employs an innovative methodology. Founded upon three elemental feature sequences—images, acoustics, and text extracted from online learning data—the model ingeniously amalgamates these facets. The fusion methodology aims to synergistically harness information from diverse perceptual channels to capture the students’ psychological states more comprehensively and accurately. To discern emotional features, the model leverages support vector machines (SVM), exhibiting commendable proficiency in handling emotional information. Moreover, to enhance the efficacy of psychological well-being prediction, this study incorporates an attention mechanism into the traditional Convolutional Neural Network (CNN) architecture. By innovatively introducing this attention mechanism in CNN, the study observes a significant improvement in accuracy in identifying six psychological features, demonstrating the effectiveness of attention mechanisms in deep learning models. Finally, beyond model performance validation, this study delves into a profound analysis of the impact of environmental changes on students’ psychological well-being. This analysis furnishes valuable insights for formulating pertinent instructional strategies in the protracted context of online education, aiding educational institutions in better addressing the challenges posed to students’ psychological well-being in novel learning environments.

This study aimed to examine the impact of working conditions and sociopsychological factors on job satisfaction among office workers. Using data from the 2017–2018 Working Conditions Survey, exploring how workplace conditions and sociopsychological elements could impact job satisfaction. This study examined data from 9801 workers to explore the effects of working conditions and psychosocial environments on job enthusiasm, which subsequently impacts job satisfaction. Analyzing 1416 office workers, it found that fewer working hours, better work-life balance, improved work conditions, and lower depression levels enhance job enthusiasm, significantly affecting job satisfaction. The work environment had the most substantial impact, encompassing relationships with colleagues, task completion time, and confidence. Work-life imbalance and depression were also significant, with work-life balance being crucial for modern society, especially the younger generation. Poor working conditions and unstable psychosocial environments negatively affect job enthusiasm and satisfaction, with findings supporting previous research on job stress and turnover intentions in various industries. This study highlights the need for organizational policies that support these aspects to improve overall employee well-being and productivity.

The psychological health issues of college students are related to their growth and development. Only by implementing psychological health education and maintaining the physical and mental health development of college students can the quality and effectiveness of education be systematically improved. This article briefly analyzes the current situation of psychological health of local normal university students based on their psychological characteristics, and proposes methods for implementing scientific psychological health education for college students in combination with existing problems. The aim is to improve the effectiveness of talent cultivation and contribute to the development of local education.

This paper focuses on examining the relationship among organizational factor, work-related factor, psychological factor, personal factor and the commitment of oil palm smallholders toward Malaysian Sustainable Palm Oil (MSPO) certification. The study employed a descriptive research methodology and a structured survey instrument to gather data from oil palm smallholders (n = 441) through simple random sampling technique. Data analysis was conducted using SPSS and partial least square structural equation modeling (PLS-SEM) to test the proposed relationship. The findings reveal that organizational factors significantly impact the affective (β = 0.345, p < 0.05), normative (β = 0.424, p < 0.05), and continuance commitment (β = 0.339, p < 0.05) of oil palm smallholders. Additionally, work-related factors show a substantial effect on these same dimensions of commitment; affective (β = 0.277, p < 0.05), normative (β = 0.263, p < 0.05), and continuance (β = 0.413, p < 0.05). Psychological factors significantly impact the affective (β = 0.216, p < 0.05) and normative commitment (β = 0.146, p < 0.05), with no statistically significant influence on continuance commitment. Conversely, personal factors exhibit limited influence, affecting only continuance commitment (β = 0.104, p < 0.05) to a minor degree, with no statistically significant impact on affective and normative commitment. The present research is among the few empirical findings that have examined the oil palm smallholders’ commitment towards MSPO certification. By emphasizing the role of organizational and work-related factors, the study offers valuable insights for stakeholders within the oil palm sector, highlighting areas to enhance smallholder commitment toward sustainability standards. Consequently, this study contributes a unique perspective to the existing body of literature on sustainable practices in the oil palm industry.