This study analyzes in a comparative way the psychological meanings that social science and basic science researchers assign to the term “research”. Using the Natural Semantic Networks technique with 127 participants from a Colombian public university, we sought to unravel the distinctive epistemological and methodological positions between these disciplines. The findings reveal that, although both groups closely associate research with knowledge, they differ in the lexical network and associated terms, reflecting their different epistemological approaches. Basic science researchers emphasize terms such as “innovation” and “experimentation,” while social science researchers lean toward “solving” and “learning.” Despite the variability in the associated words, “knowledge” remains the common core, suggesting a shared basis in the perception of research. These results show the importance of considering disciplinary differences in research training and knowledge generation. The study concludes that research contributes significantly to both the advancement of individual disciplines and social welfare, urging future research to explore these dynamics in broader contexts to enrich interdisciplinary understanding and foster cooperation in knowledge generation.

In higher education, mental health education is a complex task that involves many educational factors. From the perspective of psychological education, the basic tasks and value pursuits of university mental health education and curriculum ideological and political education are the same. Both are student-centered, providing a basic guarantee for the integration of the two. Currently, some universities are facing issues such as the need to clarify the concept of "psychological education", the trend towards value neutrality in mental health education, and the need to improve the quality of the psychological education team. In response to this situation, universities should integrate educational factors, provide clear value guidance, strengthen integrated education, improve the overall quality of the education team, continue to promote the ideological and political construction of psychological health education courses in universities, and achieve new breakthroughs.

Background: The prevalence of anxiety among college students is a growing global concern, with a median prevalence of 32%. This study addresses the need for effective interventions within an educational policy framework to alleviate anxiety and promote mental health among college students. Objective: The study aims to evaluate the impact of breathing relaxation exercises and tactile art therapy on college students’ self-understanding and psychological well-being, providing reference information for policies and practices in mental health education. Methods: We enrolled 10 college students from X University in South Korea, dividing them into an experimental group and a control group. The experimental group underwent 10 sessions of breathing exercises and tactile art therapy, while the control group received standard psychological counseling. Pre- and post-tests assessed breathing function, self-understanding, and psychological well-being. Results: The experimental group demonstrated significant improvements in breathing function, particularly in forced vital capacity (FVC), and in psychological well-being, as measured by the Psychological Well-Being Scale (PWBS). Sub-factors such as safety, goal orientation, and self-acceptance within self-understanding, self-acceptance, positive relationships, purpose in life, and environmental mastery within psychological well-being, showed notable enhancements. In contrast, the control group did not show significant effects in terms of FVC and FEV1（p > 0.05）, and there were no statistically significant differences in the various sub-factors of self-understanding and psychological well-being. Conclusion: The study demonstrates that integrating breathing relaxation exercises and tactile art therapy into educational policy can significantly reduce anxiety and enhance the psychological well-being of college students. These findings suggest that such interventions can be effective components of a comprehensive educational policy aimed at improving student mental health.

Background: In the context of organizational innovation frameworks, knowledge plays a crucial role in sparking new ideas and bolstering innovation capabilities. Insights gathered from various sources can act as a catalyst for generating fresh concepts and pushing boundaries. Moreover, the effectiveness of innovation within an organization can be influenced by factors like employee retention and strategies in human resource management, which can either enhance or hinder the correlation between knowledge accumulation and innovation outcomes. The employee innovation performance involves a series of tasks carried out by individuals who not only possess knowledge and skills but also demonstrate consistency, active involvement in decision-making, intrinsic motivation, and a flair for innovation. Objective: This study endeavors to provide valuable insights into how non-standard service relationships, psychological contracts, and knowledge sharing practices can collectively impact and drive innovation in the green manufacturing sector. Arrangement: In the investigation of employee innovation performance within the development of the green manufacturing industry, the focus will be on exploring non-standard service relationships, psychological contracts, and knowledge sharing. These three specific facets play a pivotal role in shaping the innovation landscape in organizations operating within the realm of sustainable manufacturing. The arrangement of this study will begin by examining the impact of non-standard service relationships on employee innovation performance. By dissecting unconventional service models and their correlation with innovation behaviors, we aim to uncover novel insights that can fuel sustainable innovation practices in the green manufacturing sector. Method: The study adopts a quantitative methodology to collect data, concentrating on a group of employees across eight distinct outsourcing firms. This selection results in a comprehensive sample of 299 participants. For the analysis and manipulation of the data, the research utilizes Sructural Equation Modeling (SEM) based on Partial Least Squares (PLS) software. This choice facilitates a meticulous and structured analysis of the data gathered, ensuring precision in the research findings. Results: The research findings reveal a significant and positive influence of psychological contracts on the propensity for knowledge sharing among employees. This suggests that organizations that emphasize establishing strong psychological contracts are likely to nurture a work environment conducive to the free exchange of knowledge and ideas, thus promoting a culture of collaboration and continuous improvement. Additionally, the data points to a noteworthy positive correlation between the act of knowledge sharing and the ability of an organization to offer unique, non-standard services. This underscores the role of knowledge sharing as a catalyst for innovation, indicating that organizations encouraging such exchanges are in a better position to innovate and provide services that adapt to the changing demands of customers and stakeholders. Conclusion: The research underscores the critical but nuanced role of knowledge sharing in driving employee innovation, especially when contrasted with its pronounced impact on developing non-standard services. It highlights the necessity for organizations to create environments conducive to the free exchange of ideas, fostering innovation. The findings also reveal the significant influence of innovative service offerings and strong psychological contracts on boosting employee creativity and service quality, respectively. For the green manufacturing sector, these insights stress the importance of robust psychological contracts and an innovation-centric culture. Emphasizing trust, open communi

Interconnected components of holistic development, such as being thankful, addressing basic psychological needs, and acting effectively toward others, should be a priority for college athletes. Athletes at the College level need all-encompassing support systems to ensure their health, happiness, and success because of the special difficulties they have juggling their academic, athletic, and personal schedules. Problems with work-life balance, stress, and performance expectations all impede College Student Athletes’ holistic development. A thorough plan that considers all of the social, emotional, and psychological aspects impacting athlete development is necessary to overcome these obstacles. An Integrated Holistic Development Program for College Athletes (IHDP-CA) is suggested in this paper as a method that incorporates various aspects of positive psychology, mindfulness, resilience training, and the enhancement of interpersonal skills. Athletes at the College level can benefit from this all-encompassing program’s emphasis on helping others, developing an attitude of gratitude, and meeting basic psychological requirements. Sports counseling services, schools, and College athletic teams can all benefit from the IHDP-CA. A more positive and supportive sporting environment can be achieved when the program takes a more holistic approach to athletes’ needs, improving their mental health, social connections, and overall performance. The possible effect of the IHDP-CA on the holistic development outcomes of College Student-Athletes will be predicted through simulation analysis. To gain a better understanding of the program’s long-term viability, efficacy, and scalability, this analysis will run simulations of different situations and tweak program settings.