Capital University of Economics and Business

Scholars have emphasized the need for longitudinal research to investigate the reciprocal influence of personal belief in a just world (PBJW) and aggressiveness, yet such investigations remain limited. The current study aimed to examine the bidirectional associations between PBJW and four distinct facets of aggressiveness (hostility, anger, physical aggression, and verbal aggression), and to explore the moderating roles of gender and age group. We conducted a longitudinal survey with 1423 Chinese middle-school students (54.4% girls; Mage=13.50, SDage=1.46 at Time 1) at two time points over a six-month interval. To determine the directional ordering of these constructs, we employed a cross-lagged panel model, which estimates the unique predictive effect of one variable on another over time while controlling for the autoregressive stability of each variable. The results showed that initial PBJW predicted subsequent decreases in anger, physical aggression, and verbal aggression, but did not predict hostility. Conversely, initial hostility predicted a later decline in PBJW, whereas anger, physical aggression, and verbal aggression did not predict subsequent PBJW. These associations were invariant across gender and age groups. These findings underscore the protective function of PBJW against the affective and behavioral aspects of aggressiveness while highlighting that hostility can erode adolescent PBJW.

of the People's Republic of China (MOE), 2003).This commentary traces the development of TNE in China, with particular attention to recent policy initiatives, and contends that TNE is assuming an increasingly central role in the country's higher education internationalization efforts.It concludes with strategic recommendations for prospective TNE providers from outside China.

Abstract Raising the status of teachers is widely viewed as essential to addressing teacher shortages, yet the concept remains under‐theorised and empirically fragmented. In this study, we draw on Bronfenbrenner's socio‐ecological framework to explore how teacher status is constructed and perceived across multiple social levels. Using survey data from 2447 teachers and 5062 members of the public across 66 cities in 29 Chinese provinces, we apply LASSO regression to identify the key determinants of teacher status from both teachers' and the public's perspectives. Our findings reveal two distinct logics underpinning perceptions of status. Teachers emphasise experiential legitimacy, grounded in autonomy, participation in decision‐making, and relational trust, while the public prioritises symbolic recognition, shaped by media portrayal, policy signals and formal credentials. Some factors, such as accountability, school‐level involvement and parental respect, are significant only to teachers. Even for determinants that are shared between teachers and the public, the extent of their impact varies between the two groups. These differences reflect contrasting understandings of what constitutes teacher status. While teachers draw on their internal experiences and institutional engagement, the public's assessments rely on external cues. The study offers a theoretically grounded and empirically validated framework for understanding teacher status, with implications for education policy and cross‐national research on the status of the teaching profession.

In the rapid diffusion of artificial intelligence (AI), firms increasingly rely on AI to reshape user interactions, yet how such interactions translate into sustained innovation remains unclear. Adopting a user–producer interaction perspective, this study examines how AI-Driven User–Producer Interaction (ADUPI) affects User–Producer Interconnected Innovation (UPII), focusing on the mediating roles of User–Producer Knowledge Exchange (UPKE) and User–Producer Knowledge Integration (UPKI), as well as the moderating effect of AI Readiness (AIR). Using survey data from 974 firms and applying regression, mediation, moderation, and bootstrap analyses, the findings show that ADUPI significantly enhances UPII. Moreover, UPKE and UPKI jointly mediate this relationship, forming a dual mediation mechanism in which knowledge integration exerts a stronger effect than knowledge exchange. In addition, AIR positively moderates the effects of ADUPI on both UPKE and UPKI, amplifying innovation outcomes under higher AI readiness. This study advances AI and innovation research by shifting the focus from internal firm capabilities to cross-actor interaction, clarifying differentiated knowledge mechanisms, and highlighting AI readiness as a key condition for value realization. The results also provide actionable insights for firms seeking to convert AI-driven interaction into interconnected innovation through improved AI readiness and knowledge management.