According to Ministry of Education of Taiwan, numbers of international students studying in Taiwan gradually increased. However, studies showed that their learning outcome is significantly influenced by their psychological well-being (PWB). Therefore, this study examines the factors affecting PWB. In this study, cultural intelligence (CQ) is seen as a potential predictor for PWB. CQ is defined as the ability to deal with different cultural context, and it includes four dimensions, namely cognitive CQ, metacognitive CQ, motivational CQ and behavioral CQ. Besides, as people pay more attention to unfamiliar exotic things when being abroad, their consciousness on the present moment, so-called mindfulness, plays an important role for their well-being. Therefore, mindfulness is examined as a moderator in the relationship between CQ and PWB. Quantitative approach is applied in this study. The samples are 110 international students studying in Taiwan. The self-report questionnaire composed by Ryff's 18-item scale, Cultural Intelligence Scale and Mindful Attention Awareness Scale is distributed on-line. The collected data go through descriptive analysis, correlation analysis and regression analysis. Results show that metacognitive CQ and PWB has a significant relationship with an R 2 of .231. Besides, motivational CQ is positive related to PWB with an R 2 of .142. According to the statistic result of this study, future research can put efforts on how to enhance metacognitive and motivational CQ, like designing related cultural program courses before students' departure, in order to better international students' PWB.

<p>The study aims to discover how to enhance teachers' well-being, health, self-efficacy at schools, and how to alleviate their stress and burnout conditions so that teachers' teaching and students' learning outcomes would be greatly improved. A designed survey using questionnaires that retrieved from literature consisted of three factors and 44 items. The 67 valid responses for pre-test and 944 participants were sampled in 56 schools of Taiwan for the formal survey. The data were put into mediation effect test of teaching-related psychosocial hazards factors by SPSS. Result supported that the mediation intensity of teaching-related psychosocial hazards have a significant weakening mediation effect on the positive relationship between work resources and work well-being. It demonstrated that among teaching-related psychosocial hazards, lesson disturbances and conflicts with parents are highly hazardous to their work well-being. In consequence, their teaching efficiency, teaching passions, and teaching performance could be impacted negatively.</p>

Nowadays, the employees' well-being has been an increasingly relevant and necessary consideration in the workplace. However, little attention has been paid to the well-being of substitute educators in preschool. Working in early childhood education is stressful, and certain types of stress negatively affect physical and mental health. The participants in this study are substitute educators for early education in Taiwan. The substitute educators of preschools in the working environment are not stable and peaceful. In addition to engaging in the same teaching programs as the formal teachers, substitute teachers have to work for additional administrative assignments in schools. Furthermore, they were often viewed as the marginal role in the workplace, enduring discrimination from the unfriendly organization. Their working environment is full of pressure, contradictions, and conflicts. Substitute teachers often endure negative emotions and need to suppress their true feelings. Thus, the aim of this research is to examine the relationship among preschool substitute teachers' well-being (Y), job stress risk factors (X), and burnout (Mo). Data was collected from a survey of 102 substitute educators at both public and private preschools in Taiwan. Among the six stress risk factors, good control, managerial support, colleague support, roles, and change were positively related to well-being, while the other two factors, demand and unfriendly relationship have a negative impact on workplace well-being. In addition, job burnout has a significant moderating effect on the relationship between job stress risk factor and well-being. Suggestions are provided for substitute educators' well-being improvement.