Objective: This study explored a multiple mediation model in Wuhan’s college students. Positive thinking and resilience were identified as mediators between 2019 novel coronavirus (2019-nCoV) victimization experiences and mental health. Method: The sample included 384 from 4 universities in Wuhan, China. Four structured instruments were applied to the college students, including scale of the 2019-nCoV coronavirus victimization experience, scale of the positive thinking, scale of the resilience, and scale of the mental health. The responses were scored using a 5-point Likert scale. Structural equation models were used to construct measurement and structural models. Results: The findings confirmed that the 2019-nCoV victimization experience was a negative predictor of mental health; positive thinking and resilience were strong mediators between 2019-nCoV victimization experience and mental health. Conclusions: The results indicated that a complete model was significant because positive thinking compensated for resilience. Notably, these 2 strong mediators will vastly resist the negative influences of 2019-nCoV victimization experience on mental health in Wuhan’s college students until the end of the pandemic.

Highlights The psychological trauma caused by COVID-19 was a negative predictor of mental health among Wuhan’s high school students. Resilience and positive emotion regulation interrupted the direct impact of psychological trauma on mental health. Resilience and positive emotion regulation are mediators.

The purpose of this article is to examine halo effect and organizational commitment in relation to employees' job satisfaction and organizational supportive culture at universities in Taiwan. The study used a questionnaire to collect data from 210 female faculty members of Taiwanese universities. The conceptual model was tested mediating the effect of structural equation modeling with maximum likelihood estimation. This study not only found the mediating role of halo effect and organizational commitment between supportive culture and job satisfaction, but also proved that a supportive culture in universities is directly and positively related to job satisfaction and that emotional and identification‐oriented organizational commitment may affect job satisfaction in a positive way among female faculty members. © 2012 Wiley Periodicals, Inc.

Purpose This paper aims to reveal the current status of China university teachers’ learning content focus (LCF) and collaborative learning (CL) and empirically examine the influential effects LCF and CL play on individual pursuit of lifelong learning (LLL) by investigating the mediating role of individual psychological empowerment (PE). Design/methodology/approach Descriptive analysis and structural equation modeling (SEM), including exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and path analysis, are conducted. Findings The results of this study indicate significant direct impacts of LCF, CL and PE on university teachers’ LLL. LCF shares significant positive relationship with PE, validating the mediating role of PE between LCF and LLL. University teachers show their consciousness of learning required in professionalism and willingness to keep learning. However, the four major discrepancies: Lifelong Learning Process (LLLP) vs Lifelong Learning Behavior (LLLB), focus of professional promotion system vs that in LCF, lower levels in Self-determination and Impact (in PE) and less external partnerships, indicate the gaps between learning supports provided by university and policy designing in promoting LLL. Originality/value This study emphasizes the LLL ideology in professional development. Emphasis on university teachers’ learning within specific professional development contexts would encourage researchers to pay more attention to context-relevant factors enhancing LLL. And the four major discrepancies identified in this study deserve further investigations.