At present, school bullying incidents frequently occur, attracting increased attention from researchers. In this study, we attempt to explore the impact of parenting styles on perceived school non-physical bullying. Four hundred ninety-two students in the fifth and sixth grades of eight primary schools in Zhejiang province were surveyed. To control any potential confounding factors, a randomized sampling survey method was used to distribute questionnaires. The results showed that negative affect experiences, negative coping styles, negative family parenting styles, and the perceived school non-physical bullying were all positively correlated with each other (p < 0.05). Perceived verbal bullying differed significantly by gender, grade, and only/non-only children (p < 0.05). Perceived relationship bullying significantly differed between grades (p < 0.05). The gender difference in perceived cyberbullying also reached a significant level (p < 0.05). The rejection parenting style was shown to be an important factor that may be associated with students’ perceived school non-physical bullying; it was observed to be directly associated with students’ perceived school non-physical bullying and indirectly associated with students’ perceived school non-physical bullying by influencing negative affect experiences and negative coping styles. In conclusion, negative affect experiences and coping styles may have a chain-like mediating effect between the rejection parenting style and students’ perceived school verbal bullying. Moreover, negative affect experiences may have a partial mediating effect between the rejection parenting style and students’ perceived school cyberbullying, relationship bullying, and non-physical bullying total scores. This study provides first-hand empirical data support for schools, families, and education authorities to guide and manage non-physical bullying incidents in schools. They also provide a theoretical basis for subsequent related research in the field of non-physical bullying.

Work adaptability refers to the work experience, habits, and skills that enable an individual to adapt to current or changing work tasks and situations. It is a coping resource that individuals use to mitigate various types of stress. Adopting the interaction model of work stress, this study investigated 168 young employees in 20 organizations in Zhejiang Province through interview research and a questionnaire survey. The results show that work adaptability has a significant main effect on occupational health. The work adaptability of employees plays a moderating role in the relationship between occupational health and lack of work meaning stress, role conflict stress, interpersonal relationship stress, negative organizational atmosphere stress, and total score of work stressors. Young employees with high work adaptability have worse occupational health under high-level stress situations due to a lack of work meaning. For promoting occupational health in young employees, organizations should have this group of workers complete meaningful jobs or inform them of the importance of their jobs, reduce role conflict, and create a supportive organizational atmosphere. For management, it is imperative to eliminate high-level stress that stems from a lack of work meaning in order to retain young employees with high work adaptability. These findings shed light on how work adaptability helps young employees deal with stress and improve their occupational health. In organizational and self-stress management, it is beneficial to improve employees’ work adaptability continuously as a means of effectively resisting stress and maintaining occupational health.

Primary and middle school teachers are a critical part of China’s foundational education; teacher turnover heavily affects the stable development of foundational education. Aiming at the phenomenon of teacher turnover intention in primary and secondary schools, interviews and questionnaires were used to explore the relationship between teachers’ organizational justice, salary satisfaction, and turnover intention in the management of primary and secondary schools. The research subjects were more than 500 primary and secondary school teachers from Zhejiang and Jiangsu provinces. The data analysis results show that the sense of interactive fairness is the highest, followed by procedural fairness and the lowest sense of distributional fairness, with a certain sense of unfairness among the three dimensions of organizational fairness among primary and secondary school teachers. The average salary satisfaction score is 2.64, which is lower than the midpoint of 3, and there is a certain degree of dissatisfaction. The results of the correlation analysis showed that the pairwise correlations between the variables reached a very significant level. The results of regression analysis showed that organizational justice had the greatest impact on turnover intention, accounting for 20% of the variance. Salary satisfaction plays a partial mediating role between various dimensions of organizational justice and turnover intention, indicating that procedural fairness, interaction fairness, and distributional justice not only have a direct impact on turnover intention, but also indirectly affect turnover intention by affecting salary satisfaction. The results of this study can provide empirical data support for educational administrative departments and school managers in economically developed regions to improve their compensation management level and implement effective and sustainable compensation management policies and programs, as well as provide first-hand information for cross-country comparative studies of teacher compensation management in the field of education administration.

To both survive and develop continuously, enterprises must overcome many kinds of competition and challenges. Cultivating employees' active and sustainable organizational citizenship behavior is important for enterprises to successfully cope with turbulence and uncertain events during their development. In this study, we investigated the development level of and factors influencing employees' organizational citizenship behavior in current organizations. By using the Belief in a Just World Scale, Organizational Citizenship Behavior Scale, and Interpersonal Intelligence Scale, we investigated 230 employees from 15 different enterprises. The results showed that belief in a just world, interpersonal intelligence, and organizational citizenship behavior were significantly positively correlated. Interpersonal intelligence played a moderating role between belief in a just world and organizational citizenship behavior; the organizational citizenship behavior of individuals with high interpersonal intelligence increased with the strengthening of the belief in a just world, and this increase was larger than that experienced by individuals with low interpersonal intelligence. This meant that under a certain level of belief in a just world, a high level of interpersonal intelligence was more conducive to promoting employees' sustainable organizational citizenship behavior.

To explore the impact of parenting styles on the perception of campus non-physical bullying, 492 students in upper elementary school grades were surveyed by using the Delaware Bullying Victimization Scale, the Negative Coping Style Scale, the Negative Affect Scale, and the Egna Minnen Betr&auml;ffende Uppfostran Questionnaire. The questionnaire survey was conducted in the fifth and sixth grades of eight primary schools in Zhejiang province. The results showed that cyberbullying was not significantly related to an anxious parenting style, but negative affect experiences, negative coping styles, negative family parenting styles, and the perception of campus non-physical bullying were all positively correlated with each other (p &lt; 0.05). The refusal parenting style was shown to be an important factor that affected students&rsquo; perception of campus non-physical bullying; it was observed to directly affect students&rsquo; perception of campus non-physical bullying and indirectly affect students&rsquo; perception of campus non-physical bullying by influencing negative affect experiences and negative coping styles. In conclusion, negative affect experiences and negative coping styles had a chain-like mediating effect between the refusal parenting style and students&rsquo; perception of campus verbal bullying. Moreover, negative affect experiences had a partial mediating effect between the refusal parenting style and students&rsquo; perceptions of campus cyberbullying, relationship bullying, and non-physical bullying total scores. Implications and suggestions based on these results are also discussed.