Knowledge sharing not only promotes communication among teachers to achieve self-professional growth but also facilitates knowledge innovation. Thus, knowledge sharing among preschool teachers deserves attention. This study explored the factors influencing preschool teachers’ knowledge-sharing behaviors. A questionnaire was administered to 297 preschool teachers using a Norm Activation Model from a thinking style perspective. Data analysis was performed using partial least square-structural equation modelling (PLS-SEM). The findings indicate that executive thinking style preschool teachers showed a significant positive influence of awareness of consequences; legislative thinking style preschool teachers showed a significant positive influence of awareness of consequences and ascription of responsibility; awareness of consequences had a significant positive influence on ascription of responsibility; awareness of consequences and ascription of responsibility had a significant positive influence on personal norms; and personal norms had a significant positive influence on knowledge-sharing behavior. Meanwhile, the influence of executive thinking style on ascription of responsibility, legislative thinking style on ascription of responsibility, and awareness of consequences on personal norms emerged as significantly different among preschool teachers in two different contexts: interpersonal sharing and Internet sharing. This study confirmed the factors influencing preschool teachers’ knowledge-sharing behaviors from a thinking style perspective and provides suggestions for improving preschool teachers’ knowledge-sharing behaviors.

Today, users of smart devices are from increasingly younger generations, and their use is very common among preschoolers. The problem of smart device addiction in preschool children has attracted widespread attention, due to which this study explores the influencing factors in children aged 2–5 years. Based on the protection–risk model, 236 Chinese parents were surveyed, and the data was analyzed using partial least squares structural equation modeling. The findings show that parental emotion regulation significantly and negatively influences children’s depression and social withdrawal symptoms, whereas it has a significant and positive influence on parental self-control as well as outdoor intention. Also, children’s depression and social withdrawal symptoms have a significant and positive influence on their smart device addiction, whereas parental self-control and outdoor intentions have no significant influence on it. Moreover, children’s social withdrawal and depression have a mediating effect between parental emotion regulation and children’s smart device addiction, but parental self-control and outdoor intention have no mediating effect between the two. This study identifies the factors influencing children’s smart device addiction from a new perspective, providing theoretical support to address this problem of addiction.