Background: the purpose of this study was to systematically review the effects of intervention experiments led by ordinary teachers to improve students’ mental health literacy and to provide evidence-based research and new ideas for improving students’ mental health literacy. Methods: A systematic search using 5 English (Web of Science, PubMed, ProQuest, EBSCO, Springer Link) and 3 Chinese (CNKI, WanFang, and VIP) databases was initiated to identify controlled trials assessing the immediate effect and delay effect of the intervention experiment led by ordinary teachers on improving students’ mental health knowledge, anti-stigma, willingness, or behavior to seek-help. Results: a total of 14 experiments with 7873 subjects were included. The results showed that the immediate effect of the intervention on promoting students’ mental health knowledge [g = 0.622, 95% CI (0.395, 0.849)] and anti-stigma [g = 0.262, 95% CI (0.170, 0.354)] was significant, but the amount of delay effect is not significant. Conclusions: the results of this review show that ordinary classroom teachers can effectively participate in projects to improve students’ mental health literacy, significantly improve students’ mental health knowledge and attitudes towards psychological problems, and make up for the shortage of full-time mental health teachers in schools. In future, more attention should be paid to students’ mental health literacy, and evidence-based intervention research should be strengthened. Furthermore, we can improve students’ mental health literacy and avoid poor mental health by addressing delays in early intervention, as well as improve experimental design, prolong the intervention time, and improve the effectiveness of the intervention.

BackgroundTeacher burnout is affected by personal and social factors. COVID-19 has greatly impacted teachers' physical and mental health, which could aggravate teacher burnout.PurposeBased on the JD-R model, this study aims to investigate the relationship between teacher professional identity (TPI) and job burnout during the COVID-19 pandemic, and examine the moderating roles of perceived organizational support (POS) and psychological resilience (PR) in these relationships among primary and secondary school teachers in China.MethodsA total of 3,147 primary and secondary school teachers participated in this study.FindingsWork engagement played a mediating role in the relationship between professional identity and burnout; when the POS and PR scores were high, the predictive coefficient of TPI on burnout was the largest.OriginalityThis study tested the mechanism underlying the relationship between TPI and burnout, and explored the protective factors of burnout.ImplicationsThis study supports the applicability of the JD-R model during COVID-19 and provides ideas for teachers to reduce burnout.

The primary objective of this research was to find out the impact of GRX scale (ganqing, renqing, and xinren) on a non-Chinese working environment. Thus, to apply and ascertain the effect of the three dimensions of guanxi on employees’ engagement and, eventually, their job performance in an African working environment. This research used social exchange theory to explain the relationship between supervisors and their subordinates. The research data comprises 530 respondents who were randomly chosen from seven organizations. Smart-PLS 3.2.8 was the primary instrument used to analyze the data. The finding indicated that renqing, synonymous with mutual sharing or need for reciprocity, was highly significant with employee engagement and job performance. Hence, a win-win outcome is achieved whenever employers exhibit genuine concern and care for their employees. Additionally, there was a negative relationship between ganqing (emotional attachment) and employee engagement. This revealed that making decisions based on personal relationships will negatively affect employees’ engagement and job performance. This research adds to the literature by revealing that guanxi is applicable in non-Chinese workplaces.

Relationship building plays a crucial role in business success because of the saturated nature of the market. Thus, there has been stronger competition because many businesses offer similar products for sale on an online shopping platform. This has given online consumers a wide range of alternatives when shopping online. This present study aimed to investigate the influence of relationship quality on purchase intention among Ghanaian consumers in an online shopping platform while moderated by social support. A convenience sampling method was employed to collect 304 responses from the respondents via web-survey. Partial least square structural equation modeling (PLS-SEM) was used to assess the structural model. The findings reveal that customer trust and customer satisfaction did not significantly influence purchase intention. Furthermore, Customer commitment and social support had a significant and positive influence on purchase intention. Also, social support moderated the relationship between customer trust and purchase intention but had no moderation effect on the relationship between customer satisfaction and purchase intention and customer commitment and purchase intention. This article ends with theoretical and practical implications.

The development of mental health among students has become a crucial objective and focus in numerous countries, with teachers serving as the primary guardians of their mental well-being. As such, enhancing teachers’ mental health literacy has emerged as a key strategy and priority in this endeavor. The purpose of this study is to conduct a comprehensive analysis of the experimental effects associated with improving teachers’ mental health literacy. The study seeks to provide substantiated evidence and innovative strategies for enhancing teachers’ mental health literacy. A systematic search was conducted using five English databases (PubMed, Web of Science, EBSCO, Springer Link, ProQuest) and three Chinese databases (WanFang, CNKI, and VIP) to identify controlled trials evaluating the immediate effect and tracking effect of the intervention experiment on enhancing teachers’ mental health knowledge, anti-stigma, willingness, or behavior to seek help. Relevant peer-reviewed articles (n = 20) were selected for further analysis through the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA-P), with a total of 7446 subjects. The findings revealed that the immediate effect of the intervention on teachers’ mental health literacy, knowledge, stigma, and assistance-seeking had significant moderate to substantial effects. The tracking effect value for knowledge was only moderately significant, and the others were not significant. The analysis of subgroup moderating variables revealed that differences in national economic development level and cultural type did not have a significant impact on the intervention of teachers’ mental health literacy. The results of this review revealed that intervention experiments can effectively improve teachers’ mental health literacy. Hence, it is prudent to pay more attention to the intervention of teachers’ mental health literacy and strengthen the scientific design of experiments to improve the effectiveness of the intervention.