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We examined the correlations between personality and career decision-making self-efficacy (CDMSE) of university students from poor rural areas in China from an educational equity perspective. The results showed that female (vs. male) students were more neurotic, senior (vs. younger) students were more agreeable, and social science students were more neurotic than those in other disciplines. The results also revealed that differences in the total CDMSE were nonsignificant, but there was a gender difference in accurate self-appraisal and a difference by year of study in gathering information. There was a positive correlation between conscientiousness, agreeableness, openness, and extraversion, and CDMSE, and a negative correlation between neuroticism and CDMSE. The 5 personality traits, except for agreeableness, played a crucial role in predicting CDMSE. The results suggest that officials and staff of governments, universities, and industries should work together to develop proactive personality traits of students from poor rural areas in China, facilitate their CDMSE, and help them achieve their employment aspirations, thereby promoting educational equity.

Grounded on the social exchange theory (SET), social cognitive theory (SCT), and self-determination theory (SDT), this study aims to explore the mediating role of self-efficacy (SE) and work engagement (WE) on the effect of social support (SS) on job satisfaction (JS) among Chinese ethnic minority kindergarten teachers (KTs). The results show that: (1) SS has a directly significant effect on JS; (2) WE mediates the relationship between SS and JS; and (3) SE mediates the relationship between SS and WE. Although the mediation of SE on the relationship between SS and JS is not found, the posited multiple mediations of SE and WE on the relationship between SS and JS are totally accepted. The results reveal that SS mainland Chinese ethnic minority KTs received can not only have a direct effect on JS but also have an indirect impact through the one-path mediating role of WE and the chain mediating role of SE and WE. The results suggest that governments, supervisors, and sponsors should work together to provide ethnic minority KTs with more prioritized SS from both cultural psychology and financial material and opportunities for facilitating professional knowledge and skills in order to enhance their SE, inspire their WE, and eventually accumulate their JS.

Background: University students with a vocational pathway face greater cultural, psychological, cognitive, and behavioral challenges during the transition process than their counterparts with an academic route. Method: This study examined the predictive effect of bicultural identity integration, self-esteem, academic resilience, and interaction anxiousness on school belonging using a quantitative approach with 326 Chinese vocational pathway university student participants. Result: The participants had high levels of cultural adaptability, self-esteem, academic resilience, and school belonging, but they also displayed moderate interaction anxiousness. Bicultural identity integration (B = 0.24; p < 0.001), self-esteem (B = 0.35; p < 0.001), and academic resilience (B = 0.25; p < 0.001) significantly positively predicted school belonging, while interaction anxiousness (B = −0.17; p < 0.01) negatively predicted school belonging. Conclusions: Bicultural identity integration, self-esteem, academic resilience, and interaction anxiousness were crucial determinants of school belonging among Chinese university students with vocational qualifications. Effective measures should be initiated to boost their feelings of being recognized, respected, and connected to the university community.