The purpose of this paper is to analyze the relationship between positive psychological quality and college students' sense of responsibility for innovation and entrepreneurship from the perspective of positive psychology, to explore the cultivation model that can effectively improve college students' sense of responsibility for innovation and entrepreneurship, and to promote their success in entrepreneurship. In this study, a total of 1,500 college students were selected for questionnaire survey. ANOVA was used to analyze the differences of innovation and entrepreneurship responsibilities in demographic variables; factor analysis models were used to explore the factors that influence college students' sense of responsibility for innovation and entrepreneurship; and Spearman correlation and linear regression were used to analyze the relationship between college students' positive quality and innovation and entrepreneurship. The results showed that the average scores of individual responsibility, team responsibility, and social responsibility were 3.290, 3.624, and 3.720, respectively; individual responsibility differed significantly at the grade level; group responsibilities and social responsibilities were significantly different at the grade and gender levels; the linear fitting between benevolence, super-excellence, bravery, restraint, and wisdom with team responsibilities all reached significant levels, among which the wisdom coefficient was the highest; the linear fitting between syngroup, excellence, bravery, modesty, and wisdom with social responsibility reached a significant level, among which the wisdom coefficient was the highest; the linear fitting between syngroup, excellence, bravery, modesty, and wisdom with personal responsibility reached a significant level, among which the coefficient of excellence was the highest. This indicated that positive psychological qualities such as syngroup, excellence, modesty, benevolence, superexcellence, bravery, restraint, and wisdom were the influencing factors of college students' sense of responsibility for innovation and entrepreneurship. Among them, the role of wisdom is the most noteworthy in predicting social and group responsibilities, and super-excellent is the most significant predictor for individual responsibility.

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ObjectiveThis study aimed to explore the effects of working memory updating training on primary school students' writing ability and performance.MethodsA total of 46 fourth-grade Chinese primary school students were recruited; their performance in the Chinese character N-back training task, the Writing Ability Questionnaire, and a time-limited writing task was assessed.ResultsThe paired-sample t-test revealed that working memory updating training significantly improved the experimental group's working memory level. After training, a repeated measures ANOVA revealed that the experimental group's performance on the Writing Ability Questionnaire improved and was higher than that of the control group. In the time-limited writing task, independent-sample t-tests revealed that the experimental group's writing fluency increased and was higher than that of the control group, while the latter's grammatical accuracy and complexity decreased and were lower than those of the former.ConclusionWorking memory updating training can be used as auxiliary cognitive training to improve primary school students' working memory level, thereby promoting their writing development.

Against the background of economic globalization, the strategies for constructing college students' entrepreneurial value judgment are explored, providing college graduates with more employment options and thereby keeping up with the trend of the times. The documentary analysis and questionnaire survey methods are adopted to investigate contemporary college students' entrepreneurial value judgments, and the investigation results are organized. According to documentary materials, the discovered problems are analyzed to put forward strategies for constructing college students' entrepreneurial value judgments based on educational psychology. Results show that only 14.1% of college graduates choose to start a business; 48.7% do not understand or recognize the entrepreneurial values; 14.8% believe teaching activities on constructing entrepreneurial value judgments are insufficient, and the entrepreneurial atmosphere is lacking. Regarding the above investigation results, strategies for constructing college students' entrepreneurial value judgments are proposed, involving the construction environment, construction system, construction method, and construction mechanism. Hence, considering contemporary college students' entrepreneurial values, the proposed strategies for constructing college students' entrepreneurial judgments are suitable and valuable, providing a practical reference for enriching and perfecting the college innovation and entrepreneurship education systems.