Online social networking has deeply penetrated university campuses, influencing multiple aspects of student life. Standing from a pedagogical perspective, this study investigates how university students’ OSN engagement affect their learning outcomes. Drawn upon social learning theory, this study proposes that OSN engagement help university students’ establishing the self-efficacy belief, achieving social acceptance and acculturation with environment, and these attributions further lead them to attain positive learning outcomes which are shaped by self-esteem development, satisfaction with university life, and the grade point (...) average based performance. Results from a survey accompanied by focus group discussions support these embedded self-conceptualization and social learning in OSN. This study contributes to the extant research on OSN for learning by highlighting the role of OSN for the whole person development, especially the students’ self-conceptulization and psychological well-beings. The revealed mediating mechanisms also adds values to social learning theory and imply the design foci of e-learning activities and applications. (shrink)

Many scholars have investigated education management. Scholars in the education field have made significant achievements in contributing to multiple educational reform policies, while other scholars discuss teacher-related issues from the perspective of organizational behavior. The teaching innovation of high school teachers plays a critical role in students’ learning attitude and motivation, especially in the context of the COVID-19 pandemic. Teachers need to utilize more diversified teaching methods to enable students to carry out effective learning. In order to examine teachers’ teaching (...) innovation, this study explores teaching innovation intentions and performance from the perspective of individual and social factors in combination with goal-oriented behavior and social identity theory. This study conducts questionnaires with a sample of Chinese coastal high school teachers, and obtains a total of 475 responses. The research results show that innovation attitude, positive anticipated emotion, group norms and social identity positively affect teachers’ teaching innovation intention; furthermore, teachers’ teaching innovation intention also positively affects their teaching innovation performance. Based on the comprehensive research findings, this research proposes corresponding theoretical and practical implications. (shrink)