This study explored the relationship between emotional intelligence and self-efficacy in trait mindfulness and subjective wellbeing. In this study, 323 Chinese kindergarten teachers were measured ...using the Five Facet Mindfulness Questionnaire, Emotional Intelligence Scale, General Self-efficacy Scale, and Subjective Wellbeing Scale. The study found that subjective wellbeing can be predicted directly from trait mindfulness (β = 0.257,
p
< 0.001). Emotional intelligence could mediate the relationship between trait mindfulness and subjective wellbeing (β = 0.165,
p
= 0.006). Self-efficacy could mediate the relationship between trait mindfulness and subjective wellbeing (β = 0.078,
p
= 0.032). In addition, emotional intelligence and self-efficacy played a sequential mediating role between trait mindfulness and subjective wellbeing (β = 0.072,
p
= 0.005). This study revealed the relationship between kindergarten teachers’ trait mindfulness and subjective wellbeing through structural equation modeling and understood its role path, enriching the research on the Chinese preschool teachers in the field, and providing a literature reference for the international community to understand the Chinese kindergarten teachers. At the same time, the study also has some limitations, such as the use of a cross-sectional design method, a relatively single method, and the impact of COVID-19. However, we believe that this study will further enrich the research literature on the relationship between trait mindfulness and subjective wellbeing of Chinese kindergarten teachers.
This study aims to explore the relationship between basic psychological needs and positive emotions of preschool teachers between trait mindfulness and job satisfaction.
Three hundred and ...ninety-eight preschool teachers were tested with mindfulness attention awareness scale, basic psychological needs scale, positive emotion scale, and job satisfaction scale.
Preschool teachers trait mindfulness can predict job satisfaction (
= 0.265,
< 0. 001). Preschool teachers trait mindfulness has an indirect impact on job satisfaction through basic psychological needs (
= 0.059,
= 0.002), and preschool teachers trait mindfulness has an indirect impact on job satisfaction through positive emotions (
= 0.123,
< 0. 001). In addition, basic psychological needs and positive emotions play a sequential intermediary role between preschool teachers trait mindfulness and job satisfaction (
= 0.017,
< 0. 001).
Basic psychological needs and positive emotions play a sequential mediating role between preschool teachers trait mindfulness and job satisfaction, and this sequential mediating effect accounts for a high proportion of the total effect.
Objective
: This study, aims to explore the relationship of error management climate and self-efficacy between preschool teachers’ proactive personality and innovative behavior.
Methods
: Four ...hundred thirty-nine preschool teachers were tested by proactive personality scale, error management climate scale, general self-efficacy scale, and employee innovation behavior scale.
Results
: Preschool teachers’ proactive personality can directly predict their innovative behaviors, has a significant indirect effect on innovative behaviors through error management climate, and has a significant indirect effect on innovative behaviors through self-efficacy. Error management climate and self-efficacy play a chain-mediated role in the relationship between preschool teachers’ proactive personality and innovative behavior.
Conclusion
: Error management climate and self-efficacy play a chain-mediated role in the relationship between preschool teachers’ proactive personality and innovative behavior.
Tetherin/BST2 is a type-II membrane protein that inhibits the release of a range of enveloped viruses, including HIV-1. Here we report three crystal structures of human tetherin, including the ...full-length ectodomain, a triple cysteine mutant and an ectodomain truncation. These structures show that tetherin forms a continuous alpha helix encompassing almost the entire ectodomain. Tetherin helices dimerize into parallel coiled coils via interactions throughout the C-terminal portion of the ectodomain. A comparison of the multiple structures of the tetherin dimer reveals inherent constrained flexibility at two hinges positioned at residues A88 and G109. In the crystals, two tetherin ectodomain dimers associate into a tetramer by forming an antiparallel four-helix bundle at their N termini. However, mutagenesis studies suggest that the tetrametric form of tetherin, although potentially contributing to, is not essential for its antiviral activity. Nonetheless, the structural and chemical properties of the N terminus of the ectodomain are important for optimal tethering function. This study provides detailed insight into the mechanisms by which this broad-spectrum antiviral restriction factor can function.
CCA-adding enzymes ATP(CTP):tRNA nucleotidyltransferases add CCA onto the 3' end of transfer RNA (tRNA) precursors without using a nucleic acid template. Although the mechanism by which cytosine (C) ...is selected at position 75 of tRNA has been established, the mechanism by which adenine (A) is selected at position 76 remains elusive. Here, we report five cocrystal structures of the enzyme complexed with both a tRNA mimic and nucleoside triphosphates under catalytically active conditions. These structures suggest that adenosine 5'-monophosphate is incorporated onto the A76 position of the tRNA via a carboxylate-assisted, one-metal-ion mechanism with aspartate 110 functioning as a general base. The discrimination against incorporation of cytidine 5'-triphosphate (CTP) at position 76 arises from improper placement of the α phosphate of the incoming CTP, which results from the interaction of C with arginine 224 and prevents the nucleophilic attack by the 3' hydroxyl group of cytidine75.
Polyinosinic acid has been known to adopt the four-stranded helical structure but its basic unit, inosine tetrad (I tetrad), has not been determined at the atomic level. Here we report the crystal ...structure of an RNA quadruplex containing an I tetrad at 1.4 A resolution. The I tetrad has one cyclic hydrogen bond N1...O6 with the bond length of 2.7 A. A water bridge is observed in the minor groove side of the base tetrad. Even though it is sandwiched by guanine tetrads (G tetrads), the I tetrad is buckled towards the 3' side of the tetrad plane, which results from the different interaction strength with K ions on two sides of the tetrad plane. Comparison with both G tetrad and adenine tetrad indicates that lack of NH2 in the C2 position makes the I tetrad prone to buckle for interactions with ligands. Two U*(G-G-G-G) base pentads are observed at the junction of the 5' termini of two quadruplexes. The uridine residue in the base pentad is engaged in two hydrogen bonding interactions (N2(G)-H...O2(U) and O2'(G)-H...O4(U)) and a water-mediated interaction (N3(G) and N3(U)) with the G tetrad. We also discuss the roles of amino group in purine tetrads and the inter-quadruplex interactions in RNA molecules. These quadruplexes may interact with each other by stacking, groove binding and intercalation.
Nucleic acids adopt different multistranded helical architectures to perform various biological functions. Here, we report a crystal structure of an RNA quadruplex containing "base-tetrad swapping" ...and bulged nucleotide at 2.1-Å resolution. The base-tetrad swapping results in a dimer of quadruplexes with an intercalated octaplex fragment at the 5' end junction. The intercalated base tetrads provide the basic repeat unit for constructing a model of intercalated RNA octaplex. The model we obtained shows fundamentally different characteristics from duplex, triplex, and quadruplex. We also observed two different orientations of bulged uridine residues that are related to the interaction with surroundings. This structural evidence reflects the conformational flexibility of bulged nucleotides in RNA quadruplexes and implies the potential roles of bulged nucleotides as recognition and interaction sites in RNA-protein and RNA-RNA interactions.
The teacher-child relationship plays an important role in children’s future development. However, the existing research mainly focuses on the influence of preschool teachers’ external conditions on ...the teacher-student relationship, while the research on the influence of teachers’ internal psychological characteristics on the teacher-student relationship is relatively lacking. In this study, three hundred and seventeen preschool teachers were tested were tested with Five Facet Mindfulness Questionnaire, Emotional Intelligence Scale, Chinese Interpersonal Response Index, and Teacher-student Relationship Scale. The results showed that trait mindfulness positively predicted the quality of parent-teacher relationship (β = 0.173,
p
= 0.026). Emotional intelligence played a mediating role in trait mindfulness and teacher-child relationship quality (β = 0.118,
p
= 0.004), and empathy played a mediating role in trait mindfulness and teacher-child relationship quality (β = 0.112,
p
= 0.001). Meanwhile, emotional intelligence and empathy played a chain mediating role in trait mindfulness and parent-teacher relationship quality (β = 0.044,
p
= 0.038). On the one hand, this study enriches attachment theory. The conclusions of this study verify the diversity of proximal factors in attachment theory, and confirm the influence of teachers’ own characteristics and abilities on the teacher-child relationship quality. On the other hand, by exploring the factors affecting the teacher-child relationship quality, we can find ways to improve teacher-child relationship from a new perspective, and then provide some new methods and approaches for improving the quality of preschool teacher-child relationship.
Purpose: Teaching is a tough and stressful profession. Teachers' pressure and job burnout have become a common and serious problem, which makes teachers' subjective well-being feel a serious impact. ...The kindergarten environment is challenging and unique. The educational objects faced by kindergarten teachers are usually immature, which brings challenges to the teaching of kindergarten teachers. At the same time, in China, kindergarten teachers also need to undertake daily administrative management and other tasks. Therefore, focusing on the subjective well-being of kindergarten teachers in developing countries during the stage of the COVID-19 pandemic has important implications for promoting teacher well-being globally. Patients and Methods: The study included 321 kindergarten teachers from 13 kindergartens in Jinan, Shandong Province, China. A cross-sectional study design was used with a cluster random sampling technique. For the present study, Five-Factor Mindfulness Questionnaire, Emotional Intelligence Scale, Work-Family Balance Scale and Subjective Well-being Scale were utilized. Results: Findings of the study show that trait mindfulness can directly predict subjective well-being. Emotional intelligence played a mediating role in the relationship between trait mindfulness and subjective well-being. Work-family balance played a mediating role between trait mindfulness and subjective well-being. Emotional intelligence and work-family balance play a sequential mediating effect between trait mindfulness and subjective well-being. Conclusion: This study explores the influence mechanism of trait mindfulness on kindergarten teachers' subjective well- being from the perspective of metacognition. An important conclusion of this study is that emotional intelligence and work-family balance play a sequential mediating effect between trait mindfulness and subjective well-being. We believe the findings of this study have important implications for enriching existing theory and educational practice. This finding has important implications for improving the subjective well-being of kindergarten teachers in developing countries, especially in the context of the current severe impact of the COVID-19 pandemic on education systems. Keywords: trait mindfulness, emotional intelligence, work-family balance, subjective well-being, kindergarten teacher
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