Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Didakta: International Journal of Social Sciences, Language, and Education Business System & Innovation Journal (BSIJ)
Yundong Wu
Higher Education, Psychology, and Policy Analysis Laboratory

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Academic Stress and Social Support Relate to Entrepreneurial Intention among Chinese Private University Students: The Mediating Role of Psychological Capital Yundong Wu
International Journal of Social Sciences, Language, and Education Vol. 1 No. 3 (2026): : July: Didakta: International Journal of Social Sciences, Language, and Educat
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/1cty2411

Abstract

This cross-sectional study examined associations among academic stress, perceived social support, psychological capital, and entrepreneurial intention among students at a private higher vocational college in Quanzhou, Fujian Province, China. Of 270 questionnaires distributed, 255 usable questionnaires were retained after 15 were excluded for incomplete responses or predefined response-quality concerns (usable proportion of distributed questionnaires = 94.4%). The measures were administered in Chinese and assessed academic stress, social support, psychological capital, and entrepreneurial intention. Analyses included descriptive statistics, reliability analysis, confirmatory factor analysis (CFA), Pearson correlations, hierarchical regression, and mediation tests using 2,500 bootstrap resamples. Academic stress was negatively associated with psychological capital (B = -0.304, SE = 0.067, p < .001) and entrepreneurial intention (total-effect model: B = -0.395, SE = 0.076, p < .001). Social support was positively associated with psychological capital (B = 0.327, SE = 0.049, p < .001) and entrepreneurial intention (B = 0.386, SE = 0.056, p < .001). The indirect association through psychological capital was negative for academic stress (effect = -0.122, 95% bootstrap CI [-0.191, -0.063]) and positive for social support (effect = 0.132, 95% bootstrap CI [0.079, 0.196]). Because the data are cross-sectional, these indirect effects do not establish causal processes. The findings identify psychological capital as a possible link between students’ academic and social experiences and entrepreneurial intention. Intervention studies are needed to test whether changes in academic pressure, support, or psychological capital affect entrepreneurial readiness.
From Compliance to Responsible AI: A Bibliometric Study on Educational Data Governance and Student Privacy (2015-2025) Ying Chen; Ruofan Lin; Weijian Kong; Yundong Wu; Shun Guo; Jiani Wu; Tingting Lv; Yuxuan Chen
Business System & Innovation Journal Vol. 1 No. 3 (2026): Digital Transformation, Trust, and Responsible Innovation in Organizations
Publisher : Yayasan Fathurahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67955/bsij.v1i3.29

Abstract

This study maps the development of research on educational data governance and student privacy between 2015 and 2025. It follows the structure of a bibliometric trend review and uses a Scopus-derived record set of 313 articles to analyze the analytical workflow, including annual output, keyword co-occurrence, thematic evolution, policy turning points, and research collaboration. The study is guided by three questions: how the volume of research changed, how the dominant vocabulary moved from learning analytics and ownership to compliance and responsible artificial intelligence, and which problems remained unresolved across the period. The results show five connected phases. From 2015 to 2017, research was organized around learning analytics, educational data mining, student tracking, data ownership, and informed consent. After the General Data Protection Regulation became applicable on May 25, 2018, the literature moved toward data protection, compliance, governance frameworks, and institutional responsibility. The COVID-19 period increased attention to remote learning privacy, online proctoring, surveillance, and vendor data sharing. From late 2022, generative artificial intelligence, ChatGPT, algorithmic bias, ethical artificial intelligence, and artificial intelligence literacy became central. The 2024-2025 frontier connected responsible artificial intelligence with high-risk education systems, human oversight, auditability, and data minimization in large language models. The study argues that compliance is necessary but insufficient. A mature governance model must connect legal duties, institutional processes, technical controls, and educational judgment.
Co-Authors Jiani Wu Ruofan Lin Shun Guo Tingting Lv Weijian Kong Ying Chen Yuxuan Chen