As an emerging business model, merchants are selling surplus food in blind boxes, which provides new opportunities for reducing waste and promoting sustainable development. Surplus food blind boxes, however, have not been extensively researched in terms of design and marketing strategies. Therefore, we are examining how to increase consumers\' purchase intention regarding surplus food blind boxes as well as the relationship between purchase intention, continuous intention, and recommendation intention. In this paper, two studies are conducted. As part of study 1, We used factor analysis to explore the reasons that influence consumers to purchase. In study 2, we utilized structural equation modeling to examine the impact of purchase intention on continuous intention and recommendation intention. Results indicate that food quality, perceived sustainability, and conspicuous consumption are the most important positive factors. The most important negative factors are perceived food risk, resistance to sales techniques, taste anxiety, and inadequate marketing strategies. Based on our findings, we constructed a path relationship between purchase intention, continuous intention, and recommendation intention. The purchase intention of the surplus food blind box users directly influences the recommendation intention and the continuous intention, while the recommendation intention indirectly influences the continuous intention. This study did not demonstrate that gender had a moderating effect. Meanwhile, it provides a reference for the actual marketing management of surplus food blind box merchants.

Blended learning has grown in importance in colleges since the COVID-19 pandemic because it is a creative and effective extension of traditional education. The aim of this paper is to characterize how students\' ability affects their desire for continuous learning in a blended learning environment. In order to do this, a proposed and tested integral model of students\' flow in blended learning environments is constructed. This is achieved by a survey resulting in a sample of 344 valid questionnaires. The theoretical model was tested and validated using the standard methodological procedure based on exploratory and confirmatory analyses. According to the results, the students\' web skills and social skills significantly impact the flow experience in a positive way, and metacognitive regulating ability has a significant negative impact on flow experience, which in return significantly impact the continuous learning intention. In conclusion, some suggestions for teachers and the online teaching systems are put forward to improve students\' continuous learning intention.

Previous studies have focused on individuals learning from observing a model to be able to produce the modeled behavior. However, there is a lack of studies emphasizing the perspective of being observed to understand the role of perceived value and stress when teachers act as a teaching model. To address this gap, the present study explored the correlates between teachers\' teaching beliefs, perceived value, psychosocial stress, and continuous intention to be the observed teaching model in classroom observations. Data of 349 respondents were usefully collected, and confirmatory factor analysis with structural equation modeling was performed. Results showed that teachers\' constructivist belief in teaching was positively related to perceived value of being observed and getting feedback, but was negatively related to psychosocial stress. Perceived value was positively related to continuous intention to be observed in future classroom observations, but perceived psychosocial stress was not significantly related to continuous intention. The results of this study can be applied to encourage those who are resistant to presenting their teaching experience in classroom observations.

Built on the integrated theoretical framework of antecedents of flow and expectation confirmation model (ECM), this research investigates the way flow experience drives the online students\' intention to engage in online English teaching platforms. This study focused on the online students engaged in online English learning platforms in Taiwan. A total of 500 online students were selected. An online survey was conducted with the help of a marketing research agency located in Taiwan. According to the results, the online students\' flow experience was found to be in a significant relationship with continuous intention. The antecedents, including perceived enjoyment, challenge, and situational involvement, were found to be in a positive relationship with flow experience; however, confirmation and perceived vividness did not have significant effects on the flow. Furthermore, flow and confirmation were found to be in a significant relationship with perceived usefulness and satisfaction. Moreover, perceived usefulness was found to be in a significant relationship with satisfaction and continuous intention. Lastly, satisfaction was found to be in a significant relationship with continuous intention. Finally, the questions proposed in this research with their empirical findings offer profound understanding for establishing a well-devised online English learning platform that can motivate online learning. These results and managerial implications for online English language platforms are innovative and significant in practice.

Online mental health communities may provide new opportunities for rehabilitation for people with mental illness, so it is important to understand the factors that influence the continued use of online mental health communities by people with mental illness.
From the perspective of empowerment, based on the theory of health self-efficacy and expectation confirmation, this study explored the mediating role of health self-efficacy and expectation confirmation in the empowerment process of patients in online mental health communities and users\' intention to continue using online mental health communities. To verify this model, we obtained 272 valid questionnaires. The SmartPLS 3.0 software was selected for model construction and empirical analysis.
Health self-efficacy completely mediates the relationship between the empowerment process (i.e., emotional support, information support, helping others and sharing experiences) and users\' intention to continue using an online mental health community. Expectation confirmation partially mediates the relationship between the empowerment process (i.e., information support and finding recognition) and users\' intention to continue using an online mental health community.
The empowerment process is the main predictor of user health self-efficacy and expectation confirmation. This study has certain theoretical and practical significance for online mental health community research.

In recent years, online learning model has become the mainstream in higher education. The cooperation between universities and Internet education platforms provides a good learning environment and abundant online elective courses for college students, but the practical teaching effect is not ideal. Therefore, based on the Universal Theory of Acceptance and Use of Technology (UTAUT), this study introduced the perceived cost and content quality to build a model of college students\' continuous intention to use online course platforms, and used structural equation model to study the relationship among the variables. The results showed that effort expectancy and social influence affected continuous intention indirectly via performance expectancy; content quality indirectly affected continuous intention through effort expectancy, performance expectancy and effort expectancy-performance expectancy; perceived cost had a significant negative effect on continuous intention. These research results provide new ideas for the design and development of online course platform.