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Background: Considerable evidence suggests that students' achievement emotions are important contributors to their learning and success online. It is, therefore, essential to understand and support students' emotional experiences to enhance online education, especially under the COVID‐19 context. However, to date, very few studies have investigated how students' achievement emotions might be affected by teaching and learning factors in online learning environments. Objectives: Based on Pekrun's (2006) control‐value theory of achievement emotions, this study examined the influence of students' perceived online teaching quality and appraisals of control and value on their achievement emotions in an online second language (L2) learning context instigated by the COVID‐19. Methods: Data were collected using an online survey of 1503 undergraduates from ten universities across different regions of China. Confirmatory factor analyses (CFA) were performed to test the validity of the instruments and structural equation modelling were conducted to examine the relations between L2 teaching and learning variables. Results and Conclusions: Results revealed that perceived teacher internet and communication technology competence had positive effects on enjoyment, but negative effects on anxiety and boredom, and these effects were fully mediated by perceived control and/or value. Perceived chaotic teaching structure (CTS) had reverse effects for the three emotions. Perceived CTS effects on enjoyment and anxiety were fully and partially mediated by perceived control, respectively. Takeaways: Online teaching quality is critical for students' appraisals and emotions towards L2 learning. Teachers should strive to improve online teaching quality and design interventions targeting students' perceived control and value to temper their affective experiences associated with the crisis‐prompted online teaching practices. Lay Description: What is already known about this topic: Teachers' internet and communication technology (ICT) competence and pedagogical design can enhance students' e‐learning efficacy, motivation and interests.Students' perceived control and value can influence their achievement emotions in online learning.Teacher's ICT competence and pedagogical design can impact students' emotions in online learning. What this paper adds: Perceived teacher ICT competence and chaotic teaching structures can have differential impact on students' perceived control and value for e‐learning.Perceived control and intrinsic value differently mediated the effects of the two teaching factors on students' emotions for e‐learning.Perceived teacher ICT competence and chaotic teaching structures can have both direct and indirect effects on students' e‐learning emotions via perceived control and value. Implications for practice and/or policy: Teacher training and development programs should prepare teachers for varying teaching formats including unplanned online teaching due to a forced switch to remote teaching.Teachers should acquaint themselves with using various online platforms and software to communicate the goals, expectations, structures and requirements of their language lessons to students' in a clear manner.Online language teaching interventions aiming to increase or decrease a specific emotion could directly target specific combinations of teaching characteristics and appraisals. [ABSTRACT FROM AUTHOR]

Background: While automatic speech recognition (ASR) is increasingly used for commercial purposes, its influence on the learners' linguistic performance in terms of oral complexity, accuracy and fluency was under‐explored. To date, few studies have been conducted to investigate how the dictation ASR technology could be incorporated into language classrooms to facilitate the learners' language acquisition. Objectives: This study aimed to examine the effects of ASR‐based technology on English learners' oral accuracy and fluency and depict the corresponding development trajectories. Methods: A total of 160 first‐year university students were enrolled in a 14‐week quasi‐experiment based on a longitudinal research design. Both treatment and control groups were taught with the flipped classroom approach, but the students in the treatment group were particularly required to undertake a pre‐class task with ASR technology. Students' Unit Task performance was audio‐recorded, and the metrics of oral accuracy and fluency were coded and computed based on the recording transcripts. A two‐way repeated measures ANCOVA was conducted to investigate the between‐ and within‐subjects effects as well as the corresponding interaction effects. Results: In terms of the between‐subjects effect, the treatment group outperformed the control group on phonological accuracy, speed fluency and repair fluency. In terms of the within‐subjects effect, significant gains in lexical and morphosyntactic accuracy were witnessed over time in both groups, but the performance of the treatment group tended to be more stable. On all the fluency metrics and phonological accuracy, no significant within‐subjects improvement was seen over time. Implications: The development of oral accuracy may generate a negative impact on that of fluency. Therefore, course developers and teachers need to design special tasks and provide conditions conducive to the development of the students' oral fluency. Moreover, the mobile‐based dictation ASR application could incorporate adaptive artificial intelligence, which may escalate the students' fossilization of learner interlanguage. Lay Description: What is already known about this topic?The ASR‐based technology is becoming popular in foreign language learning.The effect of ASR‐based technology on oral accuracy and fluency is still in a nascent phase. What this paper adds?This study explores how the mobile‐based dictation ASR technology facilitates English learners' oral accuracy and fluency.The dictation ASR‐based application integrated into pre‐class learning enhances English learners' phonological accuracy, speed fluency and repair fluency.The dictation ASR‐based application also contributed to a stable development of English learners' lexical and morphosyntactic accuracy over time. Implications for practiceEnglish teachers could integrate mobile‐based dictation ASR technology into pre‐class practice to improve the students' oral English accuracy and fluency in a flipped learning. [ABSTRACT FROM AUTHOR]

This paper investigates whether and how employee quality affects corporate social responsibility (CSR). We find that firms with a high‐quality workforce are associated with more CSR engagement. We use an exogenous shock of household registration reform in China to employee mobility to support a causal inference. The main effect is more pronounced among firms whose human capital has more value‐added (e.g., firms in high‐tech industries, firms with more R&D investment, and patent filings). Further, we show that employees' bargaining power and monitoring role are potential channels through which employee quality affects CSR. Finally, our results also demonstrate that the employee quality effect is economically sizeable and generates positive externalities on future financial performance and firm value. [ABSTRACT FROM AUTHOR]

In this paper, we examine the relationship between city size and rural intergenerational mobility using prefecture‐level data in China. We find that intergenerational mobility in rural areas is positively related to urban population of the affiliated cities. This correlation is partially driven by better coverage of secondary and university education for the rural young who reside close to large cities. Moreover, our further investigation shows that the return to high school education is less dependent on parent incomes around larger cities for rural young people. [ABSTRACT FROM AUTHOR]

This paper presents the first causal evidence that compulsory education improves retirement financial outcomes in a developing economy. By exploiting the 1986 compulsory schooling reform in China, we show that compulsory education increases rural residents' participation in the New Rural Pension Scheme, the world's largest public pension program. Using an instrumental variables strategy in a difference‐in‐differences framework, we find that an additional year of schooling significantly increases pension participation by 3.5 percentage points, and this positive result is more prominent among women. Mechanism analysis suggests that cognition and access to information are essential pathways in the education–pension nexus. [ABSTRACT FROM AUTHOR]

Copyright of Ethos (00912131) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper studies the causal effect of education on intergenerational transfers from/to adult children. Using micro‐data from the China Health and Retirement Longitudinal Study, we use exogenous variations in parents' schooling induced by China's Great Famine to take account of the endogeneity of education and then estimate the effect of schooling on the probability of receiving/giving transfers from/to adult children. The instrumental variable estimates show that an additional year of schooling has a negative effect on the probability of receiving transfers but a positive effect on the probability of giving transfers at old age. Our results have some implications regarding social security and education policies in aging societies. [ABSTRACT FROM AUTHOR]

This paper estimates the effect of parental education on children's education by using instruments generated by the Chinese Cultural Revolution, and further explores the mechanisms of this causal relationship. Several important findings stand out from our empirical analyses. We find a larger intergenerational persistence in education for higher level in urban areas but for a lower level of education in rural areas. The main results from instrumental variable estimation show that the nurture effect is larger and more significant for fathers than for mothers. A deeper investigation of the mechanism behind this nurture effect informs us that a father's education passes on to his children's education partly through the income channel. Another notable finding is that even after controlling for fathers' income, parental education still has a significantly positive effect on children's education through the nurture effect. This indicates that beyond the income channel, there may exist other channels such as better home environment, which deserve to be explored in future research. [ABSTRACT FROM AUTHOR]

This research consisted of two studies to investigate how the Chinese rural educational system supported students' online learning and to determine the factors that influenced students' online learning quality (satisfaction and cognitive and social presence) during the COVID‐19 pandemic. Study 1, based on interviews with three curriculum officers, seven principals and 30 course teachers, found that great efforts were made to realize digital equity and education for all students. The necessity of providing resources and support to teachers and students (facilitating conditions) was recognized, along with the importance of teachers' online course design and organization and the facilitation of discourse (teaching presence and social presence). Based on the findings of Study 1 and the literature review, a conceptual model of facilitating conditions and teaching presence reported to influence students' online learning quality was generated. In Study 2, 1,409 students from three rural primary schools were surveyed to test the conceptual model. The results indicated that facilitating conditions influenced students' online learning quality through enhanced technology self‐efficacy and perceived usefulness. Teaching presence directly and positively predicted students' online learning quality. This research highlights the importance of creating a learning community and providing technology access and support to ensure online learning opportunities and quality for rural students. Practitioner notesWhat is already known about this topic Chinese students from rural or migrant schools have fewer opportunities to access computers and the Internet, lower frequencies of online activity and technology self‐efficacy and less training and parental and teacher support.Providing support and resources to encourage and facilitate technology use among teachers and students in rural and underdeveloped schools is of great importance.Identifying the factors that contribute to online learning quality among rural school students to tackle the transition to online learning is necessary.What this paper adds The rural government and schools have made great efforts to ensure digital equity and education for all students, despite family conditions.Facilitating purposeful interactions and providing timely feedback is critical for effective learning in online teaching.Facilitating conditions represented by available support and resources and teaching presence influence students' online learning quality in rural areas.Implications for practice and/or policy Providing digital equipment and resources to all students is the first step towards distance learning.Providing opportunities to improve teachers' digital competency is critical for providing quality online instruction.Providing students timely assistance and useful and learner‐friendly technologies to enhance their satisfaction and social and cognitive presence is necessary.Online instructors should create a friendly online learning environment, facilitate active discussion and purposeful reflection and create opportunities to promote students' open communication, group cohesion and meaning construction. [ABSTRACT FROM AUTHOR]

The persistent correlations between parents and children's outcomes have long been investigated. From a policy perspective, it is important to understand the underlying causes of those correlations. Educational policy changes may have significant impacts on intergenerational mobility. The last several decades have witnessed a remarkable expansion of higher education around the world. In this paper, we examine the effect of higher education expansion on intergenerational mobility in China. We find that the higher education expansion in China has weakened the advantage of cadres' children in higher education participation, and has strengthened the intergenerational educational correlation. One explanation for these results might be that, along with the process of economic reform started in 1979, the cadre selection mechanism has placed more and more weight on candidate's education and abilities. [ABSTRACT FROM AUTHOR]

This paper examines whether Hong Kong teachers and students perceived Liberal Studies and its ongoing curriculum review as politically driven during and after the Umbrella Movement, a large-scale civil disobedience campaign that took place in September 2014. The findings presented herein show that both groups disagreed with the claim that Liberal Studies was used as a political instrument to instigate students’ participation in the protest movement. Moreover, they also reveal that teachers have maintained their neutrality towards controversial issues related to politics during Liberal Studies lessons. Whilst the participating teachers and students considered the government's proposed reform of Liberal Studies to be politically motivated, they held differing attitudes towards the addition of more China-related elements to the subject. On the basis of these results, this paper analyses the potential role of Liberal Studies in the democratisation of local society. It also provides an indication of the curriculum's dynamic nature, explanation of students’ resistance to the review policy and suggestions for the subject's future development. [ABSTRACT FROM AUTHOR]

This paper exploits the closure of senior secondary schools in urban China from 1966 to 1971 in order to identify the causal intergenerational transmission effects of education. The paper uses the instrumental variable approach to examine the intergenerational causality of educational transmission at the senior secondary schooling level in urban China. The exogenous variation in parental senior secondary educational attainment both over time and across regions allows us account for selection bias and thus identify the causal intergenerational transmission effect in education. We further show that our conclusion is robust to alternative identification strategies and data sets. [ABSTRACT FROM AUTHOR]

Art education in Hong Kong has undergone various changes in response to educational reform. In art assessment, a major change in the Hong Kong New Senior Secondary ( NSS) Curriculum is the inclusion of art criticism as a compulsory component of the new public examination. Assessing students' abilities to interpret art in an art criticism public examination context is a critical issue in Hong Kong because the new senior secondary curriculum and assessment has brought attention to the role of written language in the art examination paper. This means the examination assesses not only students' abilities to interpret art, but also their language abilities required to respond to art in written form. Since this new mode of assessment of art criticism has been published a number of issues have appeared. Recent studies show that teachers and students perceive this development negatively and they believe that the written format will assess students' written language abilities rather than their critical abilities. These findings challenge the justification of the new art assessment policy and raise questions about the role of written language in responding to art. This article aims to raise the issue of the marriage between language and art criticism in the Hong Kong public examination context. It argues and examines the relationship of language to art interpretation, reasoning in the assessment, and issues in the public art criticism examination context. The issues addressed in this article provide opportunities for researchers and policy makers to reconsider and refine the new form of examination. [ABSTRACT FROM AUTHOR]

This paper investigates the return to university education in Singapore using a new estimation strategy related to Chinese traditions where children born in the Year of the Dragon are believed to be superior. Because parents might time the arrival of their offspring on a Dragon year, this causes the Dragon cohort to be larger and university entry to be more competitive. First, we find evidence of a negative 'Dragon effect' on university educational attainment. Then, using it as an estimation strategy, we find that university education has a ceteris paribus effect of raising earnings by at least 50% on average. ( JEL I21, C26, J30) [ABSTRACT FROM AUTHOR]

Abstract: This paper explores the influence of demographic changes, particularly the sharp decline in fertility and the evolution of the population age structure, on economic development in China. A general equilibrium overlapping generations model with endogenous decisions on fertility, educational investment, and factor accumulation is employed for our analysis. The family support provided by children to the elderly, which is a component of traditional culture in Chinese society, is also considered. We find that technological changes matter most for growth. Demographic changes, on average, account for approximately 4% of the growth in China, while the effect is negative in the pre‐1980 period. With an extension to include population aging, we find that aging is not necessarily adverse to growth. This finding reflects the fact that a longer life expectancy requires more savings and makes educational investment in children more attractive, which accelerates physical capital and human capital accumulation. However, if the social norm of family support for aging parents is strict, aging will significantly increase the children's burden and crowd out physical and human capital accumulation. [ABSTRACT FROM AUTHOR]

The educational inclusion of rural–urban migrant children in Chinese urban schools has been promoted in the past decades. This paper provides a contextualized interpretation of recent policy developments governing large Chinese cities and evaluates its impact upon the status of migrant children's education. Drawing on data collected from 1,331 migrant children in urban inclusive schools, this study compared current migrant children's family backgrounds and psychological sense of belonging at school in relation to educational outcomes at the primary education level. Results showed that migrant children's socioeconomic status (SES) levels were slightly higher than their counterparts in inclusive schools and a salient SES stratification of migrant students was found. This correlates with students’ reports of fewer incidences of discrimination than hypothesized. Furthermore, capital in migrant families was positively associated with the psychological sense of belonging and academic achievement. These results reveal a significant change to migrant students’ SES as a result of the recent population control policy pertaining to China's large cities since 2014. Implications for research and educational practice, especially with at‐risk migrant students of low‐SES, are discussed. [ABSTRACT FROM AUTHOR]

Aim: This study adopted the qualitative research method, aiming to explore the learning experience of nursing graduate professional curricula in China from the perspective of students and provided a basis for the continuous improvement of nursing graduate training. Design: A qualitative study. Methods: A purposive sampling method was employed to conduct semi‐structured in‐depth interviews with 14 nursing master's students enrolled in professional curricula from September 03, 2021, to December 8, 2022. The Colaizzi seven‐step analysis method was utilized for data analysis, summarization and extraction. Results: Four themes emerged from the study findings: (i) The study of professional curricula is the cornerstone of scientific research work, but it is relatively boring; (ii) The teaching methods and assessment methods of postgraduate education need to be diversified; (iii) The postgraduate education needs to increase the study time of specialized courses and highlight the specialty characteristics; (iv) the study of professional curricula can enhance the comprehensive ability of postgraduate students. Conclusion: The study of professional curricula for post‐graduate nursing students plays an important role in the development of post‐graduate research and can statistically significant improve their comprehensive ability, but there are some problems such as boring courses, single teaching assessment methods and insufficient time. In the future teaching reform, it is necessary to highlight the specialty characteristics of nursing scientific research, optimize curriculum education and improve students' scientific research knowledge and thinking. Patient and Public Contributions: We thank all participants for their valuable input throughout the study. [ABSTRACT FROM AUTHOR]

Inspired by the dichotomous understanding of nationhood contributed by Brubaker (1992), this paper explores how Chinese nationhood is constituted by particular symbols in middle school historiography since the 1950s. In response to the analysis on the high school textbooks done by Baranovitch (2000), this study finds that the narratives in the middle school history textbooks have a similar transition from equating China to Han to defining China as a multi-ethnic nation. However, the analysis also demonstrates that the transition of the middle school history textbooks is not as complete and absolute as that of their high school counterparts. A textbook may follow different principles in nationhood configuration simultaneously. In the textbook narratives before the change, the jus sanguinis logic was dominant over the jus soli logic; in those in the textbooks after the change, Chinese nationhood was constituted by the jus soli principle and the jus sanguinis principle complementarily. This study questions the perception that a nation only consistently follows one philosophy in the symbolic consolidation of nationhood, and casts doubt on the understanding that jus sanguinis or jus soli logic is deeply rooted in the historical development of a nation and cannot change. [ABSTRACT FROM AUTHOR]

Despite an emerging focus on poor comprehenders in recent reading research, a number of unresolved issues concerning the cognitive and linguistic underpinnings of this disorder remain. In this special issue, we bring together a set of six papers examining the strengths and weaknesses of different types of poor comprehenders across multiple languages, including English, French and Chinese. Key findings of these studies show that certain oral language skills, such as morphological awareness and syntactic awareness, are related to reading comprehension deficits in different languages, suggesting their universality. Intriguingly, dissociability and co-occurrence of reading comprehension difficulties have been identified in bilingual children whose L1 and L2 are quite disparate, with some bilinguals exhibiting reading comprehension deficits in a single language, while others display these deficits in both languages. These issues and their implications for future research are further discussed. [ABSTRACT FROM AUTHOR]

Background: To identify independent factors of cognitive frailty (CF) and construct a nomogram to predict cognitive frailty risk in patients with lung cancer receiving drug therapy. Methods: In this cross‐sectional study, patients with lung cancer undergoing drug therapy from October 2022 to July 2023 were enrolled. The data collected includes general demographic characteristics, clinical data characteristics and assessment of tools for cognitive frailty and other factors. Logistic regression was harnessed to determine the influencing factors, R software was used to establish a nomogram model to predict the risk of cognitive frailty. The enhanced bootstrap method was employed for internal verification of the model. The performance of the nomogram was evaluated by using calibration curves, the area under the receiver operating characteristic curve, and decision curve analysis. Results: A total of 372 patients were recruited, with a cognitive frailty prevalence of 56.2%. Age, education background, diabetes mellitus, insomnia, sarcopenia, and nutrition status were identified as independent factors. Then, a nomogram model was constructed and patients were classified into high‐ and low‐risk groups with a cutoff value of 0.552. The internal validation results revealed good concordance, calibration and discrimination. The decision curve analysis presented prominent clinical utility. Conclusions: The prevalence of cognitive frailty was higher in lung cancer patients receiving drug therapy. The nomogram could identify the risk of cognitive frailty intuitively and simply in patients with lung cancer, so as to provide references for early screening and intervention for cognitive frailty at the early phases of drug treatment. [ABSTRACT FROM AUTHOR]

To examine educational expectations and the factors that influence them, this paper presents a study of elementary school-aged children in China, with a particular interest in migrant children. This study revealed the significance of family socioeconomic status ( SES), parental involvement, and children's school experiences to children's educational expectations. The findings of this study showed no significantly different patterns of factors influencing children's educational expectations between the migrant and the non-migrant children in public schools. The implication of this finding is that it is not simply migrant status which affects a child's educational expectation; rather it is a set of family SES and school experiences. Future research considering diverse migrant child population is suggested. [ABSTRACT FROM AUTHOR]

The landscape of global higher education is changing rapidly in response to and alongside the geopolitical and geosocial global transformations, with China and East Asia becoming key players in higher education. As China's economic power and strategic reach grows against a context of global uncertainty, it has become increasingly important to develop a nuanced understanding of Chinese globalisation, not least for its significance to the balance of power relations within and beyond Asia. Higher education provides a powerful lens through which to see how China is globalising and how this might impact on the world. This is manifested in its many established and newer forms of education mobilities. Recognising the lack of research efforts to systematically understand the complexities of contemporary higher education mobilities across China, this paper proposes a typology through a thematic narrative review of more than 250 peer‐reviewed journal articles, government and media documents. This typology of Chinese higher education mobilities reveals three key insights, including (1) a critique on the 'mobility imperative' and the role of the Chinese state, (2) a call for more longitudinal and/or retrospective research to facilitate a relational understanding of the fluid nature of higher education mobilities in China, and (3) a note on the urgency of developing a comprehensive theoretical and conceptual tool kit. This article contributes to an updated understanding of the fluid, multiple and multi‐directional nature of contemporary higher education mobilities of China. [ABSTRACT FROM AUTHOR]

Globally, rural children are more likely than others to experience barriers to opportunity. We propose context‐relevant family risk and protective factors for children in rural villages in one of China's poorest provinces and analyze long‐term implications for educational and mental health outcomes in early adulthood. Four proposed risk factors—low parental education, insufficient income, parental migration, and parental ill‐health—show statistically significant detrimental implications for educational attainment. Low parental education stands out, with negative estimated effects on all outcomes. Insufficient income predicts higher scores for depression but not self‐esteem. Parental migration and parental ill health have no significant relationships with mental health outcomes. Proposed protective factors– parental warmth, doing things together, and household credit limit—have positive estimated effects on educational attainment, but not on most mental health outcomes. Few interactions between protective and risk factors exist, and patterns are generally similar for girls and boys. [ABSTRACT FROM AUTHOR]

1. Entomology as a written science probably originated with the ancient Greeks; Aristotle being regarded as the first published entomologist. It was, however, not until the Renaissance and the invention of the microscope that any further advances were made. The formation of national entomological societies in the early and mid-19th century heralded the blossoming of entomology as a scientific discipline. 2. The role of entomology in the development of ecology as a science is often overlooked, but important concepts in ecology such as the role and types of mimicry, the theoretical development of population dynamics and island biogeography all have their roots in the pioneering work of entomologists. 3. Insect products have long played a part in the economies of human civilizations stretching back several thousand years from the development of the silk industry in China to modern day uses of the excretory products of Hemiptera such as cochineal and shellac. 4. The study of entomology has had indirect applications in human medicine and genetics, such as the development of cryostorage techniques based on an understanding of the freeze-avoidance strategies of Antarctic insects to the direct use of Dipteran larvae in maggot debridement therapy. 5. Insects and their products have been used as sources of food by humans since before written records existed, the use of honey for example, being recorded in pre-historic cave drawings. Insects as recognisable entities such as lepidopteran larvae and adult locusts, play a significant role in the diets of some cultures, but increasingly, the idea that processed insect material can be used as mainstream human and livestock food is gaining ground with a number of commercial enterprises being formed. 6. Culturally insects have long inspired humans, from ancient Egypt and their veneration of scarab beetles, portrayal of insects in ancient Mesoamerican art, in European painting from the medieval period onwards and in literature, poetry, and the performing arts including cinema and music. Although the depiction of insects has not always been positive, it is undeniable that they have had a marked influence on human culture. 7. Insects have also influenced engineers, with their form and function inspiring the development of airless tyres, desert water collection devices and unmanned aerial vehicles. [ABSTRACT FROM AUTHOR]

This study seeks to explore the controversial issue of pronunciation modelling in the secondary classroom in association with the medium-of-instruction (MOI) policy in Hong Kong. The investigation centres on two dimensions: (1) students' exposure to English accents throughout their weekly school timetable by means of a data log sheet and (2) the phonological differences between the speech of local subject and English language teachers. The findings suggest that students' main source of English exposure at school is the English pronunciation of both English language and content-area teachers in English-medium lessons, who shared numerous Hong Kong English ( HKE) features although in differing proportions. The paper concludes by prioritising the educated HKE vowel and consonant features and promoting an internationally intelligible endonormative model in the globalised world. [ABSTRACT FROM AUTHOR]

Education and parenting are popular topics on social media. In China, it is now common practice for parents to discuss and share education‐related information in WeChat, a premier Chinese social media app. In order to understand parents' educational aspirations in WeChat and the way parents fulfil their parenting responsibilities, this research used virtual ethnography to study a WeChat parents group named Little MBA. Focusing on parents' textual conversations and posts shared in the group, this article demonstrates how Chinese parents constructed their own image of British education to express their views on and aspirations for the education their children received in China. In Little MBA, three features of British education were constructed, including emphasis on character building, cultivation of entrepreneurship and influence of aristocratic education. In the process of presenting their version of British education, these parents were using Chinese notions like fuyang (cultivation with abundance) and qiongyang (cultivation with deprivation) to understand and reproduce the meaning of British education in their own context. Their constructs of British education were understood as a way to fulfil their parenting responsibilities transferred from the state. The ambiguous image of British education parents constructed, one that emphasised both traditional and neoliberal values, reflected the conflicting nature of parents' educational aspirations in contemporary Chinese society. [ABSTRACT FROM AUTHOR]

Aim: To investigate the relationship between research ability and research motivation of postgraduate nursing students in traditional Chinese medicine colleges and identify other factors that may have an impact on the research ability of postgraduate nursing students. Design: A cross‐sectional electronic survey was used to collect data from 191 postgraduate nursing students. Methods: A total of 191 postgraduate nursing students from seven traditional Chinese medicine colleges were investigated from October to November 2020 using self‐rated scales for research ability and research motivation. The relationship between the variables affecting the research ability of postgraduate nursing students in traditional Chinese medicine colleges was determined. Results: There was a positive correlation between the score of self‐rated research ability and research motivation among 191 postgraduate nursing students in traditional Chinese medicine colleges. Multiple stepwise regression analysis showed that grade, research motivation, age and active participation in class discussions were the main factors affecting the self‐rated research ability. Conclusion: The self‐rated research ability of postgraduate nursing students in traditional Chinese medicine colleges is positively correlated with research motivation. According to the research motivation orientation, adopting targeted training methods and establishing correct professional understanding may improve the research ability of postgraduate nursing students. [ABSTRACT FROM AUTHOR]

Despite recent socioeconomic transformations, young adults in China construe local social norms as inhibiting their individualized selfhood. Based on a study of pedagogies of interpersonal "soft" skills, this article describes an apparatus of self‐improvement where self‐ and social critique play a pivotal role. Through comparison with Foucault's "technologies of the self," I illustrate that self‐improvement in China is largely oriented toward performative expressions that counteract the "local" rather than the habituation of virtues or skills. [ABSTRACT FROM AUTHOR]

Aim: The study aimed to prove that both rationality and emotion are indispensable for older people to maintain their ability to live independently during the twilight of their lives. The resilience of older people to dementia were investigated by considering the interactions between educational levels and marriage status. Design: A quantitative study was conducted using questionnaires. Methods: Four sociodemographic variables (age, sex, educational level and marital status) were collected from 1,177 older Chinese participants, whose mini‐mental state examination scores (MMSE scores) were measured. Results: A lower educational level coupled with being widowed caused a greater risk for severe cognitive impairment (relative risk [RR] 1.48; 95% confidence interval [CI] 1.20–1.82; p <.001) for high‐aged older participants (age range: ≥80) than for their low‐aged counterparts (age range: ≥60 and <80). In contrast, a higher educational level coupled with being married levelled this age‐related risk for cognitive loss (RR 0.91; 95% CI 0.65–1.27; p =.62). [ABSTRACT FROM AUTHOR]

The article deals with the intellectual, ethical and career path problems of anthropologists in China, in response to a paper by Gordon Matthews about East Asian anthropology. Topics discussed the influence of Western model of anthropology on Chinese anthropology, the role of technological and economic factors in decolonizing anthropology in East Asia, and the use of the English language. The initiative of Chinese anthropologists to create an identity is mentioned.

This article analyses a Chinese approach to social justice in education using the example of Shanghai. In addressing schooling inequalities, Shanghai illustrates social justice education with Chinese characteristics, which revolves around the ideal of 'educational balance' (jiaoyu junheng). The 'balance' in question is about achieving a values‐centred and all‐round education in and across all schools through the cultivation of a school's 'inner quality' (neihan). This Chinese formulation of social justice education is manifested through two representative policy measures: creating and strengthening 'new high‐quality schools' and helping weak schools to level up. The Chinese characteristics of these action plans are seen in two ways: a focus on social justice between schools rather than between students; and an emphasis on the moral cultivation of students. It is argued that a Chinese model of social justice education promotes educational equity to some extent through the politics of redistribution, recognition and representation. However, a major critique is its hegemonic and top‐down nature, which overlooks alternative and competitive voices—especially those of migrant children—as part of a politics of representation. [ABSTRACT FROM AUTHOR]

Based on data from the China Education Panel Survey, which covers 28 counties/districts of China, this study applies a difference‐in‐differences method (combined with propensity score matching in some analyses) to estimate the impacts of private tutoring on students' learning outcomes. Our analyses yield three important findings. First, subject‐specific tutoring has a statistically significant and positive effect on Grade 8 students' scores on Chinese and mathematics tests, although the effects are modest in size. Second, private tutoring improves students' academic performance mainly through enhancing their test‐taking skills or deepening their understanding of subject‐specific knowledge, rather than improving their general cognitive skills. Finally, the effect of private tutoring is heterogenous across different subsamples: it is larger for female students, low‐performing students, and students with better‐educated and wealthier parents. [ABSTRACT FROM AUTHOR]

As China is experiencing an urban revolution with massive rural‐to‐urban migration, millions of children are profoundly affected by their parents' migration and their decisions about family arrangements. With the discriminatory hukou system and harsh living conditions in cities, the dilemma migrant parents face is whether they should take their children with them to the city or leave them behind. This decision determines the household, school and community environments that children live in, which, in turn, shape their well‐being. With a unique strategy of comparing 'left‐behind children' to 'migrant children' and a gendered perspective, this article examines how different family arrangements among migrants and consequent housing conditions and gender dynamics affect children's educational well‐being. Our findings demonstrate the complex impact of family arrangements on children, which is conditioned by wage income and the gender of the absent parent and the child. We find that children from less favorable socio‐economic backgrounds benefit more from moving to cities. Children living with both parents and those living with their mother or grandparents tend to do better. While the effect of housing conditions is marginal, family arrangements have a gendered effect on children. Related policy recommendations are provided. [ABSTRACT FROM AUTHOR]

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Based on a survey of 355 international students studying at seven universities in Chengdu, China, this article analyses the reasons for their choosing to study in China. The main methods employed are factor analysis and associated nonparametric tests. Results reveal that the quality of Chinese education and Chinese specialities are the most important reasons. In addition, personal referral sources, tuition and living costs, bilateral relations between China and home countries, and policy incentives at the destination, are also important. There are differences between students from developing and developed countries. Students from developing countries placed more emphasis on the quality of Chinese education, suggestions from relatives/friends, and geographic proximity. Those from developed countries referred more frequently to costs and policy incentives. Students who chose courses focusing on Chinese culture, society and language tended to be attracted by human interest, while students who chose courses on other subjects paid more attention to the quality and content of the teaching. [ABSTRACT FROM AUTHOR]

This research uses a mixed‐methods analysis to examine how being left behind impacts the cognition/education, nutrition, and mental health outcomes of children in rural China. We find that parental migration increases household income and decreases care, and these impacts vary according to location, socioeconomic status, and age. We also find that families generally recognize these impacts. Our findings offer a more general view of the effects of being left behind on childhood outcomes than previous research, which often used small sample sizes from limited geographic areas or age ranges. Although our research focuses on China, the findings are relevant to other developing nations where working‐age individuals often migrate domestically or internationally in search of work, such as Mexico and the Philippines. [ABSTRACT FROM AUTHOR]

Whereas some researchers suggest that education fosters tax compliance, others argue that tax knowledge inspires tax evasion. The present study explores whether 'tax education' improves tax compliance using data from Hong Kong, given its influential position in East Asia and the government's reliance on taxpayers' voluntary reporting. Taxpayers comply if they are 'able and willing to' positively 'perceive tax system fairness' and 'morally' believe that it is right to comply. Our research model consolidates and empirically tests these factors as underlying channels explaining how tax education improves tax compliance. Being the first study to investigate how tax compliance in Hong Kong is affected by tax education through these channels, our empirical evidence is useful for future researchers and policy‐makers in the region. [ABSTRACT FROM AUTHOR]

As a landmark achievement in the development of the China–Australia bilateral economic relations, the China–Australia Free Trade Agreement ("ChAFTA") achieves a higher level of liberalisation in education services compared with China's commitments under the World Trade Organisation and its other free trade agreements. However, the ChAFTA fails to relax the major regulatory barriers in China, which will remain the key obstacles to Australia's education services exports to China. Through a preliminary study and a regression analysis of the impacts of the ChAFTA on Australia's education exports to China based on available data, we show that the ChAFTA did not play a significant role in promoting the application and approval of Sino‐Australian joint programmes but did contribute to the growth of international student enrolments from China. The effect of the ChAFTA is, at best, secondary to that of domestic regulation and tends to be greater in less regulated areas. [ABSTRACT FROM AUTHOR]

The article surveys the evolution and progress of China's education system from the 20th century onward, and investigates the factors contributing to the rise of modern schooling. Topics discussed include the political and economic context of the birth of a modern schooling system in China, changes in educational outcomes, and educational opportunities for women.

Abstract: There has been substantial research in the United States, Europe, and Australia about factors influencing students’ well‐being. However, such research has been relatively rare in Mainland China. We administered four predictor scales (School Satisfaction, Self‐Concept, Relationships, and Resilience) and three outcome scales (Flourishing, Mental Health, and Children's Well‐Being) to 2,756 primary and middle school students in Mainland China. Confirmatory factor analysis indicated that the measured concepts were salient to the participants. Structural equation modeling using MPlus showed that Resilience was a strong predictor of all outcome measures, particularly for Mental Health and Positive Emotional State. Global Self‐Concept was the most notable predictor for Positive Outlook, whereas School Satisfaction was the strongest predictor of Flourishing. The results indicate potential areas for school‐based competency‐building initiatives to promote Mainland Chinese students’ well‐being. [ABSTRACT FROM AUTHOR]

For schooling to play an important role in the development of human capital, the system of education needs to provide quality education, which among other things requires high‐quality teachers. Facing fiscal constraints and growing enrolments, school systems in developing countries often supplement their teaching staff by hiring contract teachers. However, there is limited evidence on how the effectiveness of these teachers compares to that of civil service teachers. We use a dataset from rural primary schools in western China to estimate the causal effect of contract teachers on student achievement and find that gains in student scores on standardised examinations in mathematics and Chinese are less in classes taught by contract teachers than in classes taught by civil service teachers. The results demonstrate that China's education system needs to focus on producing high‐quality teachers to improve the quality of schooling in its rural education system. The findings imply that educators in developing countries should not only seek to hire increasingly more civil service teachers in rural schools, but they should also identify ways of improving the quality of contract teachers. If efforts to improve teaching can succeed, rural students can learn more, earn higher incomes and contribute more to the productivity of the overall economy. [ABSTRACT FROM AUTHOR]

Most of the existed researches of educational service quality are concentrated on the definition of service quality in education, measurement methods and the establishment of scales, or on student perception of service quality and its implication, while researches on the causes of educational service quality are quite scarce. In this study, the discussion on the causes of educational service quality was complemented from the perspective of social network, especially through analysis at the team level. A total of 478 copies of social network questionnaires were collected from 15 educational teams. Meanwhile, targeting at the educational institutions' customers, the service quality survey was conducted with 1,487 copies of valid samples in total. The results indicate that individual-level social capital in the form of trust relations positively influences educational service quality. Among the group level factors, group centrality and number of cliques have a significant impact on group members' service quality, which also moderate the effect of trust on service quality. [ABSTRACT FROM AUTHOR]

Dental education is the foundation of a country's development of dental science. Economic conditions and cultural backgrounds vary across countries; hence, there are some differences in dental education between Chinese and Western models, including the education programmes, licensures, curricula, teaching methods, facilities. These differences may become obstacles for mutual communication and the development of dental education. In the last 5 years, China has introduced several policies and published some standards, such as the residency programmes and Accreditation Standards for Undergraduate Dental Education Programs. These actions aim to improve the current situation of dental education and reduce the gap between Chinese and Western education models. Indeed, some changes have been made. This article provides a brief introduction of the existing differences and changes and can, thus, serve as a reference for educators. [ABSTRACT FROM AUTHOR]

This study deepens and extends research into the challenges that Chinese as a foreign language (CFL) teachers face both in terms of classroom instruction and in their work more broadly. These challenges reflect CFL teachers' struggles to reconcile their educational beliefs, values, and experiences as teachers and learners in China with their experiences as teachers in American schools. The conflicts between the two educational systems manifest themselves in a large number and range of difficulties, including designing curriculum; selecting appealing lesson themes and choosing classroom activities, strategies, and materials that motivate students; managing student behavior; and working with parents. Cultural differences and difficulties inherent in the Chinese language are also issues for CFL teachers. Suggestions for teacher preparation, professional development programs, and school leaders as well as directions for future studies are offered. [ABSTRACT FROM AUTHOR]

Academic socialization by low-income immigrant mothers from Mainland China was investigated in two studies. Immigrant Chinese mothers of first graders (n = 52; Mage  = 38.69) in the United States (Study 1) and kindergartners (n = 86; Mage  = 36.81) in Hong Kong (Study 2) tell stories that emphasized achieving the best grade through effort more than did African American (n = 39; Mage  = 31.44) and native Hong Kong (n = 76; Mage  = 36.64) mothers, respectively. The emphasis on achievement was associated with mothers' heightened discussion on discrimination (Study 1) and beliefs that education promotes upward mobility (Study 2), as well as children's expectations that a story protagonist would receive maternal criticism for being nonpersistent in learning (Study 2). [ABSTRACT FROM AUTHOR]

Poor comprehenders have reading comprehension difficulties but normal word recognition ability. Here, we report the first study, which investigated (i) the dissociation and (ii) the prevalence of L1-L2 reading comprehension difficulties, and (iii) the levels of key metalinguistic skills in poor comprehenders among Chinese-English bilingual children. From a sample of 124 Chinese-English second graders, we identified 18 poor comprehenders (six Chinese, six English, and six in both Chinese and English). We matched these with six average comprehenders of comparable age and word reading abilities. Multivariate analysis of covariance and univariate F tests revealed that poor Chinese comprehenders and poor English comprehenders had significantly lower levels of Chinese lexical tone awareness than average readers even after controlling for nonverbal intelligence. No significant differences emerged on scores for segmental phonological awareness and vocabulary knowledge, either in Chinese and English or on English lexical stress sensitivity. These findings were discussed in relation to the universal view of reading, cross language prosodic transfer and the simple view of reading. [ABSTRACT FROM AUTHOR]

A collaborative postcard project completed by 22 students as part of a drawing course conducted at a university in Hong Kong is introduced. The project entailed inviting students into an art practice in which the author was herself engaged as a practitioner as well as a researcher. After introducing the educational context in which the project took place, the author provides an account - informed by 'participant-observer' feedback from students - of how the project unfolded and was experienced. In the second section of the article the creative and pedagogic efficacy of the project is considered with reference to the experience-centred and dialogic principles expressed in the educational philosophies of John Dewey, Simone Weil, Hannah Arendt and Paulo Freire. The third section draws on insights from scholars working in a range of disciplines - cultural history, anthropology, sociology and psychology - to argue that a particular set of organisational and collaborative dynamics catalysed students' levels of engagement, creativity and motivation. The article argues that the collaborative postcard project is an example of an experience-centred and practice-based pedagogy that is founded on dialogue, mutual generosity and experimental play, and engenders in students the 'quality of mental process' that is, for John Dewey, 'the measure of educative growth'. [ABSTRACT FROM AUTHOR]

Career development and career intervention have been affected by globalization in culture, politics, and economics. Career development among Chinese people, especially youth, shows particular characteristics with the influences of Chinese cultural features such as collectivistic values. The authors review the challenges of career development and intervention in different types of Chinese societies, including a shortage of indigenous theoretical models and assessment instruments; a lack of professional training and education for researchers, practitioners, educators, and counselors; and less positive attitudes toward career counseling and education. The authors then overview the content of this special issue, focusing on career development and intervention of Chinese people living in Shanghai, Taiwan, Hong Kong, Macau, the United States, Canada, and Singapore. The articles address specific challenges, barriers, and features of career intervention, education, and development in these Chinese societies. Approaches and strategies for improving career development and intervention in these different contexts are discussed. [ABSTRACT FROM AUTHOR]

China has developed a three-tier special education service delivery system consisting of an array of placement options of special schools, special classes and learning in regular classrooms ( LRC) (with the LRC as the major initiative) to serve students with disabilities after 1980s responding to the international trend of inclusive education mandate. How to balance the development of special education schools (classes) and inclusive education remains controversial. The authors found that special education provision in China has been improved in scale and quality with the expansion of special schools and LRC programmes both to have formed a parallel special education system. The authors argue that the boundaries between special and regular education system are enlarged and blurred in different situations. This reflects that the move towards inclusive education in China has been largely underpinned by its specific cultural values and conflicts between the pursuit of academic excellence and new goal of universalising basic education for all. The Chinese pragmatic practice of inclusive education shows that special schools should be a part of, instead of apart from, inclusive education, and thus should be re-empowered with new roles to support and facilitate inclusive education. [ABSTRACT FROM AUTHOR]

Over the last several decades of urbanization and industrialization, China has encountered mass labor force migration from rural to urban areas. As a result, two-child populations have dramatically increased in number: so-called left-behind children and migrant children. Using data from the 2006 and 2009 China Nutrition and Health Surveys, this study examined the effects of parental migration and residency status on the education, health, parenting, and personal values of children, with particular focus on left-behind and migrant children. The findings suggest that parental migration and residency status play important roles in the educational and health outcomes, parental supervision, and personal values of children. Through analyzing the differences and possible reasons for disparate outcomes among child populations, this study aimed to improve public understanding of migrant and left-behind children's well-being in China, and explore implications for future studies and welfare policy making. Key Practitioner Message: ● Help to identify the impact of migration on individual, family, and the society domestically and internationally; ● Provide implications for welfare policy making, program design, and service delivery for migrant populations; ● Explore the approaches to addressing migration-related issues in different countries with internal and transnational migrant populations. [ABSTRACT FROM AUTHOR]