Search

In the digital age, the internet has become an essential source of information gathering and maintains a network of social contact. In this paper, we use microdata from the China Family Panel Studies to examine the effects of guardian's internet use on teenager's cognitive skills. Using mobile internet users and base station density as instruments, we found that guardian's internet use had a significant impact on teenager's cognitive abilities as measured by math and verbal tests. Heterogeneity analysis shows that the impact is more substantial for guardians in rural areas and less-educated guardians. Further exploration of the mechanism shows that internet usage affects cognitive skills through monetary investment, time investment, and parental environment. The result suggests that promoting internet usage for less educated families in rural areas can potentially improve children's academic performance and decrease inequality across regions and generations. [ABSTRACT FROM AUTHOR]

Aim: To investigate the relationship among emotional intelligence (EI), resilience and academic procrastination (AP), and provide suggestions for the development of targeted intervention strategies and lowering of AP level of nursing undergraduates. Design: A cross‐sectional study. Methods: Three provincial universities offering nursing courses in China were investigated in this study. A convenience sample of 256 nursing undergraduates from May 2021 to September 2021 were recruited, with a response rate of 91.4%. Data were collected using face‐to‐face interviews. The survey tools included the General Information Questionnaire, Academic Procrastination Scale, Emotional Intelligence Scale and Resilience Scale. IBM SPSS v19.0 and Amos 22.0 were used for data analysis. Results: The AP of sampled nursing undergraduates was at the middle level (54.4 ± 21.5). The AP of nursing undergraduates was negatively correlated with EI and resilience. Moreover, the analysis on the mediating role of resilience via structural equation model showed a good fit, with χ2/df = 2.34, RMSEA = 0.07, CFI = 0.99, GFI = 0.95, TLI = 0.98. Patient or Public Contribution: No patient or public contribution. [ABSTRACT FROM AUTHOR]

Aims: To determine the effectiveness of blended learning using the community of inquiry framework on nursing students' learning gains in a sudden patient deterioration module. Design: A quasi‐experimental trial. Methods: 233 Chinese nursing students in their fourth semester of a sudden patient deterioration learning module were assigned to control (N = 113) and experimental group (N = 120). Students in experimental group engaged in community of inquiry‐based blended learning in sudden patient deterioration module, including computer‐aided self‐instruction, team‐based topic discussion and simulation training. Control group learned similar contents through face‐to‐face teaching comprising of a presentation with lecture, tutorial and simulation training. Student assessment of learning gains, knowledge and practical ability was quantified after the interventions. Results: Compared with control group, students in experimental group had improved student assessment of learning gains (p =.001, Cohen d = 0.69) and practical ability (p <.001, Cohen d = 0.48). Although no significant difference in overall knowledge score, experimental group students did better performance in application and analysis (p =.001, Cohen d = 0.45). [ABSTRACT FROM AUTHOR]

Aims: This study aimed to investigate the associations between perfectionism and undergraduate nursing students' academic procrastination, the mediating effects of self‐efficacy and the moderating role of resilience. Design: A cross‐sectional survey. Methods: The survey was conducted from March to May 2022 with a sample of 587 undergraduate nursing students in two undergraduate universities in China. A descriptive statistical approach, Pearson's correlation analysis and the Hayes' PROCESS Macro model 4 and 14 were used to analyse the available data. Results: Adaptive perfectionism and maladaptive perfectionism negatively and positively predicted academic procrastination in nursing undergraduates, respectively. Self‐efficacy played a partially mediating role in the association between adaptive perfectionism and academic procrastination. Furthermore, resilience played a moderating role in the association between adaptive perfectionism and academic procrastination. Conclusions: Maladaptive perfectionism and low levels of resilience and self‐efficacy may increase the risk of academic procrastination among nursing undergraduates. Nursing educators can take measures to decrease the risk of academic procrastination among nursing undergraduate students by guiding them to cultivate adaptive perfectionism tendencies and improve their self‐efficacy and resilience. Impact: The findings of this study can be used to develop targeted coping and prevention measures for nursing educators to reduce the incidence of academic procrastination among nursing undergraduates. Patient or Public Contribution: Five hundred eighty‐seven undergraduate nursing students from two undergraduate universities participated in the study and responded to questions on perfectionism and academic procrastination, etc. [ABSTRACT FROM AUTHOR]

Aim: To explore the relationship between university nursing students' academic procrastination, mindfulness, and future time perspective. Design: A cross‐sectional study. Methods: A total of 343 university nursing students recruited from eight provinces in China have reported procrastination characteristics through fulfilling an online website link. The main instruments involved Mindfulness Attention Awareness Scale (MAAS), Zimbardo Time Perspective Scale, and Procrastination Assessment Scale (PASS). Results: Participants who self‐assessed higher frequency and degree of academic procrastination tended to possess lower future time consciousness, and lower mindfulness. Mindfulness served as a mediation effect between future time perspective and academic procrastination. The study indicates that weakening an individual's procrastination can be alleviated through future time awareness and mindfulness. Concentrating on influencing factors, strengthening nursing student's future time perspective, and practicing mindfulness training could assist educators to decrease students' procrastination intentions and behaviours. [ABSTRACT FROM AUTHOR]

Aim: To investigate undergraduate nursing students' general study engagement using intra‐individual assessment and to evaluate the impact of core self‐evaluation and career calling on study engagement. Design: A descriptive and cross‐sectional design. Methods: Data were collected using a self‐administered questionnaire survey. Four hundred and twenty nursing students from first‐ to fourth (final)‐academic year in Guangzhou Medical University were invited to participate in the spring of 2021. The Cronbach's alpha, one‐way analysis of variance, Bonferroni post hoc analysis, Pearson correlation analysis and multiple stepwise regression analysis were used to analyse the data. Results: The first‐ and fourth‐year undergraduates showed significantly higher levels of study engagement (first‐year undergraduates, 3.52 ± 0.59; fourth‐year undergraduates, 3.54 ± 0.64), core self‐evaluation (first‐year undergraduates, 3.04 ± 0.48; fourth‐year undergraduates, 3.11 ± 0.45) and career calling (first‐year undergraduates, 3.65 ± 0.47; fourth‐year undergraduates, 3.69 ± 0.50) than those of second‐year undergraduates (study engagement, 3.32 ± 0.61; core self‐evaluation, 2.93 ± 0.52; career calling, 3.41 ± 0.50) and third‐year undergraduates (study engagement, 3.16 ± 0.61; core self‐evaluation, 2.88 ± 0.50; career calling, 3.34 ± 0.38). The Pearson correlation analysis among nursing students revealed a significant positive correlation between core self‐evaluation, career calling and study engagement (p < 0.01). A partial mediation effect of career calling was present in the relationship between core self‐evaluation and study engagement. [ABSTRACT FROM AUTHOR]

We examine the role of teachers in explaining the urban-rural gap in educational outcomes. Using a large panel data set of students and teachers collected from China and explicitly controlling for the endogeneity of prior student academic achievement, we find that the urban-rural difference in teacher effects contributes in large part to the observed urban-rural gap in student academic achievement. In other words, if rural teachers were of the same quality as urban teachers, the urban-rural gap in student academic achievement would be reduced substantially. [ABSTRACT FROM AUTHOR]

Aim: To investigate the influencing factors in professional identity of undergraduate nursing students after the outbreak of COVID‐19. Design: Cross‐sectional study. Methods: The study covered 2,999 nursing students in six undergraduate nursing schools. Several self‐report questionnaires were used to collect the general information, psychological stress, coping styles and professional identity of the undergraduate nursing students. Results: The overall average score of the professional identity of nursing students (3.67 ± 0.51) has increased significantly after the outbreak of COVID‐19. The professional identity of the undergraduate nursing students was negatively correlated with psychological stress (r = −0.23, p <.001), expectation (r = −0.12, p <.001) and avoidance (r = −0.16, p <.001), but was positively correlated with solving problems (r = 0.18, p <.001) and seeking support (r = 0.12, p <.001). Academic performance, positions, grades, reasons for choosing a nursing profession, parents or relatives engaged in nursing work and the risk degree of residence were the factors influencing the professional identity score of undergraduate nursing students' (p <.001). [ABSTRACT FROM AUTHOR]