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Background: The importance of parent-teacher relationships has been well-discussed in Western contexts. It's still unclear whether and how parent-teacher relationships affect students' academic development, especially in the context of China's uneven development between urban and suburban areas., Aims: This study examined the urban-suburban differences in the influence of the parent-teacher relationships on students' learning engagement during the last 3 years of primary school to contribute to related policy and practice., Sample and Methods: Data were collected annually during the summer period in three waves from Grades 4 to 6. The sample included 1408 students (M age  = 10.35, SD = .48; 49.1% boys) paired with their mothers (M age  = 38.82, SD = 3.54), with 643 pairs from urban areas and 765 pairs from suburban areas in China. In each wave, the parents reported the frequency of contact with their child's teacher during the previous school year as well as the quality of their relationship, and the students reported their learning engagement. Latent growth models were used to examine the hypotheses., Results: A statistically significant decline in learning engagement was seen only in suburban students, while the parent-teacher relationships seemed to increase for both suburban and urban participants. Latent growth modelling showed that the increasing levels of relationship quality reduced the decline in the suburban students' learning engagement, although the contact between parents and teachers did not play such a positive role for both urban and suburban students., Conclusions: The findings reveal a compensatory effect of the quality of the parent-teacher relationship on suburban students' learning engagement. Considering the difference in students' learning engagement between urban and suburban students, increased effort on high-quality parent-teacher relationships for suburban students is required to better support their academic development., (© 2024 British Psychological Society.)

Given the breakout of the Covide-19 pandemic, online L2 learning has become more popular than ever so traditional in-person classroom instruction is giving way to virtual learning. The different approaches to virtual L2 learning entail learners' serious engagement to create their own learning pace. Instructors have a lasting effect on the students when they decide on how, where, and how well learners figure out and how they engage in interactions with each other. Engagement is concerned with rapport, which can be reinforced through scaffolding. Fostering rapport is claimed to improve engagement, degree of satisfaction, and collaboration, leading to effective engagement in the learning process. However, on the one hand, the relation between the two variables has not been examined in language learning, and on the other hand, they have not been investigated in an online scaffolding setting. In order to consider the issue, 586 EFL participants from universities in China were asked to take part in the study and they should answer two questionnaires, namely the student engagement instrument, and the teacher-student rapport scale. In so doing, 494 respondents were kept for the main analysis. The correlation between the two constructs through structural equation modeling (SEM) was 0.714, which is considered a significant and strong correlation. In a nutshell, some academic recommendations for educational stakeholders are provided., (© 2023. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

Introduction: The ageing world gives rise to changing family structures, as well as the way different generations interact with each other. While research on intergenerational relationships and intergenerational learning have started as early as in the 1960s and 1970s in North America and Europe, little is known about scholarly discussions in this field in China. Purpose: This paper presents an overview of the published journal articles in Chinese on the topic of intergenerational learning in urban China, with the goal of identifying the common themes under discussion, the theoretical frameworks adopted in these studies, and empirical research in this field. Methods: A scoping review was conducted to look for relevant journal papers published in Chinese between the years 2006-2020. We identified 117 journal papers that fit our criteria and a majority of them were found by using the key words gedai jiaoyu (education in skip-generation situations). Conclusion: The overall quality of the published research is poor in that most authors only provided personal observations and opinions. Almost all studies set their focus on grandparenting and emphasis is often placed on how grandparenting affects young children's growth, with little attention given to its influences on grandparents. Research on intergenerational interactions beyond family settings is almost non-existent. A number of recommendations for future studies are offered at the end of the article.

Purpose: This paper aims to use a quantitative approach to explore the role of online learning behavior in students' academic performance during the COVID-19 pandemic. Specifically, the authors probe its mediating effect in the relationship between student motivation (extrinsic and intrinsic) and academic performance in a blended learning context. Design/methodology/approach: Survey data were collected from 148 students taking an organizational behavior course at one Chinese university. The data were paired and analyzed through regression analysis. Findings: The results show that students should actively engage in online learning behavior to maximize the effects of blended learning. Extrinsic motivation was found to positively influence academic performance both directly and indirectly through online learning behavior, while intrinsic motivation affected academic performance only indirectly. Originality/value: Through paired data on extrinsic and intrinsic motivation, online learning behavior and academic performance, this study provides a more nuanced understanding of how online learning behavior affects the focal relationship, and it advances research on the mechanisms underlying the focal relationship. Practitioners should enhance students' online learning behavior to boost blended learning effects during the COVID-19 pandemic.

Sustainable Development Goal Target 4.2.1 is monitored by determining the proportion of children aged 24 to 59 months who are developmentally on track in the domains of health, learning, and psychosocial well-being. UNICEF has developed a caregiver report measure, the Early Childhood Development Index 2030 (ECDI2030), to measure progress towards this target. This paper examines whether a newly developed tool, the Early Childhood Development Assessment Scale--Direct Assessment (ECDAS-DA) can add value to the measurement of Target Indicator 4.2.1 by complementing UNICEF's ECDI2030, and explores the psychometric properties of the ECDAS-DA. A total of 956 children (476 girls) aged 3 to 5 years from Bangladesh, China, India and Myanmar were administered the ECDAS-DA in individual sessions. Caregivers provided responses to a survey based on UNICEF's ECDI2030. Confirmatory Factor Analyses indicated that learning, health, and psychosocial well-being domains of the ECDAS-DA were three component parts of one underlying construct of early child development. Significant correlations between the ECDAS-DA and the caregiver-reported ECDI2030 survey were found in the learning and health domains but findings were mixed for the psychosocial well-being domain. Multiple measures of early development could be important in measuring SDG Target 4.2.1 and the ECDAS-DA has the potential to complement UNICEF's ECDI2030.

This study purports to investigate the effects of cue and instructor demonstration on Chinese as a second language (CSL) beginners' Chinese character learning performance, cognitive load, learning motivation and attitude. In the current research, 100 CSL beginners were randomly assigned to four experimental groups, i.e., instructor demonstration cued character, instructor demonstration non-cued character, non-instructor demonstration cued character and non-instructor demonstration non-cued character. Participants were instructed to watch an instructional video and subsequently complete a post-test and a questionnaire. The results show that (1) in the presence of instructor demonstration, the cued characters can noticeably reduce CSL beginners' cognitive load and enhance their learning attitudes towards character learning, enabling them to achieve better performance in character stroke but not in radical and structure, and (2) in the presence of cued characters, the instructor demonstration can noticeably reduce CSL beginners' cognitive load and increase their learning motivation and attitudes towards character learning but can not improve their character learning performance. The findings have significant implications for educators and instructional designers of Chinese and other non-alphabetic languages, such as Kanji and Hangul., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Authors. Published by Elsevier B.V. All rights reserved.)

Innovative activities are increasingly decentralized and globally dispersed, which provides new upgrading opportunities for emerging market firms. However, little is known about how latecomer firms (re-)organize their research and development (R&D) over time as conditions for upgrading change. This paper systematically maps the R&D networks of China's lead firms in the wind turbine industry. The empirical findings reveal that latecomer firms not only exploit but increasingly co-create vanguard knowledge in global R&D networks through organizational diversification. Taking an evolutionary perspective, the paper extends our understanding of the changing nature of upgrading mechanisms and provides new insights into the reorganization of innovation processes in an era of technological change. [ABSTRACT FROM AUTHOR]

"Carbon peaking and carbon neutralization" is an important measure to promote China's ecological and environmental protection and high-quality economic development, and the innovation and application of green technology are critical factors in achieving the "double carbon" goal. Based on the number of citations of green patents of listed enterprises in 30 provinces in China from 2011 to 2020, this paper uses GGDP to replace traditional GDP and calculate carbon emission intensity. Based on the relevant panel data at the provincial level, this paper constructs a spatial Durbin model to analyze the impact mechanism of whether the promotion and application of green technologies promote regional carbon emission reduction. The specific research results are as follows: (1) Through regression of the core explanatory variables with a one-stage lag, it is verified that the promotion and application of green technology has a significant positive promoting effect on regional carbon emission reduction, and there are significant spatial spillover effects and "learning by doing" effects. (2) In the part of heterogeneity test, the impact of green technology promotion and application on carbon emission reduction presents apparent regional heterogeneity and factor endowment heterogeneity. (3) The mediating effect test verifies the mediating effect of energy structure and industrial structure on the influence of green technology promotion and application on regional carbon emission reduction. (4) In the part moderating effect test, it is verified that marketization level and new infrastructure construction have a positive moderating effect in their influencing process, financial development, and government support will weaken the influence of green technology promotion and application on carbon emission reduction effect, and human capital level has a nonlinear regulating effect. The research conclusions of this paper provide necessary enlightenment for the coordination and unification of China's economic transition to innovation-driven and green and low-carbon development., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2023 Elsevier Inc. All rights reserved.)

Space and bodies have been conceptualized as products and producers of social relations. They are woven together to shape identities, belongings, and cultures. This paper links culture to the mutual construction of space and bodies to spatialize the embodied lives of rural Chinese boys. Stories from a qualitative study of two middle schools illustrate how these rural boys experience embodied exclusions during the making of a learning space. These students also redefine the dominant meaning of the school space through an embodied-discursive construction of their lives. They shift their interests away from academic learning and move to emphasize social knowledge that focuses on social relations and social abilities. However, their re-appropriation of the space is interpreted as a gendered expression of noncooperation, which leads to their further marginalization within the academic-oriented space. This analysis examines in which body and which space is the rural boys' resistance produced. Turning to spatiality and embodiment provides an alternative interpretation of the counter-school culture of rural Chinese boys, which helps us more fully recognize the need for re-placing rural bodies in the Chinese education system. [ABSTRACT FROM AUTHOR]

Testing is a good teaching tool. The online testing system can realize automatic aggregation, scoring, statistics, and analysis of test questions, which saves a lot of time and money for the organizers and participants, and is an effective means to promote the modernization of education in China. The purpose of implementing English intelligence is to allow teachers and students to make better use of their strengths in the English learning process and to improve English teaching based on the results of quantitative analysis of intelligence, which will play a positive role in promoting quality language education in secondary schools, thus truly reducing the burden on teachers and students. The genetic algorithm is an intelligent algorithm based on natural selection and genetic variation in the world of bionic organisms. It has the remarkable advantages of simplicity and generality, robustness, parallel processing, efficiency, and practicality, and has been widely used in automation and other fields with good results. The method can effectively overcome the traditional problems of slow grouping speed, low success rate, and poor grouping quality. The system is scientific, reasonable, and practical and can meet the needs of users to the maximum extent. [ABSTRACT FROM AUTHOR]

Accurately predicting carbon price is crucial for risk avoidance in the carbon financial market. In light of the complex characteristics of the regional carbon price in China, this paper proposes a model to forecast carbon price based on the multi-factor hybrid kernel-based extreme learning machine (HKELM) by combining secondary decomposition and ensemble learning. Variational mode decomposition (VMD) is first used to decompose the carbon price into several modes, and range entropy is then used to reconstruct these modes. The multi-factor HKELM optimized by the sparrow search algorithm is used to forecast the reconstructed subsequences, where the main external factors innovatively selected by maximum information coefficient and historical time-series data on carbon prices are both considered as input variables to the forecasting model. Following this, the improved complete ensemble-based empirical mode decomposition with adaptive noise and range entropy are respectively used to decompose and reconstruct the residual term generated by VMD. Finally, the nonlinear ensemble learning method is introduced to determine the predictions of residual term and final carbon price. In the empirical analysis of Guangzhou market, the root mean square error(RMSE), mean absolute error (MAE) and mean absolute percentage error (MAPE) of the model are 0.1716, 0.1218 and 0.0026, respectively. The proposed model outperforms other comparative models in predicting accuracy. The work here extends the research on forecasting theory and methods of predicting the carbon price., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2023 Hu, Cheng. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Disputes over transactions on two-sided platforms are common and usually arbitrated through platforms' customer service departments or third-party service providers. This paper studies crowd-judging, a novel crowdsourcing mechanism whereby users (buyers and sellers) volunteer as jurors to decide disputes arising from the platform. Using a rich data set from the dispute resolution center at Taobao, a leading Chinese e-commerce platform, we aim to understand this innovation and propose and analyze potential operational improvements with a focus on in-group bias (buyer jurors favor the buyer, likewise for sellers). Platform users, especially sellers, share the perception that in-group bias is prevalent and systematically sways case outcomes as the majority of users on such platforms are buyers, undermining the legitimacy of crowd-judging. Our empirical findings suggest that such concern is not completely unfounded: on average, a seller juror is approximately 10% likelier (than a buyer juror) to vote for a seller. Such bias is aggravated among cases that are decided by a thin margin and when jurors perceive that their in-group's interests are threatened. However, the bias diminishes as jurors gain experience: a user's bias reduces by nearly 95% as experience grows from zero to the sample median level. Incorporating these findings and juror participation dynamics in a simulation study, the paper delivers three managerial insights. First, under the existing voting policy, in-group bias influences the outcomes of no more than 2% of cases. Second, simply increasing crowd size through either a larger case panel or aggressively recruiting new jurors may not be efficient in reducing the adverse effect of in-group bias. Finally, policies that allocate cases dynamically could simultaneously mitigate the impact of in-group bias and nurture a more sustainable juror pool. This paper was accepted by Vishal Gaur, operations management. Funding: S. A. Yang and A. Zhang acknowledge the support of the Hong Kong General Research Fund [Grant "Decentralizing Platform Governance: Innovations from China; Project 17614921]. Supplemental Material: The online appendix and data are available at https://doi.org/10.1287/mnsc.2023.4818. [ABSTRACT FROM AUTHOR]

Despite the large quantity of research projects about online learning, studies on students' language learning motivation, self-efficacy belief, and metacognitive strategy use in the online learning setting are limited. The present paper aims to fill this gap through assessing learners' metacognitive strategies, language learning motivation, self-efficacy belief, and their perceived progress in English learning. Responses to surveys were administered two times. The collected data were subject to longitudinal mediation analysis. The participants were a total of 627 university students in China. Results showed a positive and significant relationship among the four variables. The findings highlighted four significant longitudinal mediation patterns. Overall, self-efficacy belief predicted the use of metacognitive strategies, which in turn predicted their language learning motivation and perceived online English learning progress. The findings supported the mediating role of language learning motivation and metacognitive strategies. The findings showed the potential to enhance online English learning by facilitating learners' self-efficacy belief, language learning motivation, and metacognitive strategies. [ABSTRACT FROM AUTHOR]

The traditional college physical education platform can only assist classroom teaching and cannot collect classroom teaching activity data in real time, and its role is very limited. With the rapid development of information technology, China's mobile communication has entered the 5G era and the Internet of Things technology will be more widely used and developed. This paper focuses on the integration technology of 5G and the Internet of Things, analyzes the current situation of the construction of the physical education platform in colleges and universities, and proposes the application of the 5G-based Internet of Things technology in the physical education platform. At the same time, the research of this paper is oriented to real-time physical education activities, using the Internet of Things technology and wireless network technology, combined with the traditional campus network and IT information technology means, to propose a new, dynamic, and open sports network teaching platform design. Activity data collection, analysis, modeling, mining, display, feedback, self-improvement, etc. are expounded. At the same time, the realization technology of the model is discussed, and the experimental design of the combination of the platform and volleyball sports teaching is carried out. The experiment shows that through the platform, simulation can better promote students' understanding, mastery, and application of basic techniques such as passing, padding, and serving. The research results show that the platform can make the teaching content intuitive and collect teaching activity data in real time. The interaction between students is helpful for teachers to strengthen the guidance of students' learning process and improve the quality of physical education in higher vocational education. [ABSTRACT FROM AUTHOR]

In primary school Chinese education, literacy is a very important work. Literacy is an important part of primary school Chinese and also an important part of primary school Chinese. At present, literacy education is increasingly valued by teachers. However, there are still many problems to be solved in China's literacy education. In traditional education and teaching, teachers should let students recite a large number of concepts, formulas, and rules in order to improve students' learning effect. However, due to the lack of practical support, this has become a major obstacle in education and teaching. Therefore, the main purpose of this paper is to use augmented reality (AR) technology to explore the literacy teaching of junior students. From the result of the test of students' literacy teaching, it can be seen that the number of people who scored 81–100 points in the experimental class and the control class before the experiment was 9 and 4, respectively. After the experiment, the number of people who scored 81–100 points in the experimental class and the control board was 15 and 7, respectively. Therefore, it is very necessary to use AR technology to carry out applied research on literacy teaching at the low learning stage. [ABSTRACT FROM AUTHOR]

When high uncertainty becomes the norm in entrepreneurship, entrepreneurial failure often becomes the first natural barrier that new ventures face. In dynamic environment, there is still a lack of clear answers on what strategic orientation new ventures need to adopt to improve organizational learning efficiency and achieve sustainable development. Lean startup theory believes that the entrepreneurial process is also a process where organizational cognition is constantly iterated and updated, which drives entrepreneurs to explore business opportunities through iteration learning and early customer insight. The paper aims to describe and examine the relationship between lean startup strategy, organizational iterative learning, and sustainable development of new ventures. This model is tested on the survey data of R&D departments of 325 technology new ventures in China. The research results show that: lean startup strategy can positively affect sustainable performance of new ventures; organizational iterative learning plays a mediating role in the relationship between lean startup strategy and sustainable development; market dynamics positively moderate the relationship between organizational iterative learning and sustainable development, while technology dynamics negatively moderate this relationship; furthermore, the two also moderate the process of lean startup strategy influencing sustainable development through organizational iterative learning, and that moderated mediating effect is significant. The research results reveal that entrepreneurs should deepen lean startup practices in new business layout, advocate the iteration and output of advanced knowledge, help enterprises establish proprietary knowledge barriers, and achieve sustainable development., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2023 Zhuge et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

In recent years, there has been an interest in using visual input in multimodal applications for language learning. However, the effects of visual input in listening materials remain to be discussed. Past literature has shown no unified answer to the effects of video input in improving listening comprehension scores. Since there are many proposals for the diversified reform of English teaching methods, it is worth examining whether using traditional audio listening only or using different video inputs can bring more significant benefits to students. The subjects of this study are 30 non-English majors in Chinese universities. This paper applied the quantitative research method, testing students' performance using different listening visual inputs (content, context, and audio only) and different listening text types (monologue and dialogue). Data were analysed using the two-way repeated measures within groups ANOVA. The interaction effects and the main effect of variables on listening performance were examined to explore the impact of visual input and text types on English listening comprehension. The following conclusions are drawn from the data analysis: (1) The interaction effect shows that video and text types significantly affect students' listening scores. Videos that contain authentic listening scenes and content elements are beneficial to promote listening comprehension as they support students' interpretation and understanding of what they hear, and (2) It was noted that grouping students by listening proficiency and examining their cultural background would expand the study in the future. [ABSTRACT FROM AUTHOR]

Background: Investigating emotion sequence patterns in the posts of discussion forums in massive open online courses (MOOCs) holds a vital role in shaping online interactions and impacting learning achievement. While the majority of research focuses on the relationship between emotions and interactions in MOOC forum discussions, research on identifying the crucial difference in emotion sequence patterns among different interaction groups remains in its infancy. Objectives: This research utilizes deep learning and sequential pattern mining to investigate whether there are differences in emotion sequence patterns across different groups of learners who exhibit various types of interactions in online discussion forums. Methods: Data from a comprehensive array of sources, including log files, discussion texts and scores from 498 learners in online discussion forums, were collected for this study. The agglomerative hierarchical algorithm is used to classify learners into groups with different levels of interactions. Additionally, we implement and evaluate multiple deep learning models for detecting different emotions from online discussions. Relevant emotion sequence patterns were identified using sequence pattern analysis and the identified emotion sequence patterns were compared across different groups with different levels of interactions. Results and Conclusions: Using an agglomerative hierarchical algorithm, we classified learners into three distinct groups characterized by different levels of interactions: high, average and low level. Leveraging the bi‐directional long short‐term memory model for emotion detection yielded the highest predictive performance, with an impressive F‐measure of 94.01%, a recall rate of 93.83% and an accuracy score of 95.01%. The results also revealed that learners in the low‐level interaction group experienced more emotion transition from boredom to frustration than the other two groups. Therefore, the aggregation of students into groups and the utilization of their MOOC log data offer educators the capability to provide adaptive emotional feedback, customize assessments and offer more personalized attention as needed. Lay Description: What is currently known about the subject matter: Emotions are dynamic over time when learners experience cognitive disequilibrium/equilibrium.Online interactions are critical components, which influence learners' emotional state, cognitive processes and learning achievement.It is not clear what are differences in emotion sequence patterns across the groups with different interaction types. What the paper adds: An agglomerative hierarchical algorithm was implemented to cluster learners into three groups by analysing behavioural data.We explore possibilities for automated classification of emotions using deep learning approaches.Learners in the low‐level interaction group experienced more emotion transition from boredom to frustration. Implications for practitioners: A considerable amount of effort should be expended to identify and respond to learners who experience boredom and frustration emotions.Designing interventions or scaffolding to facilitate learners' interaction and promote favourable emotions.Educators could provide more personalized support based on learners' online interaction cluster. [ABSTRACT FROM AUTHOR]

To ensure the safety and stability of the shield tunnel construction process, the ground settlement induced by the shield construction needs to be effectively predicted. In this paper, a prediction method combining empirical mode decomposition (EMD), chaotic adaptive sparrow search algorithm (CASSA), and extreme learning machine (ELM) is proposed. First, the EMD is used to decompose the settlement sequence into trend vectors and fluctuation vectors to fully extract the effective information of the sequence; Second, the sparrow search algorithm is improved by introducing Cubic chaotic mapping to initialize the population and adaptive factor to optimize the searcher's position formula, and the chaotic adaptive sparrow search algorithm is proposed; Finally, the CASSA-ELM prediction model is constructed by using CASSA to find the optimal values of weights and thresholds in the extreme learning machine. The fluctuation components and trend components decomposed by EMD are predicted one by one, and the prediction results are superimposed and reconstructed to obtain the predicted final settlement. Taking a shield interval in Jiangsu, China as an example, the meta-heuristic algorithm-optimized ELM model improves the prediction accuracy by 10.70% compared with the traditional ELM model. The combined EMD-CASSA-ELM prediction model can greatly improve the accuracy and speed of surface settlement prediction, and provide a new means for safety monitoring in shield tunnel construction. Intelligent prediction methods can predict surface subsidence more automatically and quickly, becoming a new development trend., (© 2023. The Author(s).)

With the advent of positive psychology, the role of positive emotions has received more attention. This study explores the relationship among teacher-and-peer support, mindfulness, and positive academic emotions in EFL learning among non-English majors in China. The results reveal that teacher-and-peer support and mindfulness positively predict positive academic emotions. Besides, mindfulness plays a mediating role between teacher-and-peer support and positive academic emotions. Based on the findings, this paper suggests that teachers could try to enhance teacher-and-peer support and improve students' mindfulness so as to help learners regulate their emotions as well as achieve better academic performance in English learning. [ABSTRACT FROM AUTHOR]

This paper explores the citizenship learning of Chinese young adults through examining their participation on Weibo (the biggest micro-blogging service in China). Interview data collected from 31 young mainland Chinese adults contained their reflections on their everyday online participation on Weibo. Using the theory of communities of practice, this paper describes the citizenship learning that occurred in the context of their online participation in two intersecting dimensions. One dimension is their learning of digital citizenship in the Weibo community, manifested in their understanding and grasp of language, values, attitudes and shared commitment in this virtual space. The other is their learning of Chinese citizenship which is embodied in their understanding of Chinese society arising from their reflections of their internet-mediated social participation. This paper brings new insights into the concept of citizenship exhibited in the everyday online participation of Chinese young people, and the mutually constitutive relationship between their learning of citizenship and the forging of new citizenship. The implications of this informal learning for the content and pedagogy of formal citizenship education is discussed. [ABSTRACT FROM AUTHOR]

Enhancing student motivation to manage their learning process and attain selftransformation in Oral English learning presents a notable challenge. This study emerged from a Role Play Oral English Course (RPOEC) which utilizes English cartoon film clips to enhance primary students' oral English skills through role play, facilitating meaningful language input and output. Implemented in a Chinese context where English language exposure is limited, this qualitative case study, combined with action research, explores how autonomous learning is fostered through RPOEC. The study engaged a Grade Six class of 30 students (25 girls and 5 boys) in northern China, investigating strategies to trigger learners' interests and form their independent learner identities autonomously, empower learners in their educational journey, encourage reflective practices in oral English learning, and involve learners in evaluative processes. Data, collected through a combination of observations, focus group discussions, and document analysis for three months, were thematically analyzed across four intertwined perspectives: situated learning, interactive communication, cooperative learning, and evaluative discussions. The paper posits that the outlined curricular approach can be tailored to educators' needs aiming to cultivate students' oral English skills within a situated, interactive, and collaborative learning environment, pushing learners towards autonomous engagement. [ABSTRACT FROM AUTHOR]

The principles of CBT emphasize the interactions among cognition, emotion, and behavior. CBT's origins lie in Stoicism philosophy and share similarities with the ideas of Confucianism, Taoism, and Traditional Chinese Medicine (TCM) in China. The idea of mind–body regulation in traditional Chinese culture has laid a cultural foundation for the promotion of CBT in China. This paper analyzes the applicability and challenges of CBT in China based on the current development of CBT in mainland China and the learning and practice of CBT therapists. It also explores the potential further development of CBT in China and the integration of CBT with the Chinese culture. [ABSTRACT FROM AUTHOR]

Background: Deep discussions play an important role in students' online learning. However, researchers have largely focused on engaging students in deep discussions in online asynchronous forums. Few studies have investigated how to promote deep discussion via mobile instant messaging (MIM). Objectives: In this study, we applied learning analytical tools (i.e., KBdeX and word clouds) to enhance students' shared epistemic agency and thereby support their deep discussions in MIM. Methods: Forty Chinese college students participated in this study and reflected on their MIM engagement by participating in the learning analytics (LA)‐augmented meta‐discourse sessions. The study used multiple data analysis methods, including content analysis, statistical analysis, epistemic network analysis and lag sequential analysis. Results: We found that LA engaged students in deep discussions and shared epistemic agency‐related discourse, such as creating shared understanding, creating knowledge objects, and projective and regulative processes. In particular, word clouds engaged students in more complete shared epistemic agency discourse trajectory which started from creating awareness of unknowns, then progressed to setting projective plans and sharing information, and ultimately, creating shared understanding. Moreover, our analysis indicated that epistemic agency discourse moves of creating shared understanding led students to a high level of deep discussion. Implications: This study contributes to research by extending the 'comparison paradigm', which focuses on comparing (a)synchronous forums with MIM, to a 'design paradigm', which mobilises design features from (a)synchronous forums to MIM and using learning analytical tools to engage students in deep online discussions by promoting their epistemic agency. Lay Description: What is known in this subject matter: Supporting students' online deep discussions is important.Prior studies have shown multiple technological and pedagogical strategies to support deep discussions in (a)synchronous discussion forums, but few studies in mobile instant messaging (MIM).MIM is a quasi‐synchronous tool. It is difficult to transform the traditional external scaffolds (i.e., scripts or teachers' facilitation) which promote deep discussions from (a)synchronous forums to MIM. What this paper adds to this: We constructed a design framework which used learning analytical tools‐augmented meta‐discourse to engage students in shared epistemic agency discourse moves to promote their deep discussion in MIM.We conducted multiple types of analyses (content analysis, statistical analysis, epistemic network analysis and lag sequential analysis) on students' WeChat message (a major MIM in China).Results indicated both learning analytical tools helped engage students in shared epistemic agency discourse moves, such as creating shared understanding, creating knowledge objects, projective and regulative, thus, to promote students' deep discussions. Word cloud especially engaged students in more complete shared epistemic agency discourse trajectory. Moreover, analysis results indicated that shared epistemic agency discourse moves of creating shared understanding would lead students to a high level of deep discussions. Implications of study findings for practitioners: Our study provides a feasible way to educational practitioners who want to promote students' deep discussions in their online learning course (both fully online and flipped classroom mode).Knowledge Building Discourse Explorer (KBDeX presents the original analysis results of students' written messages in discussion forums as socio‐cognitive networks.) could be implemented in the classroom. The objective is to encourage students to understand the importance of connecting with peers' ideas in a one‐session implementation period.If time allows, teachers could use word cloud and meta‐discourse to engage students in socio‐metacognitive conversations in class to promote their shared epistemic agency discourse in online discussions. [ABSTRACT FROM AUTHOR]

People in modern society are media multitaskers due to portable devices and omnipresent wireless networks, and college students are no exception. Previous studies have indicated that students' media multitasking behaviours in class harm their academic performances, and understanding the reasons for college students' engagement in such behaviour is meaningful. However, the literature takes media multitasking behaviour as an audience behaviour, which ignores the interaction between students and their surroundings. This study fills this gap by emphasizing the role of the social learning process. A survey was conducted in a public and comprehensive university in western China, and a total of 457 valid respondents were obtained. The results from PLS‐SEM revealed that college students' in‐class media multitasking behaviours were influenced by both observational learning (ie, imitating others) and reinforcement learning (ie, in‐class interventions), and this learning process was shaped by students' media multitasking self‐efficacy and self‐management of learning. These findings contribute to the current literature by providing a relatively new perspective for understanding college students' in‐class media multitasking behaviours, and suggestions about how to deal with such behaviours are also provided. Practitioner notesWhat is already known about this topic In‐class media multitasking behaviours (ICMMBs) damage college students' academic performance.College students' ICMMBs are affected by individual factors, such as internet addiction and sensation seeking.Social learning theory is widely adopted as a general theoretical background to explain those behaviours of which possible consequences are easily observed no matter from others or from individuals themselves.What this paper adds This work enriches the media multitasking literature by investigating the predictors of ICMMBs from a relatively new perspective, that is, the social learning perspective.This work also contributes to the literature on media multitasking by examining how the social learning process of college students' ICMMBs differs across students.This work extends the application scope of social learning theory to the context of college students' ICMMBs.Implications for practice and/or policy. The role of imitating others proves the importance of the learning atmosphere in classrooms, so teachers or lecturers should pay special attention to build a learning atmosphere away from ICMMBs.Some in‐class interventions should be established, especially the formal policy of schools to require students to hand in their smartphones or other media before class and students' own mindfulness of such behaviour.Teachers or lecturers should take actions to lower the academic performance expectations of students with higher media multitasking self‐efficacy (MMSE) because students with higher MMSE often overestimate their capabilities to have good performance when conducting other tasks simultaneously. [ABSTRACT FROM AUTHOR]

The purpose of this empirical study is to investigate the effects of emotional intelligence (EI) on learning outcomes (e.g., social, cognitive, and self-growth outcomes) and satisfaction with the university experience of academics and administrative staff at Chinese and Pakistani research universities. This study also investigates the mediation of self-directed learning (personal autonomy, personal responsibility, and personal growth) and knowledge management processes (KMPs) concerning the relationship between EI and learning outcomes. Moreover, this study explores the relationship between learning outcomes and creative performance (creative self-efficacy and leadership/supervisor support). The survey method was considered appropriate for the data collection and was completed simultaneously through paper and electronic mediums. The partial least squares structural equation modeling (PLS-SEM) method with a measurement assessment, structural assessment, mediation, and multi-group analysis was applied to a sample of 729 academics and administrative staff from Chinese and Pakistani research universities. A few dissimilarities surfaced with regard to EI and learning outcomes while evaluating the higher education institutions (HEIs) from both countries. Moreover, an indirect relation between EI and learning outcomes was established via self-directed learning and KMPs. Lastly, the intended direct statistical association between learning outcomes and creative performance was also documented. This study may serve as an initiative to equate and differentiate EI in relation to learning outcomes and creative performance among higher education professionals in China and Pakistan. The considered framework is novel and supports both EI and learning outcomes while adhering to the perceived value of the two adjacent regions.

Acknowledging the extreme risk COVID-19 poses to humans, this paper attempted to analyze and compare case fatality rates, identify the existence of learning curves for COVID-19 medical treatments, and examine the impact of vaccination on fatality rate reduction. Confirmed cases and deaths were extracted from the "Daily Situation Report" provided by the World Health Organization. The results showed that low registration and low viral test rates resulted in low fatality rates, and the learning curve was significant for all countries except China. Treatment for COVID-19 can be improved through repeated experience. Vaccinations in the U.K. and U.S.A. are highly effective in reducing fatality rates, but not in other countries. The positive impact of vaccines may be attributed to higher vaccination rates. In addition to China, this study identified the existence of learning curves for the medical treatment of COVID-19 that can explain the effect of vaccination rates on fatalities. [ABSTRACT FROM AUTHOR]

Given the enormous value that project failure brings to individuals and organizations, a large number of scholars have explored the antecedents that affect employees' learning from project failure. However, few scholars have paid attention to how individuals' affective states interact with cognition patterns to learn from failure. Based on cognitive behavioral theory, this paper explores the relationship between employees' different daily affective states and learning from project failure and incorporates the mediating role of error management strategy and the moderating role of project commitment. By using SPSS and Amos software, hierarchical regression analysis of questionnaire data collected from 774 employees in high-tech firms in China indicates that (1) positive/negative affective states positively/negatively affect learning from failure, respectively; (2) error management strategy mediates the relationship between daily affective states and learning from project failure; and (3) project commitment moderates the relationship between negative affective states and error management strategy; specifically, this relationship is weaker when project commitment is stronger. However, the moderating effect of project commitment on the relationship between positive affective states and error management strategy is not supported. The results further expand the research related to learning from failure and have practical implications for failure management in high-tech enterprises. [ABSTRACT FROM AUTHOR]

Aim: This study aims to design a 100-h training programme for nursing innovation teams and to evaluate the effect of this training programme using Kirkpatrick's model., Background: The innovative capability of nurses is a powerful driver for the development of the nursing discipline, and it is currently at a low to medium level in China. Innovation competency development has become a research trend in nurses' in-service education, but only changes in nursing innovation behaviours before and after training have been evaluated. The cascading, continuous assessment tools are rarely used., Methods: This is a quasi-experimental research design: pretest and posttest design. Totally, 61 clinical nurses from Hangzhou Hospital of Traditional Chinese Medicine were enrolled for innovation training. This innovation team training programme consisted of a 36-h theoretical training phase and a 64-h collaborative training phase. The four levels of Kirkpatrick's model, that is, reaction, learning, behaviour, and result, were applied for the evaluation together with questionnaires., Results: At reaction level, the nurses' attendance was over 85% in two phases. The differences between nurse organizational innovation climate scores of tested nurses before and after training were statistically significant (t = -22.559, P < .001). At learning level, there were statistically significant differences between nurses' innovation self-efficacy scale scores of tested nurses before and after training (t = -16.832, P < .001). At behaviour level, the nursing innovation behaviour scale scores of tested nurses were significantly higher after training (t = -18.950, P < .001) than before the training. At result level, the clinical nurse innovation ability of tested nurses after the training were higher than before the training (t = -26.275, P < .001). The numbers of patent applications, granted patents, application for scientific research projects, sponsored scientific research projects, and papers published by team members after the training were larger than those before training (Z = -2.032, P = .042)., Conclusion: Kirkpatrick's model can evaluate the effectiveness of nursing innovation training for clinical nurses. The nursing innovation training is beneficial to improve nurses' innovation capacity, organizational innovation climate and innovation self-efficacy, and nursing innovation behaviour and promote the output of research and innovation projects., Implications for Nursing Management: Managers can flexibly develop training modules with regional characteristics based on this programme to effectively improve the innovation ability of clinical nurses, thus meeting the urgent demand for innovative nursing talents and the rapid development of nursing disciplines., (© 2021 John Wiley & Sons Ltd.)

Purpose: The purpose of this paper is to examine the cultural learning process (namely, the development, practice and enhancement of cultural intelligence (CQ)) of a successful entrepreneur – Harold Bixby, a Pan American Airways expatriate, as reflected in the memoir of his experiences in China during 1933–1938. Design/methodology/approach: This study adopts a microhistory approach as a methodology for studying history and the past while ultimately requiring evaluations informed by the present. This paper first identifies the literature gap on CQ development and the need to study historical accounts of the past in assessing the CQ development process. This study then outlines the four key foci of microhistory as a heuristic for making sense of on-going and past accounts of selected phenomena. Findings: This paper finds that specific personality traits (namely, openness to experience and self-efficacy), knowledge accumulation through deep cultural immersion (namely, extensive reading/study, visiting/observation and interacting/conversation), critical incident and metacognition all contributed to Bixby's CQ development, which was a time-consuming process. Originality/value: The study contributes to debates around cultural learning and historical organization studies by providing a rich, qualitative study of CQ assessment and CQ development through microhistory. This study highlights the importance of cognitive CQ and the function of extensive reading/studying in the process of knowledge accumulation. This paper draws attention to critical incidents as an underexplored way of learning tacit knowledge. Moreover, this study suggests metacognitive CQ can be enhanced through meditative and reflexive teaching and research practices. These findings have significant implications for cross-cultural training programs. [ABSTRACT FROM AUTHOR]

This paper uses novel experimental data from a prototypical early childhood home visiting program in China with high‐frequency measurements to investigate the growth of multiple skills. After identifying the presence of child skill development on multiple skills during the intervention, we further study the features of child learning patterns. We find that individual heterogeneity and previous task performance (state dependence) are key properties of the child's task performance during the intervention, consistent with models of reinforcement learning. [ABSTRACT FROM AUTHOR]

Few-shot learning is a method to acquire learning ability in a small amount of sample data scenarios. This paper aims to study an online and offline interaction model applied to international Chinese education and teaching based on the few-shot learning method. It first expounds an overview of international Chinese education, including the connotation and characteristics of the hybrid mode of online teaching and offline teaching in international Chinese education, then designs an online and offline interactive model, and finally compares it with a baseline model and a traditional single teaching model. The experimental data shows that the accuracy and recall rate of the international Chinese education online and offline interaction model based on few-shot learning both reach 70%, which verifies its effectiveness., Competing Interests: The authors do not have any possible conflicts of interest., (Copyright © 2022 Fei Cao and Jing Cai.)

Learning algorithms can take a substantial amount of time to converge, thereby raising the need to understand the role of discounting in learning. In "Dynamic Pricing and Learning with Discounting," Z. Feng, M. Dawande, G. Janakiraman, and A. Qi examine the impact of discounting on learning by examining two classic dynamic-pricing and learning problems studied in Broder and Rusmevichientong (2012) and Keskin and Zeevi (2014). In both settings, the retailer initially does not know the parameters of the demand model. Given a discount factor, the retailer's objective is to determine a pricing policy to maximize the discounted revenue over a selling horizon. The authors establish lower bounds on the regret under any policy and propose new asymptotically optimal policies that take the discount factor into consideration. They numerically examine the regret under the proposed policies and the existing policies in the aforementioned two papers. In many practical settings, learning algorithms can take a substantial amount of time to converge, thereby raising the need to understand the role of discounting in learning. We illustrate the impact of discounting on the performance of learning algorithms by examining two classic and representative dynamic-pricing and learning problems studied in Broder and Rusmevichientong (BR) [Broder J, Rusmevichientong P (2012) Dynamic pricing under a general parametric choice model. Oper. Res. 60(4):965–980] and Keskin and Zeevi (KZ) [Keskin NB, Zeevi A (2014) Dynamic pricing with an unknown demand model: Asymptotically optimal semi-myopic policies. Oper. Res. 62(5):1142–1167]. In both settings, a seller sells a product with unlimited inventory over T periods. The seller initially does not know the parameters of the general choice model in BR (respectively, the linear demand curve in KZ). Given a discount factor ρ, the retailer's objective is to determine a pricing policy to maximize the expected discounted revenue over T periods. In both settings, we establish lower bounds on the regret under any policy and show limiting bounds of Ω (1 / (1 − ρ)) and Ω (T) when T → ∞ and ρ → 1 , respectively. In the model of BR with discounting, we propose an asymptotically tight learning policy and show that the regret under our policy as well that under the MLE-CYCLE policy in BR is O (1 / (1 − ρ)) (respectively, O (T)) when T → ∞ (respectively, ρ → 1). In the model of KZ with discounting, we present sufficient conditions for a learning policy to guarantee asymptotic optimality and show that the regret under any policy satisfying these conditions is O (log (1 / (1 − ρ)) 1 / (1 − ρ)) (respectively, O (log T T)) when T → ∞ (respectively, ρ → 1). We show that three different policies—namely, the two variants of the greedy iterated least squares policy in KZ and a different policy that we propose—achieve this upper bound on the regret. We numerically examine the behavior of the regret under our policies as well as those in BR and KZ in the presence of discounting. We also analyze a setting in which the discount factor per period is a function of the number of decision periods in the planning horizon. Funding: Z. Feng received support from the National Natural Science Foundation of China [Grant 72201256]. Supplemental Material: The online appendix is available at https://doi.org/10.1287/opre.2023.2477. [ABSTRACT FROM AUTHOR]

In the face of COVID-19, many schools have to educate their students using online activities. During this time, whether and how parents are involved may be of particular importance for young children—who are less able to learn independently via the Internet due to their developmental immaturity. Therefore, this study examined the cross-sectional association of maternal involvement in child online learning with child adjustment during the COVID-19 pandemic and tested maternal mindfulness as a moderator. Data were collected from 236 mothers of kindergarten-aged children (mean age = 55.91 months; 75% of them were girls) during the fourth wave of COVID-19 outbreak in Hong Kong, China. Using paper-and-pencil questionnaires, mothers rated their involvement and mindfulness and their children's pre-academic ability and internalizing and externalizing behaviors and provide demographic information. Regression models revealed that maternal involvement was associated positively with child pre-academic ability and negatively with child internalizing behaviors, but such associations were only significant for children with more mindful mothers. Maternal mindfulness did not moderate the negative association between maternal involvement and child externalizing behaviors. Findings highlighted the role of maternal mindfulness in child development, suggesting that it may be crucial to promote maternal involvement and mindfulness during the pandemic and perhaps beyond. [ABSTRACT FROM AUTHOR]

Background: Failure to effectively organize and manage learning time is an important factor influencing online learners' performance. Investigation of time‐investment patterns for online learning will provide educators with useful knowledge of how learners engage in and regulate their online learning and support them in tailoring online course design and teaching. However, understanding of how learners invest and manage their time during online learning remains limited. Objectives: This study aims to discover the typical time‐investment patterns of MOOC learners and their temporal‐learning characteristics based on a systematic time‐investment analysis framework and their relationship with learning performance. Methods: Based on a proposed time‐investment‐analysis framework, this study applied statistical, cluster and lag sequential analyses to investigate learners' time‐investment patterns and their relationships with learning performance, session time allocation, and learning sequences by analysing the learning data from 12,463 participants of a Massive Open Online Course (MOOC) in China. Results and Conclusions: Seven time‐investment patterns of MOOC learners were defined, and learning performance was found to differ among them. Further analysis shows that high performers invested time throughout the whole course and allocated time to multiple activities, exam‐takers performed better in time management and produced more behavioural sequences related to cognitive strategy and recourse use, and learners' motivation and prior knowledge affected the management and effectiveness of their time investment. Implications: The results support the recognition and evaluation of online learning time‐investment patterns and suggest relevant cues for improving MOOC design and teaching. Lay Description: What is currently known about the subject matter: Insufficient learning time affects learning persistence and effectiveness in open and online education programs.Learning time investment and management regarded as an element of self‐regulated learning is a predictor of learning performance.Some proxy behavioural variables or characteristics of online learning time management have been found in previous studies.Learning analysis can be used to dig the knowledge implicit in learning data for online teaching evaluation and improvement. What is paper adds to the subject: Based on a comprehensive analytic framework, seven time‐investment patterns of MOOC learners and their relationship with achievement are identified.Under different time frames, learners' time allocation and learning behaviour pattern are different.Learners performing better in time management across course learning allocate more time to multiple activities in session learning.Exam‐takers perform better in time management across MOOC learning, and produce more behaviour sequences related to cognitive strategy and course recourse use. The implications of study findings for practitioners: The recognition of time investment pattern can support online course design and teaching improvement.MOOC design and teaching need to consider the differences in learners' time resources and their ability of time management.MOOC design and teaching need to encourage learners lacking of performance motivation to engage in various learning activities instead of just watching videos.MOOC design need consider the differences in learners' prior knowledge, and offer personalized learning path based on assessment. [ABSTRACT FROM AUTHOR]

External management consultants have been increasingly employed by owners of complex construction projects (CCPs) to foster management innovation and improve their organizational capability. However, the dynamics of the owner-consultant collaboration process in such projects are still unknown. To bridge this gap, this paper explores the roles of external consultant involvement in fostering management innovation and developing an organizational capability in CCPs. Based on survey data collected from 102 such projects across different types in China, the partial least square-structural equation modeling analysis results uncover the positive effect of external consultant involvement in creating management innovation and building organizational capability. In particular, the mediating role of management innovation is identified in the exploration and transformation learning processes with external consultants involved. The findings of this study provide a novel explanation for the creation of management innovation in CCPs through external consultant involvement and useful guidance to project owners to better identify and utilize external consultants in the future. [ABSTRACT FROM AUTHOR]

The emotional participation of online learning is a process-oriented emotional indicator that measures learners' learning effects. Existing studies have shown there is little research on online-learning emotional participation, and even fewer have studied the online learning participation of ethnic college students. In order to study the online learning participation of ethnic college students, this paper tried to build the online-learning emotional participation theory model, which included four dimensions: learning interest, self-efficacy, self-worth and the sense of belonging. Based on the survey of 723 students from Yunnan Minzu University in China, we analysed the structural and quantitative relationships among the four dimensions of online-learning emotional participation of ethnic and Han college students respectively. The results show that there are significant differences in the online-learning emotional participation between ethnic and Han college students, especially their sense of belonging. Furthermore, in order to build a better online learning environment for ethnic college students and enhance their sense of belonging, an online learning community model is proposed. [ABSTRACT FROM AUTHOR]

The current employment situation is grim, and the era of science and technology is conducive to college students providing new opportunities for innovation and entrepreneurship. The inclusion of entrepreneurship education in college courses can open up more employment opportunities for students. Therefore, the educational environment is crucial for students' employment choices. This paper conducted a questionnaire survey on 582 college students from nine universities in Fujian Province, China, to develop a relationship model between science and technology innovation perception, education, and entrepreneurial intention. The results show that: 1. Science and technology innovation perception education has been proven to have a direct positive influence on college students' entrepreneurial intention; 2. Undergraduates work value orientation (including career orientation, mission orientation, and livelihood orientation) significantly affects entrepreneurial self-efficacy and thus entrepreneurial intention; and 3. Both work value orientation and entrepreneurial self-efficacy have a direct influence on entrepreneurial intention, but the influence of entrepreneurial self-efficacy is greater than that of work value orientation. Therefore, enhancing college students' entrepreneurial self-efficacy is the main way to improve entrepreneurial intention. Based on this, to improve the entrepreneurial intention of college students, colleges and universities should strengthen science and technology innovation perception education, do a good job in student employment guidance, improve students' self-efficacy, meet undergraduates' diverse employment needs, and provide more entrepreneurship resources to undergraduates. [ABSTRACT FROM AUTHOR]

Life education is increasingly recognized as one of the potentially effective ways to reduce unnatural deaths. Existing research focuses mainly on classroom knowledge transfer and extracurricular practical activities, which has been criticized for their effectiveness due to insufficient interaction between teachers and students. Creating high-quality life education, therefore, has become a demand for human happiness. Intergenerational learning embedded in life education, developed by collaborating with primary schools and older adult schools in China, has become an effective practice. Two teachers, seven primary school students, and seven older adult learners were interviewed to reveal the characteristics and impact of this effective practice. This model of practice establishes a dual subject of teachers and students in breaking the boundary between teachers as subjects and students as objects, while recognizing diverse lives in the interaction and reflection of intergenerational learning. In addition, this study constructs a classroom teaching model of teachers, primary school students, and older adult learners jointly creating knowledge, skills, emotions, attitudes, and values, and I put forward the life education thought of 'seeing life through life'. This study has implications for policymakers on improving educational policies and practitioners on innovating life education models in cross-cultural contexts. [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]

This study aimed to investigate the attitudes of Chinese college students toward using a blended learning approach to enhance their English speaking skills. Participants include 105 non-English major students from a regular university in western China. A quantitative analysis was conducted based on the data from a designed questionnaire. The findings identify the majority of students were satisfied with using the blended learning approach during the courses to improve their English-speaking skills. Furthermore, most students showed a preference for using blended learning in future English-speaking learning because of its user-friendliness, flexibility in terms of time and location, access to self-directed learning, and diverse teaching resources. The study further demonstrated the successful and effective implementation of blended learning in English-speaking instruction as part of an educational reform process in a regular university in Western China. The researcher attempted to provide some tips to enhance blended English-speaking learning including diversified instructional designs, increased teacher-student interaction, the active use of spoken English in the classroom, practice opportunities outside of class, and the dissemination of rich oral language learning resources. [ABSTRACT FROM AUTHOR]

Objective: This study examines the current status and variations in creativity between migrant and urban children, exploring the influencing factors affecting creativity. Methods: We selected children from local households in Hangzhou City and non-local migrant households as participants. Their basic demographic information and creative tendencies were assessed using the Children's Basic Situation Questionnaire and Williams' Creativity Tendency Measurement Scale, respectively. A multi-model regression analysis was conducted to analyze factors influencing creativity. Results: This study included 1047 children. Significant differences were observed between urban and migrant children regarding age, family type, number of siblings, parental education, parental presence at home, parental guidance in learning, experience of changing schools, having their own room, and academic performance. In addition, migrant children exhibited significantly lower creativity levels compared to urban children. The multi-model regression analysis showed that migrant status, a good parent–child relationship, having parents who often guide learning, having their own room, and excellent academic performance significantly influenced children's creativity. Conclusions: Migrant children display lower levels of creativity than their urban counterparts, with notable differences across several factors. [ABSTRACT FROM AUTHOR]

The engagement in research, as the primary form of learning engagement for PhD students, is crucial for enhancing their competitive edge. Academic passion, a key determinant of learning engagement, plays a significant role in driving the research enthusiasm of PhD students. However, the "black box" concerning whether and how academic passion influences PhD students' research engagement remains to be explored. Addressing this gap, the present study draws upon self-determination theory, adopts the "motivation-behavior-effect" analytical framework, and incorporates ambidextrous learning as a mediator to elucidate the specific pathway through which academic passion impacts PhD students' engagement in research activities. Furthermore, it examines the facilitating role of the academic climate in this process. From December 2022 to March 2023, a questionnaire survey was conducted, collecting 522 responses from PhD students across 25 universities in China. The survey primarily assessed the PhD students' academic passion, ambidextrous learning behaviors (including tendencies towards exploratory and exploitative learning), and their perceived academic climate, investigating how these factors collectively influence their engagement in research activities. The questionnaire data were analyzed using a combination of SEM and bootstrapping with SPSS 26.0 and Mplus 8.3 software. The findings reveal that academic passion significantly positively affects PhD students' research engagement; ambidextrous learning (exploratory and exploitative learning) mediates the relationship between academic passion and PhD students' research engagement; and the academic climate effectively facilitates the transformation of PhD students' academic passion into ambidextrous learning (exploratory and exploitative learning). The study's conclusions not only foster PhD students' enthusiasm for research but also enhance learning effectiveness and innovation vitality, providing a theoretical basis for reforming the doctoral training system. [ABSTRACT FROM AUTHOR]

Learning engagement is malleable to environmental change. An important learning environment created by teacher-student interactions is perceived teacher autonomy support, which may trigger learning engagement directly and/or indirectly by enhancing academic self-efficacy. In this study, we apply a network approach to explore the relationships between the specific facets of perceived teacher autonomy support, academic self-efficacy and learning engagement, and a sample consisting of 215 students in the fifth and sixth grades from a primary school in Changchun of China is used. Node centrality indicators and the accuracy and stability of the network are also calculated. The results reveal that there are no edges between the three facets of perceived teacher autonomy support and the three facets of learning engagement, and the shortest path connecting the two constructs is through academic ability self-efficacy. Furthermore, learning support, academic ability self-efficacy, and dedication have the top three strengths in the network, which indicates that the three facets are more closely related to other facets of the network. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) technology will increasingly be used in the classroom, setting a new trend in educational advancement. VR technology is included in the graphics and geometry learning process based on an analysis of the real-world issues that arise when learning graphics and geometry at the elementary school level to increase students' motivation and achievement. This study aimed to determine whether developing a virtual panoramic learning style centered on the concept of "translation, rotation, and axisymmetry of figures" would increase the motivation and academic performance of third-grade children in an elementary school in China. Independent samples t-test and one-way ANOVA were used to assess the experimental data from the experimental and control groups. The findings demonstrate that learning strategies based on VR can boost proficiency in graphics and geometry and that the virtual environment's use can boost motivation. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to investigate the relationship between family socioeconomic status (SES) and adolescents' learning conformity and self-esteem among a sample of 15–18 year-old high school students. Methods: A survey was conducted on 339 adolescents using measures of family SES, self-esteem, and learning conformity. An intermediary effect model was constructed to examine the mediating mechanism of self-esteem in the impact of family SES on adolescents' learning conformity. Results: In our study, we observed that male adolescents were more likely to come from families with higher socioeconomic status (SES) and exhibited relatively higher levels of self-esteem compared to female adolescents. However, this finding should be regarded as an observational outcome specific to our study sample and does not directly indicate a causal relationship between gender and family SES or self-esteem. Adolescents from rural areas were more likely to exhibit tendencies towards learning abidance and compliance. Family SES positively predicted self-esteem. The intermediary model indicated that family SES significantly positively influenced learning abidance and compliance, with self-esteem partially mediating the effects at 33.49% and 33.33%, respectively. Family SES negatively affected learning obedience, with self-esteem partially mediating the effect at 39.77%. Conclusion: Among the 15–18 year-old high school student population, family SES not only directly affects learning abidance, compliance, and obedience but also generates an indirect mediating effect through self-esteem. [ABSTRACT FROM AUTHOR]

Background: 3D visualization technology applies computers and other devices to create a realistic virtual world for individuals with various sensory experiences such as 3D vision, touch, and smell to gain a more effective understanding of the relationships between real spatial structures and organizations. The purpose of this study was to comprehensively evaluate the effectiveness of 3D visualization technology in human anatomy teaching/training and explore the potential factors that affect the training effects to better guide the teaching of classroom/laboratory anatomy. Methods: We conducted a meta-analysis of randomized controlled studies on teaching human anatomy using 3D visualization technology. We extensively searched three authoritative databases, PubMed, Web of Science, and Embase; the main outcomes were the participants' test scores and satisfaction, while the secondary outcomes were time consumption and enjoyment. Heterogeneity by I² was statistically determined because I²> 50%; therefore, a random-effects model was employed, using data processing software such as RevMan, Stata, and VOSviewer to process data, apply standardized mean difference and 95% confidence interval, and subgroup analysis to evaluate test results, and then conduct research through sensitivity analysis and meta-regression analysis. Results: Thirty-nine randomized controlled trials (2,959 participants) were screened and included in this study. The system analysis of the main results showed that compared with other methods, including data from all regions 3D visualization technology moderately improved test scores as well as satisfaction and enjoyment; however, the time that students took to complete the test was not significantly reduced. Meta-regression analysis also showed that regional factorsaffected test scores, whereas other factors had no significant impact. When the literature from China was excluded, the satisfaction and happiness of the 3D virtual-reality group were statistically significant compared to those of the traditional group; however, the test results and time consumption were not statistically significant. Conclusion: 3D visualization technology is an effective way to improve learners' satisfaction with and enjoyment of human anatomical learning, but it cannot reduce the time required for testers to complete the test. 3D visualization technology may struggle to improve the testers' scores. The literature test results from China are more prone to positive results and affected by regional bias. [ABSTRACT FROM AUTHOR]

Learning management systems (LMSs) have received substantial global attention and have undergone extensive research, with most discussions focusing on users' acceptance and continuation of LMS use in the higher education sector. However, research is scarce in terms of identifying the factors that are advantageous to K-12 students' learning and satisfaction when using LMSs for language learning. This study aims to examine the impacts of internal and contextual factors on secondary students' learning satisfaction and English achievement when using LMSs. Data were collected from 289 students through an online survey. The results of the structural equation modeling showed that satisfaction had the most significant impact on English achievement. Furthermore, both internal and contextual factors, including technology self-efficacy, interest, task value, teacher support, and technology facilitation, positively impacted learning satisfaction with LMSs. In addition, teacher support exerted the strongest impact on satisfaction, followed by interest and technology self-efficacy. However, only internal factors, such as interest and task value, were positively associated with English achievement. Neither teacher support nor technology facilitation significantly impacted English performance. Given the increasing availability of LMS usage, the findings of this study can facilitate the more effective implementation of LMSs in China and globally. The study contributes to the theory and practice of LMSs use in K-12 English education. The limitations and implications of the study were discussed as well. [ABSTRACT FROM AUTHOR]