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1,198 results on '"Su, Shu"'

10. The Online Learning Academic Achievement of Chinese Students during the COVID-19 Pandemic: The Role of Self-Regulated Learning and Academic Entitlement

Author

Dai, Yan, Lin, Xi, Su, Shu, and Li, Li

Abstract

In the spring semester of 2020, all Chinese higher education institutions delivered courses online across the nation in response to the COVID-19. This study explores Chinese college students' self-regulated learning, academic entitlement, and academic achievement during the transitioning from face-to-face to online learning environments during this special time. Structure equation modeling was conducted, and results indicate that academic entitlement associates with students' online learning academic achievement. Whereas self-regulated learning does not relate to academic achievement in the online learning setting. Additionally, academic entitlement is marginally associated with academic achievement only among male students, while self-regulated learning is not a significant predictor for both genders. However, self-regulated learning is marginally linked with higher academic achievement among students who do not have previous online learning experiences but not among those who took online courses before.

Published
2021

14. The relationship between Group relative deprivation and aggressive collective action online toward deprivation-related Provocateurs within the Group: the mediating role of hostile feelings

Author

Su, Shu, Zhang, Jiachun, and Xia, Ling-Xiang

Subjects
Social groups -- Psychological aspects, Aggressiveness (Psychology) -- Social aspects, Psychological research, Collective behavior -- Research, Psychology and mental health
Abstract

Aggressive collective action online has many negative impacts on the online environment and can even lead to political violence or social panic in the offline world. Although the effect of relative deprivation on aggression toward the compared object is well known, the influence of relative deprivation on aggressive collective action online toward deprivation-related provocateurs within the group has been ignored. Thus, this study attempted to explore the effect, as well as the mediating mechanism underlying it. We found that group relative deprivation manipulated by an employment problem scenario (with the triggering event as a covariable) can enhance aggressive collective action online toward deprivation-related provocateurs within the group, with hostile feelings mediating the effect. These results support and develop the relative deprivation theory, frustration-aggression theory, stress and coping theory, and deepen the understanding of the relationship between relative deprivation and aggression. The findings also suggest that colleges should focus more on graduate employment problems and decreasing the relative deprivation experienced by undergraduate students in efforts to prevent aggressive collective action online., Author(s): Shu Su [sup.1] [sup.2] , Jiachun Zhang [sup.1] [sup.2] , Ling-Xiang Xia [sup.1] [sup.2] Author Affiliations: (1) https://ror.org/01kj4z117, grid.263906.8, 0000 0001 0362 4044, Research Center of Psychology and Social [...]

Published
2023
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21. Chinese College Students' Attitude and Intention of Adopting Mobile Learning

Author

Lin, Xi and Su, Shu

Abstract

This study examined the relationship between Chinese college students' motivational needs, their attitude as well as the intention to use mobile devices for learning. The relationship between their attitude and intention of adopting mobile learning (m-learning) was also investigated. A total number of 337 Chinese college students participated in the study. Results revealed that the needs of affective, social integrative, and entertainment positively influence their attitude and intention to adopt m-learning. Additionally, entertainment needs and their attitude enhance their intention to use mobile devices for learning. This study extends the understanding of what motivates Chinese college students to adopt m-learning and also provides higher education professionals with a new vision about what influences students' attitude to use mobile devices for learning.

Published
2020

30. Academic Stressors as Predictors of Achievement Goal Orientations of American and ESL International Students

Author

Lin, Xi, Su, Shu, and McElwain, Alyssa

Abstract

This study explores academic stressors and achievement goal orientations of college students, and the relationship between these variables using academic stressors as predictors. As the number of English as a Second Language (ESL) international students has increased rapidly in the US, students' status (American or ESL international) was also examined. A total of 715 students participated in the study from two universities in the US. Results show that ESL international and American students have different achievement goal orientations and academic stressors. Additionally, student status and academic stressors predict college students' various goal orientations. The implications provide useful suggestions to higher education professionals in order to better understand and assist diverse students to succeed in academia.

Published
2019

42. Transition to Kindergarten Videos and Their Relationship to Family Engagement

Author

Walsh, Bridget A., Jeon, Hyun-Joo, Dove, Meghan, and Su, Shu

Abstract

Transition to kindergarten videos (in English and Spanish) are one proposed technology tool to promote parental engagement. Regression analyses were conducted to examine links between parents' video experience and parental self-efficacy, teacher communication, and school communication. High parental self-efficacy was associated with more positive perceptions about teacher communication but less positive perceptions about school communication. Parents' experience of the transition video was not associated with their parental self-efficacy. Viewing videos with children was only associated with lower levels of parental self-efficacy. Implications for practice and future research are discussed.

Published
2018

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