Search

Abstract Using the event-related potentials (ERPs) technique, this study successively presented names (in either a supra- or subthreshold manner) and emotional words to examine how self-relevant cue (self-name) affects emotional word processing in word class judgment task (to determine whether an emotional word is a noun or adjective) and valence judgment task (to determine whether an emotional word is positive or negative). At the suprathreshold condition, self-relevant positive words elicited a more significant Early posterior negativity (EPN) than negative words only in the valence judgment task. In contrast, at the subthreshold condition, self-relevant negative words elicited an enhanced Late positive potential (LPP) than positive words only in the word class judgment task. These results indicate that self-relevant cue affects emotional word processing at both suprathreshold and subthreshold conditions; nevertheless, the effect manifests as self-positive bias at the suprathreshold condition and self-negative bias at the subthreshold condition. The experimental task modulates these dynamics.

Abstract To explore the psychological experience and emotional needs of returning to family and society after treatment in an adolescent with cancer. A phenomenological research design was employed to conduct a semi-structured interview with nine cancer adolescents in the convalescence stage. Colaizzi’s seven-step analysis was used for the data analysis. Three themes of the psychological experience of an adolescent with cancer in convalescence were summarized: continuous negative emotions, emotionally intense behavior, and discomfort of returning to society. The psychological experience of an adolescent with cancer in convalescence returning to family and community is sensitive and complex. Medical staff, families, and schools should provide personalized care according to their different psychological characteristics and emotional needs so that they can return to family and society smoothly.

The application of visual art and other extracurricular activities to children's sustainable development is predominantly discussed in Western countries. Consequently, non-Western society could not cherish the benefit of visual art on their children's cognitive and non-cognitive skill development due to a lack of evidence that would revive the community, educators, and policy-makers' impressions about visual art activities, in addition to its amusement use. Thus, the present study adopted a cross-sectional study comprised of a large-scale survey (N = 1624) taken from the southwest part of China to assess the impact of out-of-school visual art activities on children's academic attainment across economically advantaged and disadvantaged children. Astonishingly, the study's findings shed light on current Chinese parents' dedication to purchasing out-of-school activities regardless of their social class difference; notwithstanding, lower-class parents ought to learn that spending time with their children during their activities is more beneficial. The study's implication calls for curriculum policy reform involving aesthetic education and expanding community youth centers for different extracurricular activities.

BackgroundJealousy is a complex emotion and can be healthy or pathological, depending on the intensity and the degree of control. Excessive jealousy was characterized by anxiety, anger, and alienation in the insecure attachment relationship.ObjectiveTo explore how insecure attachment triggered this intense emotion, this study investigated the relationship between two insecure attachment dimensions and jealousy and explored the influence of self-differentiation on the relationship.MethodA total of 477 undergraduates participated in the study, and the Bringle self–report jealousy scale (BSJS), the relationship questionnaire (RQ), the intimate relationship experience questionnaire (ECR), and the revised edition of self–the differentiation questionnaire (DSR) were used.ResultThe results showed that: (1) attachment anxiety had a significant positive predictive effect on jealousy, but attachment avoidance had no significant positive predictive effect; (2) self-differentiation partially mediated the relationship between attachment anxiety and jealousy, but it has no significant mediating effect between attachment avoidance and jealousy.ConclusionThe results suggest that attachment anxiety was correlated with jealousy because it strengthened the intensity of anxiety and anger toward their attachment figures and became out of control through a lower level of self-differentiation, which has important implications for clinical intervention.

For decades, abundant studies have illustrated the vast scholarly publication disparity between male and women academics. Exhaustingly, in 21st-century higher education, women’s academic research participation is below the world average, except in a few countries that comprehensively studied their faculties and personal and institutional agencies to restore parity. Higher education is widely discussed in Vietnam as incompetent academics with a shred of scholarly publications and venerable gender disparities. Hence, the current study sought to contribute robust policy and practical implications for stakeholders by inspecting women’s faculties solely to shed light on the root hindrances of their scholarly share. Remarkably, the findings of the study demonstrate that women faculty members have promising scholarly contributions in disciplines where women scientists are marginalized, that having children becomes a notable motivator for mothers in academia, and that there is genuine support from a husband who understands the worth of his wife’s research contribution to the institution and family.

Abstract Background In light of the recent policy reform in China, the present study aims to investigate the potential impact of family SES on the quality of the parent–child relationship (PCR) through the serial mediating role of participation in organized visual art activities in privately owned centers (VAA1) and parent-supervised visual art activities (VAA2) across genders. Method A cross-sectional study was conducted in anonymous province located in the southwestern part of China. A total of 1624 primary school students aged 7 to 14 years were recruited through a random sampling technique. Subsequently, anonymous survey responses were taken from all students. Multiple serial mediation analysis was performed by using AMOS 21.0 software to attain the primary aim of the study. Result According to the total sample model result, SES has a significant direct effect on the parent–child relationship (β = 0.47, p

A large volume of evidence indicates that only high-class students attend extracurricular activities (Art, music, sport, dancing). On the other hand, this evidence intensively underlines the substantial importance of such extracurricular activities, particularly in visual art, in promoting children's cognitive and non-cognitive well-being. Adolescents' participation in visual art was always interrelated with enhancing their emotional affection towards the Art and cognitive skill in making one, which ultimately built solid efficacy that allows them to interact with their society. The present cross-sectional study sought to shed light on the potential impact of visual art on adolescents' emotional, cognition, and self-efficacy development, which needs to be improved in the Chinese context. Hence, randomly sampled (N = 2139) junior secondary school students were recruited from the rural province of Guizhou in Southwest China to attain the aim of the study. The study's finding affirms that students engaged in artistic activities start to develop a habit of communicating with their peers, showing their work, and commenting on works made by their peers or observed in art exhibitions or museums; such a process makes them self-efficacious. Ultimately, this paper extends the application of visual art activities from educational benefits to nonacademic development, which are the primary agents for children's well-being.

Ethiopia and China share a common educational agenda in cultivating and obtaining competent vocational graduates who fulfill the need of the modern, technologically advanced industrial workplace. Unlike most evidence, the present study adopted Self-determination Theory to understand Ethiopian and Chinese higher Vocational education and Training (VET) college students' learning motivation. Hence, this study recruited and interviewed 10 volunteers senior higher VET students from each setting to unfold their satisfaction with psychological needs. The study's main finding affirms that although both groups felt the autonomy of choosing the vocational field they sought to master, their learning process was submissive to their henpecked teaching method, which ultimately restrained the participants' feeling of competence for being enclosed in less practical training space. As per the study findings, we forward feasible policy and practical implications suggested for meeting the motivational needs of VET students and promoting learning stability.

Higher education around the globe is striving to develop rigor and productive doctoral studies that mainly evolve in fostering doctoral students' research skills by furnishing the necessary socialization process which predicts their future professional and academic decisions. Although scholars investigated the socialization experiences of doctoral students from different perspectives and stages, a large body of evidence is concentrated in western countries that do not define or imply non-western countries like Pakistan. Therefore, the present qualitative study sought to be an icebreaker and stimulant investigation to unfold doctoral students' socialization experience in research-intensive universities through the lens of Weidman's socialization framework. After interviewing 24 doctoral students, the findings revealed that doctoral students have high expectations from research universities to enhance their research capabilities. Moreover, most students knew the research's significance for personal and professional development. The study concluded the progressive and adverse research socialization experiences of doctoral students.

Unlike in Western countries, scholars and the Chinese government pay less attention to the role of extracurricular activities (ECAs) in fostering children’s cognitive and non-cognitive well-being. Accordingly, essential ECAs such as visual arts programs are serviced by expensive privately owned schools, creating social injustice. The primary aim of the current study is to examine whether children benefit from ECAs if parental support and guidance for managing time spent on ECAs and academics exist based on the threshold model. The study comprised over 2,400 primary school students in one Chinese province and considered the SES of the area. Surprisingly, the present study’s findings illustrate that contemporary Chinese parents differ from traditionally aggressive and overbearing parents who do not value their children’s interests. However, the current study finding suggested that children’s participation in out-of-school visual art activities doesn’t have a substantial value in promoting children’s academic performance in the face of genuine interest and supportive parenting, which negates the threshold model.

Purpose of the study: This study sought to explore the psychological well-being, academic adjustment, and quality of parental attachment of LBC during COVID-19 based on Left-Behind Children’s (LBC) word of mouth. Method: In light of the abundance of quantitative studies, this qualitative study explored the psychological, academic, and parental attachment experiences of rural LBC during COVID-19. To this end, we conducted semi-structured interviews with 22 LBCs aged 10–15 in May 2021. Result: The study results reveal that LBCs developed severe psychological illnesses after the pandemic severely disrupted their already disturbed lives. Our findings showed that most LBCs feel they do not need their parents, which reflects their long record of hopelessness and agony regarding the absence of their parents. Conclusion: Although COVID-19 is a global problem, its impact was particularly devastating for LBCs who have nobody around who could help them with their academic, personal and social need. In the modern COVID-19 era, it seems that Chinese grandparenting has become unreliable in the face of radical change in contemporary Education, society, and the economic system. Therefore, this study suggests that the Chinese government should seek to identify and monitor these children by working with NGOs that target such children.

For decades, Pakistan's government has continuously provided its citizens with accessible, universal, basic education; however, these efforts have not yielded any gains for the citizens. Consequently, Pakistan has a lower literacy rate, one of the lowest in South Asia and the rest of the world. Although such a substantial issue is daunting and weakens the country's educational system, there needs to be more evidence that proposes potential implications or interventions in identifying the most important in-school factors of primary school enrollment in Pakistan. Therefore, the present study derived a literature review-driven hypothesis and administered a rigour analysis using the 2018 school census from the Punjab government education commission, showing detailed information on 24,305 public primary schools. The finding of this study asserts that the medium of instruction has shown a considerable impact on primary school enrollment and the availability of qualified teachers. Single-sex schools, WASH facilities, and the security of schools have significant and diverse effects in determining student enrollment, which leads to forwarding possible implications to scholars, educators, and policymakers.

Unfortunately, the role of school leadership in fostering school improvement in non-Western countries, especially African countries, is relatively little discussed. The present study sheds light on the contextual role of instructional leadership (IL) and transformational leadership (TL) in promoting the Ethiopian School Improvement Program (SIP), which is intended to enhance student academic performance. Hence, this study aimed to extend the integrated leadership model by conceptualizing the moderating mediation effect of IL on student academic achievement in public primary schools. A cross-sectional study was performed by distributing a survey to 1280 public primary school teachers in Addis Ababa. Surprisingly, the study's findings affirmed that unlike previous studies, IL and TL significantly directly affect student academic performance, and TL plays a significant role as a moderator of the indirect effect of IL on student academic achievement.

For decades, abundant studies have illustrated the vast scholarly publication disparity between male and women academics. Exhaustingly, in 21st-century higher education, women's academic research participation is below the world average, except in a few countries that comprehensively studied their faculties and personal and institutional agencies to restore parity. Higher education is widely discussed in Vietnam as incompetent academics with a shred of scholarly publications and venerable gender disparities. Hence, the current study sought to contribute robust policy and practical implications for stakeholders by inspecting women's faculties solely to shed light on the root hindrances of their scholarly share. Remarkably, the findings of the study demonstrate that women faculty members have promising scholarly contributions in disciplines where women scientists are marginalized, that having children becomes a notable motivator for mothers in academia, and that there is genuine support from a husband who understands the worth of his wife's research contribution to the institution and family.