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With the widening urban-rural gap caused by urbanisation, the equity of urban-rural education has become a research hotspot. This study explored the differences in motivational beliefs about English learning among Chinese urban and rural students and the impact of motivational beliefs on their English performance. A total of 6326 urban and 2600 rural Chinese eighth graders participated in the survey. Data were collected using self-reported motivational belief scale and English performance test. The independent sample t-test showed that motivational beliefs and English performance of urban students were significantly higher than that of rural students in China. Multilevel analysis demonstrated that at the student level, intrinsic value has the highest predictive power for English performance of urban and rural students, while extrinsic value can only predict English performance of rural students and self-efficacy can only predict English performance of urban students. However, at the school level, motivational beliefs cannot significantly predict English performance of urban and rural students. These results are of great significance to improve English education in rural areas and further promote education equity in China and other East Asian countries. [ABSTRACT FROM AUTHOR]

Teacher feedback in reading class is closely associated with students' reading achievement. However, the underlying mechanisms of their relationship has been underexplored, especially in cross-cultural contexts. Using Control Value Theory of Achievement Emotions (CVTAE), this study tested the cross-cultural generalizability of reading enjoyment as a mediator between teacher feedback and reading achievement among 536,848 15-year-olds from 75 countries/economies in PISA 2018. Multilevel structural equation modeling (MSEM) results showed that students who perceived more teacher feedback gained more enjoyment in reading activities, and thus scored higher in reading. This relationship was confirmed in 73 out of 75 countries/economies. However, at the school level, this association existed in only 25 of 75 countries/economies. These findings indicate cross-cultural generalization of reading enjoyment as a mediator between teacher feedback and reading achievement only at the student level, which not only provides cross-cultural evidence for CVTAE, but also sheds light on reading instruction of adolescents. [ABSTRACT FROM AUTHOR]

We compared coefficient alpha with five alternatives (omega total, omega RT, omega h, GLB, and coefficient H) in two simulation studies. Results showed for unidimensional scales, (a) all indices except omega h performed similarly well for most conditions; (b) alpha is still good; (c) GLB and coefficient H overestimated reliability with small samples and short scales, and (d) sensitivity to scale quality reduced with longer scales. For contaminated scales, (a) all indices except omega h were reasonably unbiased with non-severe contamination; (b) alpha, omega total, and GLB were more sensitive in picking up contamination with shorter scales, whereas omega RT and omega h were not; and (c) coefficient H could not pick up contaminated items among high-quality items. For applied researchers, (a) supplementary information of scale characteristics helps choose the appropriate index; (b) comparing different scales with one golden standard is inappropriate; (c) omega h should not be used alone. [ABSTRACT FROM AUTHOR]

This study examined the motivation level of struggling English learners in China and explored the link between motivation and their English achievement. Furthermore, this research dug into the moderation effect of teacher–student relationships on this link based on attachment theory and self-dertemination theory. Struggling students (n = 14,531) were chosen according to the bottom 25th percentile cutoff on English achievement from a large-scale survey in China. The standardised English performance test and students’ self-reported motivation and teacher–student relationships were adopted to collect data. Descriptive statistics showed that struggling English learners had medium intrinsic and utility value and low self-efficacy. Correlation analysis revealed that intrinsic value and utility value were positively correlated with their English performance, while self-efficacy was not. The moderation analysis further demonstrated that supportive teacher–student relationships had a buffering effect on the low or medium motivation of struggling English learners. These findings suggest that harmonious teacher–student relationships are important for improving the English performance of struggling students. [ABSTRACT FROM AUTHOR]