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Across three pre‐registered studies (n = 221 4–9‐year olds, 51% female; 218 parents, 80% female; working‐ and middle‐class backgrounds; data collected during 2019–2021) conducted in the United States (Studies 1–2; 74% White) and China (Study 3; 100% Asian), we document the emergence of a preference for "strivers." Beginning at age 7, strivers (who work really hard) were favored over naturals (who are really smart) in both cultures (R2 ranging.03–.11). We explored several lay beliefs surrounding this preference. Beliefs about outcomes and the controllability of effort predicted the striver preference: Children who expected strivers to be more successful than naturals and believed effort was more controllable than talent preferred strivers more. Implications of the striver preference in education and beyond are discussed. [ABSTRACT FROM AUTHOR]

Background: Considerable evidence suggests that students' achievement emotions are important contributors to their learning and success online. It is, therefore, essential to understand and support students' emotional experiences to enhance online education, especially under the COVID‐19 context. However, to date, very few studies have investigated how students' achievement emotions might be affected by teaching and learning factors in online learning environments. Objectives: Based on Pekrun's (2006) control‐value theory of achievement emotions, this study examined the influence of students' perceived online teaching quality and appraisals of control and value on their achievement emotions in an online second language (L2) learning context instigated by the COVID‐19. Methods: Data were collected using an online survey of 1503 undergraduates from ten universities across different regions of China. Confirmatory factor analyses (CFA) were performed to test the validity of the instruments and structural equation modelling were conducted to examine the relations between L2 teaching and learning variables. Results and Conclusions: Results revealed that perceived teacher internet and communication technology competence had positive effects on enjoyment, but negative effects on anxiety and boredom, and these effects were fully mediated by perceived control and/or value. Perceived chaotic teaching structure (CTS) had reverse effects for the three emotions. Perceived CTS effects on enjoyment and anxiety were fully and partially mediated by perceived control, respectively. Takeaways: Online teaching quality is critical for students' appraisals and emotions towards L2 learning. Teachers should strive to improve online teaching quality and design interventions targeting students' perceived control and value to temper their affective experiences associated with the crisis‐prompted online teaching practices. Lay Description: What is already known about this topic: Teachers' internet and communication technology (ICT) competence and pedagogical design can enhance students' e‐learning efficacy, motivation and interests.Students' perceived control and value can influence their achievement emotions in online learning.Teacher's ICT competence and pedagogical design can impact students' emotions in online learning. What this paper adds: Perceived teacher ICT competence and chaotic teaching structures can have differential impact on students' perceived control and value for e‐learning.Perceived control and intrinsic value differently mediated the effects of the two teaching factors on students' emotions for e‐learning.Perceived teacher ICT competence and chaotic teaching structures can have both direct and indirect effects on students' e‐learning emotions via perceived control and value. Implications for practice and/or policy: Teacher training and development programs should prepare teachers for varying teaching formats including unplanned online teaching due to a forced switch to remote teaching.Teachers should acquaint themselves with using various online platforms and software to communicate the goals, expectations, structures and requirements of their language lessons to students' in a clear manner.Online language teaching interventions aiming to increase or decrease a specific emotion could directly target specific combinations of teaching characteristics and appraisals. [ABSTRACT FROM AUTHOR]

A growing body of research has shown that parent–child math activities predict children's math competence. However, observational studies are limited. This study investigated maternal and paternal scaffolding behaviours in three types of parent–child math activities (i.e., worksheet, game and application activities) and their associations with children's formal and informal math abilities. Ninety‐six 5–6‐year‐olds participated in this study with their mothers and fathers. All children completed three activities with their mothers and three comparable activities with their fathers. Parental scaffolding was coded for each parent–child dyadic activity. Children's formal and informal math abilities were tested individually using the Test of Early Mathematics Ability. Results showed that both mothers' and fathers' scaffolding in application activities significantly predicted their children's formal math ability even after controlling for background variables and their scaffoldings in the other two types of math activities. The findings highlight the importance of parent–child application activities in children's math learning. [ABSTRACT FROM AUTHOR]

Objectives: This study investigated the frequency of child restraint system (CRS) use in cars and assessed parental knowledge and attitudes toward such restraint systems in western China. Study Design: Cross‐sectional survey. Methods: This cross‐sectional survey was conducted between December 2021 and January 2022. Hospitals and kindergartens were convenience sampling selected, and parents with cars were asked whether they owned and used CRS. Parents' knowledge and attitudes toward such systems were also determined. Factors associated with CRS were explored using binary logistic regression. Results: A total of 4764 questionnaires were distributed to parents with children 0–6 years old. Among the 4455 responses received, 50.8% of the respondents owned CRS, and most of which were front‐facing child seats (42.0%). Less than half (44.4%) reported using a CRS sometimes, but only 19.6% used it all the time. The possession and use of a CRS varied significantly with the parental education level, age of the child, place of residence, number of children, family income, travel frequency, and travel distance. Logistic regression analysis showed that the frequency of car travel with a child and monthly family income significantly affected CRS use. Most parents (85.2%) perceived that adult seat belt in cars are effective at protecting their children in the event of a crash. The most frequent reason for not using a CRS was the tendency for children to travel in the car less often. Conclusions: Although approximately half of the respondents owned a CRS, most of them used it rarely, if at all. Educating parents about safe ways for children to ride in a car and use of safety belts may promote CRS use. [ABSTRACT FROM AUTHOR]

Background Studies: Captioning and repetition are widely used multimedia instructional devices for non‐native students. Generally, studies in this area have tended to focus on second language literacy skills rather than on learning new content knowledge. Additionally, posttests were administered immediately after the treatments, while the delayed influences of captioning and repetition have never been investigated. Objectives: This paper addressed these research gaps in two separate studies. More specifically, this study attempted to examine the influences of captioning and repetition on non‐native students' immediate and relayed retention. Methods: In Study One, three captioning conditions; word‐by‐word captions, closed captions, and no‐captions; were compared to examine their efficacies in immediate and delayed content knowledge retention on 82 Chinese university students. To address the limitations in Study One as the multimedia lesson was short and played only once, Study Two incorporated captioning and two repetition types in its design. One hundred and eleven Chinese university students watch a video lesson in one of four captioning and repetition conditions. Results: The statistical analyses of Study One indicated that there were no significant differences in both immediate and delayed retention test scores across the three captioning condition. Similarly, in Study Two, there were no significant differences in retention tests scores across the four captioning and repetition conditions. Findings: Neither the availability of captions nor the repetition types had any impact on the Chinese students' immediate or delayed content knowledge retention, which lent support to existing studies. Based on the research results, the limitations and future study possibilities are discussed. Lay Description: What Is Already Known About This TopicEmpirical studies on captioning have focused on immediate learning right after the treatment, so have studies on repetition.Empirical studies on multimedia lessons for non‐native students have focused on English language learning. What This Paper AddsThree types of captioning were compared to examine their efficacies in both immediate and delayed content retention of Chinese students.Two types of repetition were compared to examine their efficacies in both immediate and delayed content retention of Chinese students. Implications for Practice and/or Policy:Neither the availability of captions nor the repetition types had any impact on the Chinese students' immediate or delayed content knowledge retention.The availability of textual keywords adjacent to their corresponding graphics might have compromised the efficacy of captioning. [ABSTRACT FROM AUTHOR]

Competence (i.e., one's knowledge, intelligence, and abilities) and warmth (i.e., one's sociability, friendliness, and caring) are traditionally regarded as the two fundamental dimensions of social cognition. This study was aimed at examining how competence might influence perceived warmth. We hypothesised and found that compared to inept persons, competent ones were perceived as being more attractive, which made them being perceived as warmer (Studies 1–4). High competence increased warmth perception for those who were initially perceived as being cold (Study 2) whereas low competence decreased warmth perception of those who were initially perceived as being warm (Study 3). The effect of competence on perceived warmth was not simply a halo effect (Study 4). Thus, the studies provided converging evidence that competence fosters warmth perception. [ABSTRACT FROM AUTHOR]

This study examines how and to what extent social and technological factors promote shared leadership that leads to team innovation in knowledge work teams. It hypothesizes that a transactive memory system influence team innovation and shared leadership conduits the relationship between them. Additionally, the relationship effectiveness between the transactive memory system and shared leadership increases with the use of social media by team members. Time‐lagged, multi‐sourced data are collected from the information technology industry in China. In addition, we used a network‐based measure to assess the level of shared leadership in teams. Empirical analysis found support for the hypotheses of this study. The results reveal that transactive memory system is a significant predictor of team innovation and the shared leadership channels the relationship between transactive memory system and team innovation. Furthermore, use of social media by team members amplifies the relationship between transactive memory system and shared leadership. The implications of the study are discussed in the later sections. [ABSTRACT FROM AUTHOR]

Background: Caregivers' parenting knowledge is of importance to child development and to achieve positive child outcomes. Even though some caregiver education programs have demonstrated positive effects, most of them are carried out in developed countries and among western samples. As a developing country with the second‐largest child population worldwide, China has initiated caregiver education programs to promote parenting knowledge among caregivers since 2016. This study examines the effect of an innovative caregiver education program on caregivers' perceived increase of parenting knowledge. Methods: A total of 310 caregivers with a child aged between 0 and 3 from Z city, China, were randomly selected to complete a survey. Caregivers' perceived increase of parenting knowledge was assessed by five specified knowledge dimensions, namely, child growth, feeding behaviours, daily care, disease prevention and safety. The independent variable was program participation, measured by respondents' use of program services. OLS regression was employed to assess the association between caregivers' program participation and their perceived increase of knowledge, controlling basic demographic and socio‐economic factors. Results: In general, program participation had statistically significant associations with caregivers' perceived increase of parenting knowledge. The associations varied by service type. Particularly, online development evaluations and in‐home sessions showed relatively consistent and positive effects on caregivers' perceived increase of parenting knowledge. Conclusions: This caregiver education program had a positive effect on caregivers' perceived increase of parenting knowledge, particularly through the use of the online development evaluations and in‐home sessions. As one of the earliest initiatives of this kind in China, the findings reveal the promise of an innovative program to advance caregivers and children. [ABSTRACT FROM AUTHOR]

Several honesty promotion techniques have been established for children living in Western cultures; however, limited research has examined the effectiveness of these techniques among non‐Western children. Recently, inducing self‐awareness (by looking at oneself in a mirror) was found to be effective in promoting young Western children's honesty. The present investigation compared the effectiveness of this self‐awareness technique to a novel other‐awareness technique (looking at a photograph of a peer) in promoting young Chinese children's honesty. Chinese children aged 3 and 4 years (N = 121) completed a modified temptation resistance paradigm where they were requested not to peek at a toy in the experimenter's absence. Children were randomly assigned to a Self‐Awareness, Peer (other‐awareness), or Control condition. When asked whether they peeked at the toy, children in the Self‐Awareness condition were significantly more likely to tell the truth compared to those in the Control condition. No significant differences in truth‐telling emerged between the Peer and Control conditions. The present results demonstrate the cross‐cultural application of self‐awareness as an honesty promoting technique with young children. Statement of contributionWhat is already known on this subject?High rates of dishonesty persist across cultures.Social and cultural values can shape lie‐telling behaviours.Inducing self‐awareness promotes honesty in Western children.What does this study add?A tool for promoting honesty in non‐Western cultures.Inducing self‐awareness promotes honesty in Chinese children.Inducing other‐awareness was not effective in promoting honesty in Chinese children. [ABSTRACT FROM AUTHOR]

Using the Chinese writing system, which is unique with respect to the composition of each character in terms of its graphic shape, as an example, this chapter addresses the neurobiological underpinnings of reading and writing and how these brain circuits are used in different languages. [ABSTRACT FROM AUTHOR]

Much research on literacy development has focused on learners of alphabetic writing systems. Researchers have hypothesized that children learn about the formal characteristics of writing before they learn about the relations between units of writing and units of speech. We tested this hypothesis by examining young Chinese children's understanding of writing. Mandarin-speaking 2- to 5-year-olds completed a graphic task, which tapped their knowledge about the formal characteristics of writing, and a phonological task, which tapped their knowledge about the correspondence between Chinese characters and syllables. The 3- to 5-year-olds performed better on the graphic task than the phonological task, indicating that learning how writing appears visually begins earlier than learning that writing corresponds to linguistic units, even in a writing system in which written units correspond to syllables. [ABSTRACT FROM AUTHOR]

This study investigates the motivational factors affecting the quantity and quality of voluntary knowledge contribution in online Q& A communities. Although previous studies focus on knowledge contribution quantity, this study regards quantity and quality as two important, yet distinct, aspects of knowledge contribution. Drawing on self-determination theory, this study proposes that five motivational factors, categorized along the extrinsic-intrinsic spectrum of motivation, have differential effects on knowledge contribution quantity versus quality in the context of online Q& A communities. An online survey with 367 participants was conducted in a leading online Q& A community to test the research model. Results show that rewards in the reputation system, learning, knowledge self-efficacy, and enjoy helping stand out as important motivations. Furthermore, rewards in the reputation system, as a manifestation of the external regulation, is more effective in facilitating the knowledge contribution quantity than quality. Knowledge self-efficacy, as a manifestation of intrinsic motivation, is more strongly related to knowledge contribution quality, whereas the other intrinsic motivation, enjoy helping, is more strongly associated with knowledge contribution quantity. Both theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Knowledge creation and dissemination in science and technology systems are perceived as prerequisites for socioeconomic development. The efficiency of creating new knowledge is considered to have a geographical component, that is, some regions are more capable in terms of scientific knowledge production than others. This article presents a method of using a network representation of scientific interaction to assess the relative efficiency of regions with diverse boundaries in channeling knowledge through a science system. In a first step, a weighted aggregate of the betweenness centrality is produced from empirical data ( aggregation). The subsequent randomization of this empirical network produces the necessary null model for significance testing and normalization ( randomization). This step is repeated to provide greater confidence about the results ( re-sampling). The results are robust estimates for the relative regional efficiency of brokering knowledge, which is discussed along with cross-sectional and longitudinal empirical examples. The network representation acts as a straightforward metaphor of conceptual ideas from economic geography and neighboring disciplines. However, the procedure is not limited to centrality measures, nor is it limited to geographical aggregates. Therefore, it offers a wide range of applications for scientometrics and beyond. [ABSTRACT FROM AUTHOR]

Background: Despite the body of literature that links anemia with poorer cognition in children and the evidence that the severity of the effects of anemia on children's cognition vary in different populations, few studies have investigated the effects of anemia on the cognitive development of Chinese children. Methods: This longitudinal cohort included 171 children from a developing region of China. Hemoglobin (Hb) and iron levels were taken when the children were 4 years old. At age 6, the children's cognition was tested with the Chinese Wechsler Preschool and Primary Scale of Intelligence. Psychosocial information was also used in analyses. Results: Results showed that the children who had low Hb levels had significantly lower scores in performance IQ (PIQ), but not verbal IQ. Although blood Fe levels were not shown to moderate the link between Hb levels and IQ, we found children who performed the best on IQ tests exhibited low iron levels concurrent with high Hb levels, whereas the group who performed the worst exhibited high iron but low Hb levels. We also found that psychosocial adversity did not differ significantly between children who had normal or low Hb levels, although the effect of Hb on PIQ became only suggestive after controlling for psychosocial adversity, therefore the correlation is not causal but only a suggestive association. Conclusion: Our findings are in agreement with literature on the negative effects of anemia on children's cognition and point to the possibility that the portions of the brain associated with PIQ components are particularly affected by low Hb during crucial periods of development. [ABSTRACT FROM AUTHOR]

Aim: The purpose of this study was to broadly assess the level of knowledge, attitude and behaviors related to sexual and reproductive health (SRH) among unmarried female migrants in China. Material and Methods: This cross-sectional study was conducted and a self-administered questionnaire was designed for collecting information on SRH including 15 items for knowledge, 8 items for attitude and some items for contraception and abortion related behaviors. Results: A total of 1690 unmarried female migrants were interviewed. Most of the respondents had less knowledge of SRH. Only one-third of respondents was aware of emergency contraceptives and could freely talk about SRH with their friends. Over one-third of respondents were not willing to come into contact with someone with AIDS or STDs. In this study, 10.4% participants had an unwanted pregnancy and 95% of them had an abortion. Multivariate analysis showed that having a boyfriend, duration of employment in city, knowledge on SRH and freely discussing SRH with peer were associated with having premarital sex among these unmarried female migrants. Conclusion: This study revealed that the unmarried female migrant was one of the most vulnerable groups concerning SRH. In some policy reforms, appropriate and cost-effective SRH services should be provided for these migrants. [ABSTRACT FROM AUTHOR]

Cognitive theories of emotion assert that emotional reactions to events depend on the manner in which events are interpreted and appraised. From this perspective, the same outcome can produce different emotions. For example, a score of 85% on a test can evoke positive feelings if it is considered a success or negative feelings if it is considered a failure. Among the various appraisal dimensions that have been identified, causal attributions are thought to play a particularly influential role in shaping emotional reactions to various events. For example, success can evoke pride if it is attributed to high ability, gratitude if it is attributed to help from others, relief if it is attributed to a stroke of good fortune, or guilt if it is attained fraudulently or at the expense of others. These cognitive-affective linkages are thought to be universal. In this paper, we report two studies that tested the cross-cultural generality of some of these assumptions. In Study 1, participants from the People's Republic of China were led to succeed or fail on an (alleged) test of their intelligence and creativity. Consistent with previous findings with Western samples, attributions to ability predicted participants' emotional reactions to their test performance, with high ability attributions linked to greater pride following success. In Study 2, we extended these findings with American and Chinese participants, using a different experimental manipulation of success and failure, and a measure of attributions to effort. For both cultural groups, attributions to ability (but not attributions to effort) predicted greater emotional reactions to success. We conclude that attribution-emotion linkages have cross-cultural validity, and that pride is maximized when success is attributed to high ability. [ABSTRACT FROM AUTHOR]

Background The ecological perspective recognizes the critical role that is played by rehabilitation personnel in helping people with intellectual disability (ID) to exercise self-determination, particularly in residential settings. In Hong Kong, the authors developed the first staff training programme of its kind to strengthen the competence of personnel in this area. The purpose of this study was to examine the effectiveness of staff training in enhancing residential staff's attitudes, knowledge and facilitation skills in assisting residents with ID to exercise self-determination. Methods A pretest–posttest comparison group design was adopted. Thirty-two participants in an experimental group attended a six-session staff training programme. A 34-item self-constructed scale was designed and used for measuring the effectiveness of the staff training. Results The results showed that the experimental group achieved statistically significant positive changes in all domains, whereas no significant changes were found in the comparison group. Conclusions The findings provided initial evidence of the effectiveness of staff training that uses an interactional attitude–knowledge–skills model for Chinese rehabilitation personnel. The factors that contributed to its effectiveness were discussed and recommendations for future research were made. [ABSTRACT FROM AUTHOR]

One hundred and ninety-three Hong Kong parents (mean age 42.2 years) were given a structured interview / questionnaire concerning their own and their children's self-estimated overall and multiple intelligence. Previous research suggested that males tend to give higher overall "g" estimates to their children and themselves than do females, as well as higher scores on mathematical and spatial intelligence (Furnham, 2001). Further, studies in the West suggest that parents think their children are significantly brighter than they are and that their sons are brighter than their daughters. Estimates were lower than those found in Western populations but, even so, males rated their own mathematical and spatial intelligence higher than did females. Hong Kong Chinese parents did not think their sons were brighter than their daughters. The seven multiple intelligences factored into three clear factors for self and children, and regressions indicated that it was "academic" intelligence (verbal, mathematical, spatial) that was most "g" loaded. The child's age and the self-rated overall IQ of both the parents were the best predictors of the child's overall estimated IQ. Less than a third of the parents had taken an IQ test or believed they measured IQ very well. Those who were more likely to be better educated, had taken an IQ test, and believed intelligence was inherited were more likely to award themselves higher overall IQ scores. Results are compared with the British studies in the same area. [ABSTRACT FROM AUTHOR]

The Chinese version of the WAIS-R was factor analyzed for a sample of 130 Chinese adults in Hong Kong who had low intellectual abilities. All subtests except the Vocabulary subtest were included for analyses. Results supported a three-factor solution composed of Verbal Comprehension, Perceptual Organization, and Memory/Freedom from Distractibility Factors, as well as a two-factor solution of classic Verbal-Perceptual dichotomy. Comparison of present two- and three-factor structure with individuals having low or normal IQ in Mainland China and North America revealed satisfactory congruence coefficients. However, our general factor accounted for only a small portion of common and total variance (28.5% and 35.3% respectively). Error variances of our subtests were large when compared to normative samples of Mainland China and US. Results were discussed in terms of clinical interpretation of the WAIS-R subtests, danger of using short-forms to assess IQ and need for normative studies of WAIS-R in Chinese-speaking countries. [ABSTRACT FROM AUTHOR]

The present study investigated the concepts of intelligence of two groups of Hong Kong Chinese university students. They differed in the secondary schools from which they graduated, one followed the Chinese system and the other the English system. These two groups were otherwise similar in age, academic achievement, and racial background. Subjects were asked to rate items selected from four popular intelligence tests in terms of their relevance to measuring intelligence and perceived difficulty. The relevance ratings were taken as reflections of the group's concept of intelligence. Factor analysis revealed two major factors and several minor factors underlying the relevance ratings of the two groups. The major ones were Non-verbal and Verbal reasoning skills, and the minor ones were Social, Numerical, and Retrieval skills. The Non-verbal reasoning skill was rated equally relevant by the two groups of subjects and was considered as the most relevant skill to measuring intelligence. The Verbal reasoning and Social skills were next, followed by the Numerical skill with the Retrieval skill being the least relevant. The Chinese-school group tended to rate the Verbal reasoning skill to be less relevant than did the English-school group. These findings were attributed to the mental effort involved in solving each type of task and to the differences in school instruction. [ABSTRACT FROM AUTHOR]