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Research Findings: Parental supervision, parental risk perception, and parental risk attitudes constitute an important parenting environment for the development of young children. To examine the mechanisms of Chinese parenting environment on young children's risk-taking behaviors, this study first established a four-factor model and surveyed 497 parents of preschoolers. The results indicated that: (1) Chinese young children's risk-taking was at moderately low level, and parental risk perceptions, parental attitudes and parental supervision were at moderately high level; (2) parental supervision completely mediated the relationship from parental risk perception to children's risk-taking behavior ([beta] = -0.139,95%CI [-0.267, -0.062], p < 0.001); (3) parental supervision partially mediated the relationship from parental risk attitudes to children's risk-taking behavior ([beta] = -0.068, 95%CI [-0.162, -0.027], p < 0.001); (4) this mediation model remained stable cross genders of children ([delta]X[superscript 2] = 12.022, p = 0.799). Practice or Policy: The findings indicated that sufficient support and guidance for parenting should be provided to improve parental risk perceptions, attitudes and supervision which in turn create an environment safe and appropriate for risk-taking of Chinese young children.

This study aims to identify the associations between teacher mental health and student mental health. Cross-sectional data were collected from 127,877 students aged 9-20 years and 2,759 teachers across 31 provinces in China. The mental health of students and teachers were assessed by well-being (life satisfaction and positive mental health), and psychological distress (depression and anxiety). Controlling for demographic variables, multilevel regression analyses suggest that higher teacher positive mental health was linked to higher student positive mental health and lower student depression; higher teacher depression were correlated with higher student depression; and teacher life satisfaction and anxiety were not correlated with any indicators of student mental health. The study highlights the significant association between teacher mental health and student mental health.

Anatomy forms the foundation for the training and execution of routine surgical procedures. However, a gap persists in effectively bridging anatomical knowledge with the confident performance of procedures. Virtual simulation (VS) techniques, based on experiential and situated learning theory, hold promise in addressing this challenge. Apicoectomy, a procedure involving root apex resection to preserve a tooth, requires a blend of regional and dental anatomy knowledge, making it an ideal model for assessing the effectiveness of VS. This prospective cohort study evaluated primarily the enhancement of incorporating VS training in the preclinical skill training of apicoectomy for undergraduate dental students, compared to relying solely on traditional methods. VS training includes the simulated dissection process, patient examination, and apicoectomy based on graphically synthesized virtual models. Secondly, the study investigated the influence of exposure to VS training on students' confidence and satisfaction. The training was divided into three progressive levels aligned with students' cognitive processes, employing Miller's competence learning framework. Participants were categorized into the control group (CG) (n = 214) and VS training group (VSTG) (n = 220) based on their classes. The results demonstrated that VSTG showed significantly greater training enhancement (VSTG: 7.14 ± 1.74; CG: 6.57 ± 2.02, p = 0.002) and higher confidence levels (VSTG: 2.94 ± 0.13; CG: 2.69 ± 0.13, p < 0.001), along with greater satisfaction with the training compared to the CG (VSTG: 3.70 ± 0.18; CG: 3.20 ± 0.17, p < 0.001). In conclusion, VS proves to be a valuable adjunct for enhancing procedural skill training in surgical procedures.

Computational thinking (CT) is considered to be a critical problem-solving toolkit in the development of every student in the digital twenty-first century. Thus, it is believed that the integration of deeper learning in CT education is an approach to help students transfer their CT skills beyond the classroom. Few literature reviews have mapped deeper learning in CT, especially from the perspective of measuring deeper learning domains in CT. This systematic review uses the PRISMA approach to identify and analyze peer-reviewed, empirical studies on deeper learning domains in CT: cognitive, interpersonal, and intrapersonal. The following characteristics of the 21 included CT assessment studies were examined: learning domain, sample size, educational level, deeper learning domain, and assessment tool. The results show that most studies: (1) sampled elementary- and middle-school students; (2) focused on STEM disciplines, especially in programming and computer science; (3) targeted cognitive domains; (4) employed knowledge tests and portfolios to measure cognitive domains; (5) used block-based programming such as Scratch as the most common intervention; and (6) indicated that even short interventions could contribute to deeper learning in CT. This review also identified current trends and gaps in the research on assessing deeper learning domains in CT.

Green engineering is an important direction for engineering education, especially in the field of chemical engineering, where green chemical is a necessary guarantee for achieving sustainable development in the industry. How to practice the principles of green engineering in curriculum education is a problem that needs to be faced in engineering education, due to the currently educated persons are the future practitioners. The aim of this study is to integrate green techniques into an undergraduate-level chemical design course, demonstrating how green engineering principles can be embedded in the curriculum to practice green engineering education, and thus disseminate the sustainability concept, resulting in a framework for achieving sustainable development. According to the training programme and design procedure, each student receives a product process design project and is guided by a teacher through the data review and discussion and then integrates green technologies in all aspects of the design, and the design result is evaluated. The good results of the students' design show that the undergraduate-level chemical design course can well integrate green engineering principles and green technologies in the design, enhance the green standard of process design, broaden the students' design vision and mobilize their engineering creativity. It is a good form of green engineering education that the integration of engineering green technologies into an undergraduate-level chemical design course, as demonstrated by the design results, which achieve effective practice of the sustainability concept and develop green education.

This study explores how teachers construct and enact agency in professional learning from an activity theory perspective. Through a qualitative case study of three language teachers' experiences within a professional development (PD) program focusing on China's Standards of English Language Ability (CSE), this research identifies agency construction as a triadic connection-building process among teachers (subjects), the CSE learning target (tool) and teachers' professional development goals (objects). The findings suggest that PD programs can be designed to assist teachers in building these connections by understanding their broader professional needs, guiding them to identify specific learning objectives relevant to their professional practices and supporting their application of the CSE to achieve these objectives. This study contributes to the literature on teacher professional learning by offering a nuanced understanding of teacher agency construction and proposing an agency-oriented approach to PD program design and implementation in facilitating teachers' engagement with new tools like the CSE to support sustainable professional growth.

Background: While the integration of robot-based learning in early childhood education has gained increasing attention in recent years, there is still a lack of evidence regarding the impact of AI robots on young children's learning. Objectives: The study explored the effectiveness of two AI education approaches in advancing kindergarteners' computational thinking, sequencing, self-regulation and theory of mind skills. Methods: An experiment was conducted with 90 kindergarteners (ages 5-6) randomly assigned to either a direct instruction (DI), cooperative play (CP) or control group. Results: Results show that (1) children in all three groups had significant improvements on computational thinking, sequencing and self-regulation; (2) both early AI education approaches (CP and DI) significantly enhance young children's computational thinking, sequencing, self-regulation and theory of mind skills; (3) the DI group had significant higher improvement than the CP group on computational thinking; (4) the CP group exhibited greater enhancements in theory of mind skills than the DI group. Conclusion: These findings jointly demonstrate that each AI educational approach has unique strengths, underscoring the significance of designing new pedagogies to expand children's skills.

Background: Digital game-based learning (DGBL) has the potential to provide a gender inclusive learning environment for children. Objective: The present study aimed to explore gendered differences among primary school learners in grades three, four, and five within the context of game-based fraction learning from cognitive, motivational and emotional perspectives. Methods: Two hundred and sixty-nine participants completed a pre-test and post-test on fraction conceptual knowledge and surveys in math anxiety, intrinsic motivation and self-efficacy. In addition, facial expression detection technology was employed to evaluate emotional states. Results: In general, within the DGBL environment, boys and girls exhibited similar performance in both their understanding of fraction concepts and their motivational aspects. However, gender differences were identified and manifested uniquely across different grade levels. Specifically, third-grade girls exhibited significantly lower self-efficacy than boys, but after DGBL intervention, the gender gap in self-efficacy was no longer significant. Additionally, third-grade girls achieved significant improvements in both the competence and interest dimensions of their intrinsic motivation, while boys did not show significant improvements. In the fourth grade, girls exhibited a significantly higher frequency of angry expressions compared to boys during gameplay. Fifth-grade girls' cognitive performance appeared to be less correlated with motivational factors compared to boys. Conclusions: The results suggest that DGBL may help narrow the gender difference in math learning, with girls potentially benefiting more from DGBL than boys.

Background: The COVID-19 has accelerated the transition to blended learning (BL) in higher education, prompting a need for further investigation into the efficacy of self-regulated learning strategies (SRLS) in these new educational environments. Objective: The primary goal of this research is to assess the effectiveness of SRLS in BL in higher education over the past five years, with a focus on trends, theoretical underpinnings, methodologies, and their impact on learning outcomes. Methods: This paper used the PRISMA 2020 review process for multiple rounds of screening, encompassing identification, screening, eligibility determination, and final inclusion. Following rigorous screening procedures, a total of 15 SSCI articles were ultimately chosen for analysis. The study design incorporated a comprehensive six-part coding scheme, with the selected articles focusing on SRLS in BL environments within higher education. Results and Conclusions: From 2019 to 2023, research on SRLS in BL environments in higher education has primarily focused on resource management, motivational beliefs, and metacognitive strategies, with a relatively limited emphasis on cognitive strategies. These studies have utilized a diverse range of theoretical frameworks, predominantly employing quantitative and mixed methods. Out of the 15 articles reviewed, 14 clearly indicate that SRLS have a positive impact on learning outcomes. Furthermore, this paper underscores the importance of interdisciplinary research and emphasizes the crucial role played by educators in supporting the implementation of SRLS. Future studies should delve deeper into exploring the effects of individual differences and environmental factors on SRLS.

The study assessed the relationship between career preparation, beliefs, attitudes, in-service training, and peer communication of primary school mathematics teachers and their knowledge of students' misconceptions. Seven hundred one Chinese teachers were selected for the test and questionnaire survey. The mathematics teacher test paper had good reliability and content validity. The coefficient omega ([lower case omega]) and the confirmatory factor analysis (CFA) were used to test the reliability and validity of the questionnaire items on mathematics teachers' beliefs, attitudes, in-service training, and peer communication. The structural equation model (SEM) was used to explain the relationship between factors. SEM results showed that career preparation had no significant influence on mathematics teachers' knowledge of students' misconceptions. Mathematics teachers' attitudes towards students' misconceptions, student-centered beliefs, and peer communication positively influenced their knowledge of students' misconceptions. Furthermore, peer communication was the mediating variable between mathematics teachers' attitudes and knowledge of students' misconceptions, meanwhile between the student-centered beliefs and the knowledge of students' misconceptions. These results of the study have indicated the direction for education departments and schools to improve teacher education courses and teacher activities in classroom practice.

Professional identity is essential for a qualified teacher; however, the imbalance between job resources and demands is a serious impediment to promoting teachers' professional identity. Given that personal job resources (i.e., teachers' socioemotional competence and psychological capital) and challenging job demands (homeroom/non-homeroom teachers) are distinctive--but understudied--job characteristics, this study examines their role in fostering teachers' professional identity, based on the Job Demands-Resources (JD-R) model. Data from 432 secondary school teachers in Henan Province, China were collected using the Chinese versions of the Teacher Socioemotional Competence Scale, Psychological Capital Scale, and Teacher Professional Identity Scale. The results showed that teachers' socioemotional competence positively predicted their professional identity. The moderating mediator analysis showed that the mediating role of psychological capital and the moderating role of being a homeroom or non-homeroom teacher contributed immensely to teachers' professional identity. The identification of this moderated mediation model broadens our understanding of the JD-R model by demonstrating the interplay between personal job resources and challenging job demands. This study also emphasizes the imperative for optimizing the balance between "demands" and "resources" to enhance teachers' professional identity, and proposes effective interventions.

In a sample of 323 engineering students, structural equation modeling was used to test hypothesized relationships between beliefs about the nature of knowledge in science, beliefs about the process of justification for knowing in science, and argumentative reasoning about an ill-structured social-scientific issue. Beliefs about justification for knowing were directly related to argumentative reasoning, with beliefs in justification by school-based authority being a negative predictor and beliefs in justification by research-based authority being a positive predictor of students' evidence- and knowledge-based reasoning, and with beliefs in personal justification being a negative predictor of students' consideration of counterarguments. These beliefs about justification for knowing in science were, in turn, predicted by students' beliefs about the certainty and development of scientific knowledge. The discussion highlights the multileveled and multidimensional view of epistemic beliefs that follows from our investigation, as well as the role of such beliefs in students' argumentative reasoning.

How can we create a "global-at-home" learning experience for university students to engage them in serving global professional communities online? This study applied global engagement surveys alongside interviews and focus groups in online contexts to examine engaged learning outcomes of U.S. and Chinese university students who served as MOOC teaching assistants for course participants from over 50 countries. Findings from pre and post surveys showed that TAs significantly increased their scores on efficacy, political voice, conscious consumption and critical reflection. Further, qualitative analysis showed that TAs worked to adapt their language in communication with course participants, a key aspect of intercultural competence, and that they gained self-efficacy in online communication and in their ability to make a difference. TAs described affordances of online global-engaged learning, including accessibility, time for reflection, lack of implicit bias, creating long-term connections, and reaching large audiences. They also reflected on challenges, including lack of emotional connection, lack of response from participants, language barriers, and perceived lack of expertise. This study offers recommendations for designing online learning and community engagement experiences that can provide opportunities for university students to gain intercultural competence, efficacy, and reflection skills.

Utilizing Utah state data, the aim of this study is to examine the association between language program types programs (dual language programs [DLI], sheltered instruction [SEI], and English as a second language [ESL]) since first grade and third-grade basic literacy skills of Spanish-speaking English learners (ELs) in the United States. We employ propensity score matching (PSM) to generate matched samples using child and family factors known to be associated with children's early literacy: child sex, immigrant status, unhoused status, special education status, child met Dynamic Indicators of Basic Early Literacy Skills (DIBELS) benchmark at start of first grade, as well as family income and parental language (DLI & ESL, n = 380; DLI & SEI, n = 380; SEI & ESL, n = 550). Regression models comparing early literacy outcomes for each matched group indicate small trends, based on effect sizes, in favor of DLI programs when compared to other program types, although differences were not statistically significant. Implications for policy and practice related bilingual education are addressed.

This paper empirically investigates whether Chinese language learning opportunities abroad have exerted a positive effect on international student mobility (ISM) to China. We utilize both official and self-compiled panel data for 182 countries, spanning a period of 15 years. We use the establishment of Confucius Institutes as an indicator of Chinese language learning opportunities. As our benchmark regressions, we employ fixed effects models with both linear and nonlinear regressors. Our findings provide support for a significant positive impact of language learning opportunities on ISM, with evidence suggesting a diminishing marginal effect. This result is seldom documented in the existing literature. We verify the robustness of our findings in three ways. First, we assess whether the number of international students changes significantly before the exposure to Chinese language learning opportunities. Next, we examine if our main findings remain consistent when controlling for region-specific trends. Finally, we test the robustness of our main results against various changes in the estimation sample. We also find evidence of effect heterogeneity based on countries' geographic distance to China, the linguistic distance from their official language to Chinese, and their income levels. This paper argues that exposure to the destination country's language and culture is a critical determinant of students' decisions to study abroad in that country.

Computational thinking (CT), as one of the key skills in the twenty-first century, has been integrated into educational programming as an important learning goal. This study aims to explore CT processes involved in pair programming with the support of visual flow design. Thirty freshmen participated, working in pairs to solve two programming problems. Their discourses were recorded, transcribed, and coded based on a CT framework encompassing cognitive, practical, and social perspectives. Both quantitative and qualitative methods were applied to analyze the data. In particular, Epistemic Network Analysis (ENA) was applied to explore the patterns of their CT processes. The findings revealed that social perspectives emerged the most frequently in all pairs' discourses. The high-level groups (HLGs) focused more on practical and social perspectives whereas the low-level groups (LLGs) emphasized more on cognitive perspectives. The ENA networks revealed that social perspectives mostly centered around cognitive perspectives for all pairs with CT process patterns in HLGs crossing the three perspectives more frequently. In addition, HLGs exhibited a more complicated and developmental trend in solving the two problems, while LLGs displayed a relatively similar CT pattern. The current study provides insights into the design and implementation of collaborative learning activities in educational programming.

Artificial intelligence (AI) education is increasingly being recognized as essential at the K-12 level. For better understanding teachers' preparedness for AI education and effectively developing relevant teacher training programs, teachers' technological pedagogical content knowledge (TPACK) readiness and attitudes toward AI teaching must be determined. However, limited research has been conducted on this topic. To address this research gap, we recruited 1,664 K-12 teachers to obtain a comprehensive view of teachers' readiness for and attitudes toward teaching AI in K-12 classrooms. These teachers differed in terms of their gender, teaching subject, teaching grade, teaching experience, and experience in teaching AI. The findings of this study indicated that a substantial gap exists in the AI-related content and technological knowledge of the recruited teachers. Moreover, intriguing relationships were found between the teachers' pedagogical knowledge, content knowledge, and attitudes toward teaching AI. The effects of demographic factors on the teachers' TPACK and attitudes were also examined. On the basis of the findings of this study, recommendations were formulated for developing effective teacher professional development programs in the field of AI education.

Although the relationships between some antecedents (such as affective disorders and negative emotions) and short-form video addiction have been verified by previous studies, the association between negative cognitive bias and this addictive behavior has not been examined, and the underlying psychological mechanisms are still unclear. The present study explored the relationship between negative cognitive bias and short-form video addiction as well as the mediating roles of social support and loneliness in this association. The participants of the current study included 336 university students (197 females). The findings showed that (1) negative cognitive bias was positively correlated with short-form video addiction; (2) social support and loneliness separately mediated the relationship between negative cognitive bias and short-form video addiction; and (3) social support and loneliness sequentially mediated the relationship between negative cognitive bias and short-form video addiction. These results might be helpful for understanding the relationships and the underlying psychological mechanisms between these study variables. Future studies were encouraged to investigate effective intervention approaches for relieving negative cognitive bias, which might be conducive to decreasing the severity of short-form video addiction.