Search

Objectives: To translate and revise the Contraceptive Knowledge Assessment (CKA) scale and apply it to Chinese college male/female students. After cross-cultural adjustment of the source scale, the reliability and validity of the Chinese version of the scale were tested., Study Design: This study utilized a cross-sectional research design. Translation, cognitive interviews and a psychometric evaluation were carried out. A survey was then conducted among 388 college students in Shanghai to test the reliability and validity of the Chinese version of the CKA scale., Results: There were 22 items in the Chinese version. Factor analysis extracted 8 common factors, with a cumulative contribution rate of 58.923%, and 3 items were eliminated. The Cronbach's α coefficient was 0.793, and the test-retest reliability Pearson correlation coefficient was 0.743., Conclusion: The Chinese version of the CKA scale has good reliability and validity and is suitable for assessing the level of contraceptive knowledge., (© 2024. The Author(s).)

Mental contrasting is a motivational behavior change strategy necessary for strong goal commitment. Meanwhile, general causality orientations are motivational patterns that represent individuals' motivation for behavior change and the reason for their goal commitment. The current study explored whether causality orientations predict spontaneous mental contrasting in Chinese university students. Study 1 investigated whether academic autonomy, control, and amotivated orientations correlate with spontaneous mental contrasting about an important academic goal. The findings of Study 1 reveal that autonomy orientation did not correlate with mental contrasting, whereas control and amotivated orientations were negatively correlated with mental contrasting. Study 2 investigated whether priming autonomy and control orientations, in addition to the neutral condition, would induce spontaneous mental contrasting about an academic goal related to the students' research topic. The results of Study 2 revealed that the autonomy condition orientation did not differ significantly from the controlled orientation condition. However, when compared to the neutral condition, the autonomy condition significantly predicted mental contrasting, whereas the controlled orientation condition did not show any significant difference. In Study 2, the autonomy-oriented participants generated more spontaneous mental contrast than the control orientation and neutral conditions. The findings show that controlled and amotivated orientations predicted negative mental contrasting. As a result, controlled and amotivated students must learn how to use mental contrasting to achieve high levels of goal commitment and achievement. Lastly, the study discussed its implications, limitations, and suggestions for future research.

Background: Integrating Artificial Intelligence (AI) in educational applications is becoming increasingly prevalent, bringing opportunities and challenges to the learning environment. While AI applications have the potential to enhance structured learning, they may also significantly impact students' creativity and academic emotions., Objectives: This study aims to explore the effects of AI-integrated educational applications on college students' creativity and academic emotions from the perspectives of both students and teachers. It also assessed undergraduate students' and faculty's attitudes to AI-integrated applications., Methodology: A mixed-method research design was used. In the first phase, a qualitative research approach was employed, utilizing theoretical sampling to select informants. Data were collected through in-depth interviews with undergraduate students and university lecturers to gain comprehensive insights into their experiences and perceptions. A scale was developed, validated, and administered to 120 students and faculty in the quantitative phase. Descriptive statistics was used to analyze the data., Findings: The study revealed that AI applications often impose rigid frameworks that constrain creative thinking and innovation, leading to emotional disengagement due to AI interactions' repetitive and impersonal nature. Additionally, constant AI assessments heightened performance anxiety, and technical frustrations disrupted the learning process. Conversely, AI applications stimulated creativity by introducing new ideas and problem-solving techniques, enhanced engagement through interactive elements, provided personalized feedback, and supported emotional well-being with gamified elements and constant availability. Quantitative data also verified that teachers and students have positive attitudes toward the benefits and challenges of these applications., Conclusions: AI integration in educational applications has a dual-edged impact on college students' creativity and academic emotions. While there are notable benefits in stimulating creativity and enhancing engagement, significant challenges such as creativity constraints, emotional disengagement, and performance anxiety must be addressed. Balancing these factors requires thoughtful implementation and continuous evaluation to optimize the role of AI in education., (© 2024. The Author(s).)

Background: Life events are important risk factors for depression and post-traumatic stress disorder (PTSD). Physical activity is a beneficial behavior to physiological and psychological health. While it has not been reported at present the combined effect of physical activity and life events on individual depression and PTSD, and whether it can alleviate the psychological risks induced by life events., Objective: To comprehensively investigate the current status of life events experiences in Chinese students aged 16-24 years and analyze the combined effects of physical activity and life events on their depression and PTSD., Methods: An online cross-sectional survey was conducted on physical activity levels, life events experiences, depression and PTSD of 1,552 Chinese students aged 16-24 using short version of International Physical Activity Questionnaire (IPAQ-S), adolescent self-rating life events checklist (ASLEC), PTSD Check List-Civilian Version (PCL-C) and Patient Health Questionnaire Depression Scale. Then, logistic regression equation and stratified analysis were used to explore the combined effects of physical activity and life events on depression and PTSD., Results: Regression analysis showed that, except for female, <8 h of sleep, smoking, single parent/reorganized families and poor family economic status, experiencing medium-intensity and high-intensity life events were both risk factors for depression. Compared with those who experienced low-intensity life events, those who experienced medium- and high-intensity life events had a 27 and 131% increased risk of depression, respectively. In contrast, medium- and high-level physical activity could reduce the risk of depression by 49 and 53%, respectively. Similar results were obtained with PTSD as a dependent variable. Combined correlation analysis showed that, compared with those with high-level physical activity and low-intensity life events, those with low-level physical activity and high-intensity life events had a 209 and 121% increased risk of depression and PTSD, respectively. Stratified analysis showed that the threshold for life events induced depression and PTSD rose with the increase in the level of physical activity., Conclusion: Lack of physical activity and experience of high-intensity life events are independent risk factors for depression and PTSD, and strengthening physical activity can compensate for the harm of depression and PTSD caused by life events to some extent., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Wang, Wang, Jiang, Xue, Zhao and Wang.)

Previous research on the relationship between parenting style and social anxiety in Chinese youth has been inconsistent, which has made it difficult to consider whether improving parenting may serve as a preventative intervention for social anxiety. The current study aimed to clarify these inconsistencies by examining the strength of the association between positive/negative parenting style and social anxiety among Chinese students and the role of certain moderators in those associations. A meta-analysis was conducted on 53 studies with a total sample of 26,024 Chinese mainland students. Separate analyses were conducted for positive parenting style and social anxiety (N = 24,081), and negative parenting style and social anxiety (N = 24,933). Findings suggest a small negative association exists between positive parenting style and social anxiety, and a small positive association exists between negative parenting style and child social anxiety. Analyses suggested type of social anxiety measures, developmental stage, and gender all moderated the relationships between parenting style and social anxiety. Results clarify the direction of the relationship between parenting and social anxiety amongst Chinese youth and point to particular implications and future directions for policy, practice, and research., (© 2022. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

Background: Mapping fraction symbols to magnitudes is easier for students to master than comparing fraction magnitudes. Fraction mapping assesses students' understanding of part-whole interpretations of fractions; fractions represent the parts of an object or set of objects. Fraction comparison assesses students' understanding of measurement interpretations of fractions; a fraction is a single numerical quantity, not a combination of two whole numbers., Aim: To examine and compare the types of errors made by emergent fraction learners on fraction mapping and comparison tasks., Sample: Grade 4 Chinese students (N = 1036; 577 boys; M age  = 9.9 years)., Method: We examined performance and identified errors on fraction mapping and comparison tasks. For mapping, students converted pictorial representations into fraction notation. For comparison, they chose the larger of two symbolic fractions., Results: Consistent with curriculum expectations, most students successfully mapped pictorial representations to fraction notation. In contrast, few students were able to accurately compare fraction magnitudes. Within each task, students' errors were consistent across trials, suggesting that they applied systematic but incorrect procedures. However, errors were not consistent between tasks and the correlation between mapping and comparison performance was weak., Conclusion: Emergent fraction learners can acquire part-whole knowledge of fractions without acquiring measurement interpretations of fractions. Moreover, misconceptions about different interpretations of fractions need not overlap. Awareness of the types of errors that students make can assist educators in identifying misconceptions early so that students do not build their fraction knowledge on erroneous beliefs., (© 2022 The British Psychological Society.)

Health Literacy (HL) is an important determinant of health. Many scholars have conducted a large number of studies on the level of Chinese students' HL and its associated factors. However, previous studies on HL level and the factors that influence it have been contradictory. Therefore, this systematic review and meta-analysis was conducted to estimate the level of Chinese students' HL and its three dimensions (knowledge, behavior and skills) and to identify factors associated with HL in Chinese students. Two investigators independently searched literature, selected research and extracted data through comprehensively searching of four international electronic databases and three Chinese electronic database to identify all relevant observational studies on affecting factors for HL in Chinese students published in English and Chinese from database January, 2010 to September, 2020. In total, 61 articles were extracted in the study. The results showed that the level rates of HL and its three dimensions were 26%, 35%, 26%, 51%, respectively. For Chinese students, the significant factors were urban residents, senior class students, well performance at school, the Han nationality, focus on health knowledge, less exposure to video games, highly educated parents, income of one-child families, receiving health education, having medical background. This study provides some inspirations for improving the level of Chinese students' HL and their health. First, the findings may help Chinese policy makers understand the overall HL of Chinese students and their levels across three dimensions (knowledge, behavior and skills). Second, protective factors for Chinese students' HL were found in this research, which will help to improve the level of Chinese students' HL, stimulate students' awareness of prevention, and lay the foundation for a healthy China.

Background: The aim of this study was to assess the validity of the Warwick-Edinburgh Mental Well-being Scale (WEMWBS) and the SWEMWBS, the shortened version of the WEMWBS, and conduct a preliminary evaluation of the metric properties of these scales by using a sample of university students in mainland China., Methods: Nine-hundred and three students from a Chinese university participated in the cross-sectional study. The internal consistency, convergent validity, factorial validity and construct validity of the scales were examined., Results: The Chinese versions of the WEMWBS and SWEMWBS showed high internal consistency, with Cronbach's alpha values of 0.930 and 0.884, respectively. The results of the exploratory factor analysis suggested that the 14-item WEMWBS and 7-item SWEMWBS were suitable for a single scale. The WEMWBS and SWEMWBS also showed significant moderate to strong correlations with the other major subjective hedonic and eudemonic scales. Both scales showed good model fit in the confirmatory factor analysis, after reorganising several types of error covariance between the items. However, some items in WEMWBS recorded low validity in the evaluation of internal consistency, convergent validity and factorial validity., Conclusions: This study demonstrated that the SWEMWBS had high validity, internal consistency and psychometric properties when applied to the sample of Chinese students. Further studies should apply this promising scale to samples of other Chinese populations.

University students tend to have poor dietary practices, which ultimately affect their nutritional status. International students are becoming more prevalent in China. The current study aimed to compare the nutritional status, knowledge attitude and practices (KAP) and dietary intake between international and Chinese students in China. A comparative study was conducted in undergraduate students of Nanjing Medical University aged 17⁻31 years including 308 international and 393 Chinese students. Data was collected by self-administered questionnaire. Body composition was detected by bioelectrical impedance analysis (BIA). Student t-test and chi square test were used for comparison. Linear regressions were used for association of nutritional status with determinants. The prevalence of overweight and obesity in international student was higher than Chinese students. International male and female students were having significantly ( p < 0.05) high BMI and percent body fats than Chinese male and female students. Nutritional KAP scores of Chinese students was significantly ( p < 0.05) higher than international students. As for diet consumption, daily milk consumption was high in international students while daily egg and weekly fish and meat consumption were found more in Chinese students. Fast foods and carbonated drinks weekly consumption was significantly ( p < 0.001) high in international students. After adjusted for age, gender, education, sleeping duration and physical exercise, the inverse association of nutritional KAP with BMI remained significant. Our data indicate that international students had more percent body fats, less nutritional KAP scores and unhealthy dietary habits than Chinese students. Proper nutrition education and guidance for improving good habits and nutritional status is suggested for international students.

In this study the levels of experienced burnout of Finnish and Chinese university students are compared using School Burnout Inventory (SBI). This study is motivated by earlier studies, which suggest that the level of student burnout is different in the culturally distinct Finnish and Chinese university systems, but which are based on different research instruments for the two groups. The sample studied consisted of 3,035 Finnish students and 2,309 Chinese students. Because of the cross-cultural nature of this study the level of structural equivalence of SBI between the cultural groups was examined and the effect of different response styles on the results was taken into account. Both standard and robust statistical methods were used for the analyses. The results showed that SBI with two extracted components is suitable for cross-cultural analysis between Finnish and Chinese university students. Virtually no difference was found in experienced overall burnout between the Finnish and Chinese students, which means that both university systems contain factors causing similar levels of student burnout. This study also verified that controlling for the response styles is important in cross-cultural studies as it was found to have a distinct effect on the results obtained from mean-level comparisons., (© 2017 Scandinavian Psychological Associations and John Wiley & Sons Ltd.)

Background: Alcohol use is reported in university students with discrepancy between countries. The study objectives were to assess prevalence and associated factors of alcohol consumption among university students in Germany and China., Methods: Data used were from 1853 Chinese and 3306 German university students. Alcohol consumption frequency was measured by a question "How often did you drink alcohol in the last three months?" with six possible responses, which were later collapsed into three categories of "At least once a week", "Less than once a week" and "Never". Problem drinking was measured by the CAGE test and defined as a CAGE score of two or more (four as the maximum). Simple and multivariable logistic regressions were used for association analyses., Results: German students reported more often "At least once a week" drinking (59.8 vs. 9.0 %). Among Germans, women drank less often "At least once a week" (OR = 0.40, 0.30-0.53). Among Chinese, a higher BMI was associated with drinking "At least once a week" (OR = 1.09, 1.02-1.18). Age revealed a positive association with "At least once a week" drinking in Chinese (1.33, 1.21-1.46) but a negative association in Germans (OR = 0.97, 0.94-0.99). Having a father with high educational level was positively related to "At least once a week" drinking in both countries (OR = 4.25, 2.67-6.78 for Chinese; OR = 1.32, 1.01-1.72 for Germans). Doing less than once a week physical exercise was negatively associated with "At least once a week" drinking in Chinese and German students (OR = 0.27, 0.15-0.48 for Chinese; OR = 0.69, 0.49-0.96 for Germans). Among the German students, 20.3 % reported problem drinking. Being a female (OR = 0.32, 0.26-0.40) and performing less than once a week physical activity (OR = 0.73, 0.56-0.95) were negatively associated with problem drinking, while having a father with high educational level (OR = 1.32, 1.09-1.60) and experiencing higher level of perceived stress (OR = 1.08, 1.04-1.13) were positively related to problem drinking., Conclusions: Country-specific strategies for reducing alcohol consumption, e.g. educational awareness programmes of alcohol use on Chinese campuses and alcohol prevention schemes among German youth before entering university, are sensible.

Considering the importance of mathematics in modern society, it is crucial to understand the cognitive processes involved in the acquisition of complex mathematical competency. As a new generation of evaluation theory, cognitive diagnosis has its unique advantages in personalized evaluation. Based on the mathematical cognitive framework of Trends in International Mathematics and Science Study (TIMSS)‐2011 and the Chinese mathematics curriculum, this research has formed a mathematical competency model composed of seven cognitive attributes. Sixty‐seven released mathematical items for the fourth grade in TIMSS‐2011 were used as assessment tools in this study. The deterministic inputs, noisy, "and" gate model was selected as the cognitive diagnosis model in this research, and the parameters of the model were evaluated according to the response data, based on which the effectiveness of the assessment tool was further verified, forming the evaluation framework of students' mathematical competency. This framework was used to analyze the data of 573 students' mathematical competency from Shanghai, China, specifically from three aspects: attribute mastery probability, learning path, and knowledge structure. Results show that students' performance in mastering attributes of mathematical cognition is excellent on the whole; some students' learning paths are leapfrog; there are certain differences in students' knowledge structure despite that they have the same total score. This research is performed as a systematic case study of the evaluation of students' mathematical competency and also provides a new perspective in assessing other knowledge and skills. Practitioner points: Students' performance in mastering attributes of mathematical cognition is excellent on the whole.Some students' learning paths are leapfrog.There are certain differences in students' knowledge structure despite that they have the same total score. [ABSTRACT FROM AUTHOR]

Background: Previous research has demonstrated that harsh parenting negatively affects children's psychological development. This study examined the association between harsh parenting during childhood and life satisfaction of Chinese college students. We further looked at whether this association is explained in part by negative coping styles, and whether peer support lessens the potential effect of harsh parenting on negative coping styles and life satisfaction. Method: The sample included 609 Chinese students (aged 17–21 years, M = 18.39, SD = 0.82). The participants responded to questionnaires measuring past experiences with harsh parenting, life satisfaction, negative coping styles, and peer support. Results: Regression analysis showed that harsh parenting negatively contributed to students' life satisfaction via the mediator of negative coping styles, and peer support moderated this negative relationship. Specifically, the negative impact of harsh parenting on life satisfaction was only significant when there was low peer support. The effect of harsh parenting on negative coping styles was higher in individuals with high peer support than in those with low peer support. Conclusion: This study highlights the roles of intrinsic (negative coping style) and extrinsic (peer support) factors in understanding the negative effects of harsh parenting on adolescents' life satisfaction. These results provide insight into how to enhance adolescents' life satisfaction by reducing harsh parenting and negative coping styles and by promoting peer support. [ABSTRACT FROM AUTHOR]

Copyright of Revista Brasileira de Medicina do Esporte is the property of Redprint Editora Ltda. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines depressive symptoms faced by non-native international medical students studying in China during the COVID-19 pandemic. The targeted population for this cross-sectional study included nonnative medical students studying in Chinese universities. This study used convenience sampling. An online, self-administered questionnaire was distributed to international medical students studying in Chinese universities from February 2020 to June 2021. The questionnaire collected demographic data, information regarding struggles faced, and used the CES-D-10 Likert scale to assess both the challenges and depression symptoms, respectively. By analyzing the 1,207 students' responses, the study found that students with poor Chinese language were two times more likely to suffer from depressive symptoms (OR = 2.67; value of p 0.00). Moreover, female students were found more prone (76.35%) than their male counterparts (44.96%). The study found that food adaptability, health issues, accommodation issues, and financial issues were related factors contributing to depressive symptoms among non-native international medical students during the COVID-19 pandemic. The study tried to highlight the factors that resulted in depressive symptoms among non-native international medical students, and the findings may help diplomatic representatives take necessary actions to help their citizens during this difficult time. [ABSTRACT FROM AUTHOR]

The role of positive and negative psychological factors in predicting effort and foreign language anxiety for languages other than English (LOTE) is not well understood. Therefore, two hundred twenty-one students attending a private university in Tokyo, Japan participated in a research study. Participants were studying one of four LOTEs, specifically Chinese (n = 41), Spanish (n = 76), French (n = 62) or German (n = 42). Students spent, on average, more than two years studying each respective LOTE. Questionnaire surveys were used to assess the following constructs: integrative orientation, intrinsic motivation, introjected regulation, teacher and parental support, intended effort for learning the LOTE and LOTE anxiety. Descriptive statistics and regression analyses were conducted to assess the data. Complex and diverse interrelationships among teacher and parental supports, positive and negative orientations, and outcome variables (intended effort and anxiety) were observed in each LOTE. [ABSTRACT FROM AUTHOR]

This paper reports the findings of a qualitative study on a group of mainland Chinese students' multilingual experiences during their cross-border studies in a Hong Kong university from a language ideological perspective. Drawing on in-depth interviews as the primary dataset, the study investigated the language ideologies held by the participants about Cantonese, Putonghua and English. Findings indicated that while the participants espoused a distinct set of language ideologies about Cantonese, Putonghua and English underlying their multilingual experiences in the university, the ideology of language as identity and the ideology of language as commodity emerged as the two major language ideologies. It was also revealed that the ideological tensions arising from the co-existence of the multiple and competing language ideologies resulted in the participants' ambivalences in their use of, and/or investment in, particular languages. Findings also point to the role of the participants' language ideologies in maintaining the social hierarchy of languages within the local language ecology and reproducing the group boundaries between local and mainland Chinese students. [ABSTRACT FROM AUTHOR]

Online education has advantages during COVID-19, but it also has problems related to hardware support and user experience. Focusing on teaching quality by discipline is an effective way to improve teaching quality in universities. To investigate the online education experience from the perspective of different academic disciplines, we evaluated 251,929 student questionnaires and 13,695 teacher questionnaires from 334 universities in China. The main finding was a difference in teaching preparation, experience, feedback, and improvement processes by disciplines. Teachers and students had obvious disciplinary differences in preparation, school support, and teaching constraints. However, disciplinary differences were minor for pedagogical issues such as participation, assignments, and grading, as well as for evaluation of platform technical support and views on the continuation of online learning. The research results analyzed the teaching psychology of teachers and students in different disciplines during the pandemic. Therefore, it explained the impact and role of discipline differences on students’ learning psychology during COVID-19. This research will benefit educators, researchers, and policy makers to help them with the improvement of online education. [ABSTRACT FROM AUTHOR]

Background: Few studies have elucidated the mechanisms linking social anxiety and academic engagement. This study aimed to explore the link between social anxiety and academic engagement through a series of mediating effects of social media addiction and sleep quality among college students.Methods: 2661 college students completed the Liebowitz Social Anxiety Scale, the Bergen Social Media Addiction Scale, the Pittsburgh Sleep Quality Index, and the Utrecht Work Engagement Scale for Student. The serial mediation analysis was conducted using Hayes' PROCESS macro (Model 6).Results: Social anxiety had a significantly direct effect on academic engagement (c = -0.162, p < 0.001) and through three significantly indirect pathways: (1) through social media addiction (B = -0.019, 95% CI: -0.027 to -0.011), accounting for 11.7% of the total effect; (2) through poor sleep quality (B = -0.043, 95% CI: -0.052 to-0.034), accounting for 26.5% of the total effect; and (3) through the serial mediators involving in social media addiction and poor sleep quality (B = -0.007, 95% CI: -0.009 to -0.005), accounting for 4.3% of the total effect. The total mediating effect was 42.6%.Limitations: This cross-sectional study prevented us from establishing causality.Conclusions: This study highlights the serial mediating role of social media addiction and sleep quality, the behavior and lifestyle factors, in the relationship between social anxiety and academic engagement. Therefore, social media addiction and sleep quality interventions for college students with social anxiety have the potential to improve their academic engagement. [ABSTRACT FROM AUTHOR]

An increasing amount of research has indicated that the effectiveness of growth mindset (GM) intervention is sensitive to population characteristics. However, few studies have investigated whether GM interventions can be leveraged to promote academic performance among non-westerners such as Chinese students. Attuning to the Chinese background, we developed an extended GM intervention by incorporating both the malleability of intelligence and that of emotion. We examined the effect of the intervention in 11 schools across 48 classes in China and found that the intervention significantly improved students' maths achievement with intrinsic motivation playing a partial mediating role. Different from the mechanism in the Western, the implicit theories of emotion, rather than implicit theories of intelligence, are more likely to play a role in the effects of the GM intervention on intrinsic motivation and maths achievement. Future studies are required for directly examining the role of implicit theories of emotion. [ABSTRACT FROM AUTHOR]

Background: Previous research has investigated the independent effects of childhood maltreatment, adult attachment, and physical activity, on depressive symptoms. However, explanatory mechanisms linking childhood maltreatment to current depressive symptoms are poorly understood. This study investigated the mediating role of adult attachment between childhood maltreatment and depressive symptoms among college students and explored the moderating effect of physical activity in the mediating pathway.Methods: The data for the present study were gathered in three waves with 6-month lags. A total of 3662 Chinese college students completed anonymous questionnaires concerning demographic variables, childhood maltreatment, and depressive symptoms in Wave 1, adult attachment and physical activity in Wave 2, and depressive symptoms in Wave 3.Results: Childhood maltreatment and adult attachment were significantly associated with depressive symptoms, identifying a mediating role of adult attachment in the relationship between childhood maltreatment and depressive symptoms, and a moderating role of physical activity between attachment anxiety and depressive symptoms in the mediating pathway.Limitations: This study utilized self-reported questionnaires for data collection purposes, which could constitute key study limitations.Conclusions: These findings highlight the need to consider early stress factors (childhood maltreatment), social psychological factors (adult attachment), and potential protective factors (physical activity) simultaneously when evaluating the occurrence and development of depressive symptoms. [ABSTRACT FROM AUTHOR]

Students and junior researchers are important stakeholders in scholarly publishing, but there is relatively little research into their reading needs and barriers. This study hoped to understand the similarities and differences between junior researchers and students, between this group and more senior researchers and between different disciplines. The research comprised two parts: initial interviews to ascertain the main barrier and needs items, followed by a large‐scale online survey. The survey received 673 responses from Chinese students and junior researchers. The survey revealed that poor presentation leading to poor understanding was a common barrier, but there were disciplinary differences, with humanities scholars having fewer barriers than other disciplines. Postgraduates reported more barriers than undergraduates, and also scored information needs more highly. The results identify needed improvements in the presentation of articles and explanation of terminology in order to better engage with students and junior researchers. [ABSTRACT FROM AUTHOR]

This paper draws on an assessment task within a Bachelor of Social Work program. The unit aims to help students develop an understanding of the ways social workers use research in different practice contexts: assessing community needs, formulating policies, developing new services, evaluating programs, enhancing social work practice and developing theory. Students are introduced to quantitative and qualitative approaches and methods in social work research, in the context of specific practice fields including mental health, domestic violence, community development and policy advocacy. The unit required students to develop and implement a smallscale research project. This paper includes a discussion of what worked well, what could be change in the future and a reflection on how research skills may be useful for future practice as social workers. [ABSTRACT FROM AUTHOR]

At present, the development of artificial intelligence has entered a new stage. In the next few years, human life will be greatly covered by artificial intelligence. Artificial intelligence (AI) is an intelligent technology that simulates the human brain for thinking operation. English is very difficult for Chinese students to learn. Moreover, at present, there are still many areas that need to be improved or improved in the design of English assistant instruction system (EAIS) in China. This study aims to study an EAIS based on AI. This study presents an algorithm combined with neural network. This study designs a system that can enable students' autonomous learning system, English teacher assisted teaching, AI expert intelligent diagnosis, and system administrator to manage and analyze data. And this study tests the actual effect of the system. By comparing the academic performance of two classes in the school, the results show that although the average score of students' monthly test fluctuates after using the AI EAIS, it tends to rise as a whole. Moreover, its initial score of 81.5 was 1.1 lower than that of the class without the teaching system and finally increased to 90.11. It is 6.89 points higher than the class that does not use the teaching system. This shows that the auxiliary system designed in this study has a certain effect on the improvement of students' English performance. [ABSTRACT FROM AUTHOR]

Although psychotic-like experiences (PLEs) are transient and not pathognomonic for psychiatric disorders, they may increase the risk of concurrent and future psychiatric disorders. However, the prevalence of PLEs and the different effects of PLE subtypes on mood outcomes are still unclear. Thus, this study seeks to investigate the prevalence of PLE subtypes and explore their relationship with the use of specific emotion regulation strategies and the level of affective lability among college students. The history of PLEs, the level of affective lability, and the use of specific emotion regulation strategies were assessed via self-reported questionnaires, and 1905 college students and 1812 college students were included in separate analyses. This study found that 14.44% of college students reported ever experiencing any of the five PLEs, with males reporting more PLE symptoms and a higher number of PLEs than females. Different PLE subtypes had different effects on the use of specific emotion regulation strategies (cognitive reappraisal or suppression) and the level of affective lability and also showed gender differences. Cognitive reappraisal and suppression differently predicted affective lability in males and females, and cognitive reappraisal mediated the relationship between hearing voices in PLEs and affective lability in males. In conclusion, PLEs were common in Chinese college students and gender differences were revealed in the prevalence of PLE subtypes. PLEs were associated with the use of specific emotion regulation strategies and the level of affective lability. Cognitive reappraisal may be a promising target for intervention aimed at relieving the effect of PLEs in non-clinical individuals. [ABSTRACT FROM AUTHOR]

Different domiciled groups experience belonging differently within university contexts, with Chinadomiciled students studying in UK Business Schools often finding it more difficult to integrate into university culture than their European counterparts, partially contributing to the sector awarding gap between these groups studying Business and Management subjects. With recognition that the pandemic induced move to teaching online exacerbated challenges to belonging for all students, 17 Chinese and 16 UK finalist undergraduates were interviewed about their experiences of belonging before the pandemic, during the pandemic, and once face-to-face teaching had resumed. The research contributes to an increasingly nuanced understanding of the university habitus and its relationship to belonging as both contextual and temporal, revealing commonalities and differences in establishing a sense of belonging in heterogeneous student cohorts. The research extends the four domains of belonging; academic, social, surroundings and personal space to include the digital space, a previously unexplored dimension of student belonging that gained greater prevalence with the move to teaching online. The research uncovers the exclusionary effects of social media platform adoption and contextualises this inequality through ideas of digital habitus. Findings highlight the importance of the transition to Higher Education and the ongoing work required to foster a secure sense of belonging for all students, but particularly those who enter into university with a cultural background that is very different to the culture of the university. Practitioner Notes 1. The University needs to adapt to the needs of its student body rather than relying on perceptions of the ideal student. 2. Universities should increasingly tailor their induction activities to reflect the diversity of the student body. 3. Chinese students may experience digital exclusion from their cohort, due to their reliance on familiar social media platforms. 4. Living arrangements are closely linked to student belonging. Universities should consider how they can work with private landlords to improve conditions for students. 5. Enforced online learning led to a sense of isolation and a lack of confidence amongst their peers for all students. Educators need to work to restore and build cohort community and student confidence. [ABSTRACT FROM AUTHOR]

Evaluating interventions to improve the mental health among university students in China is a critical priority. Depression, compared to other psychological problems, is one of the most commonly occurring disorders and is associated with school-related impairment and risk of suicide. The aim of the current study is to obtain estimates for design of future definitive trial and obtain preliminary evidence of the effect of a computerized positive mental imagery training intervention, which consisted of 8 sessions delivered across 4 weeks. Participants use ambiguous cues to generate positive scenarios repeatedly from a first-person perspective. In the current study, the BDI-II, PANAS, and RRS were measured at baseline, post-training, and 4-week follow-up. Forty-one participants were non-randomly assigned to either the intervention training group (n = 22) or wait-list (n = 19). Results showed an attrition rate for interventional group was 20%. In addition, group × time interaction for depressive symptoms, positive and negative affect, and rumination, with the intervention group demonstrated better outcomes than controls across time. The largest treatment gains and clinically significant improvements were observed at follow-up. Positive mental imagery training was successfully tested with an acceptable attrition rate. Preliminary results showed that it improved Chinese university students' depressive symptoms, mood, and maladaptive thinking style. Future larger scale intervention trials are needed to further evaluate the efficacy of this intervention among Chinese university students. [ABSTRACT FROM AUTHOR]

As early as the 1990s, educationists, and even some governmental policy makers in China, advocated suzhi (quality) educational reform, aiming to develop creative individuals, and to revamp the exam-oriented and authoritarian education system. However, this suzhi educational reform was not entirely successful, with education in China becoming a hybrid of suzhi coupled with the much-maligned authoritarian and exam-oriented system. I believe that students' quotidian life at school is governed by a disciplinary power that imposes a hidden curriculum. This essay uses Foucault's major theories as a conceptualizing framework by examining the control of time, space, and body etc. as technologies of power at Chinese primary and secondary schools. The study concludes by depicting a postmodern future for Chinese students in which they flourish with creativity and innovation. [ABSTRACT FROM AUTHOR]

Life-purpose orientations can highly influence people's life paths and well-being. However, existing psychological measurements tend to dismiss the need for assessing the individual's life purpose orientations, especially in non-Western cultures. This study sought to develop a new measure to assess purpose orientations specific to the Chinese context. We first built the item pool of Chinese college students' life purpose orientations (Study 1). This was followed by conducting an initial testing of the item pool, and developing a preliminary six-dimension Chinese Life Purpose Orientation Questionnaire (Study 2). Further revision supported a five-dimension questionnaire with adequate validity and reliability (Study 3). The measure's validity and reliability were discussed, and the limitations also were addressed. [ABSTRACT FROM AUTHOR]

• Mental health worsened from 2005 to 2019 among Chinese college students. • College students from rural areas had worse mental health than those from urban and town areas. • Some aspects of mental health deteriorated more rapidly among college students from urban areas than those from towns or rural areas. • This research has implications for public health and school mental health applications. [ABSTRACT FROM AUTHOR]

This study explores the psychometric properties of Self-Determination Inventory: Student Report (SDI:SR) in students with intellectual and developmental disabilities (IDD) and without disabilities in China. The paper-and-pencil version of SDI:SR Chinese Translation (SDI:SR Chinese) was used to explore self-determination across students with IDD (n = 245) and students without disabilities (n = 315) from 16 schools across six cities in China. We examined the factor structure of the measure, conducted analysis of measurement invariance, and compared the latent means across students with IDD and without disabilities. Findings suggest that the data fit a one-factor model better than a three-factor model. We found greater variability in self-determination among students with IDD than students without disabilities. However, the two groups did not differ in latent means. [ABSTRACT FROM AUTHOR]

Background: School bullying has attracted worldwide attention for its adverse outcomes; however, there is still a lack of research among college students. The aim of this study was to investigate the prevalence of school bullying victimization and the associated factors among Chinese college students.Methods: 8098 Chinese college students from two universities in Hunan province were recruited in this cross-sectional study, and data on participants' demographic information, bullying history, suicidal behaviors, anxiety (Self-Rating Anxiety Scale) and depression (Self-reporting Depression Scale) were collected. Binary logistic regression was used to analyze the independent correlates of school bullying.Results: The prevalence of school bullying was 8.03% in our study. Gender (OR,0.792;95%CI[0.660,0.950]; p = 0.012); depression (OR,1.979; 95%CI[1.359,2.883]; p < 0.001); anxiety (OR,1.996; 95%CI[1.388, 2.869]; p < 0.001); suicidal ideation (OR,1.353;95%CI[1.087,1.684]; p = 0.007); suicide attempts (OR,1.772;95%CI[1.306,2.403]; p < 0.001); family income between 30,000 and 70,000/year (yuan) (OR,0.763;95% CI[0.627,0.929]; p = 0.007) and family income more than 70,000/year (yuan) (OR,0.578;95%CI[0.461,0.725]; p < 0.001) were independent correlates of school bullying. The bullying score was positively correlated with physical or mental disorder history, family history of mental disorder, suicidal ideation, suicide plans, suicide attempts, anxiety, depression, smoking and drinking alcohol (all p < 0.05), and negatively correlated with right-handedness, good relationship with parents and family income (all p < 0.05).Limitations: No causal relationship could be drawn due to the cross-sectional design.Conclusion: School bullying is quite common among college students. In order to improve students' mental health and prevent suicide, we should pay attention to the negative effects of bullying victimization such as depression, anxiety, suicidal behaviors and so on, apart from putting in place anti-bullying interventions. [ABSTRACT FROM AUTHOR]

The psychological characteristic of shyness is negatively connected to life satisfaction. In this paper, we examined the mediating effect of core self-evaluation and the moderating effect of meaning in life on the relationship between shyness and individual life satisfaction among Chinese college students. A sample of 836 college students participated in this study and completed questionnaires regarding shyness, core self-evaluation, meaning in life, and life satisfaction. Mediation analysis indicated that core self-evaluation fully mediated the link between shyness and college students' life satisfaction. The results of moderated mediation showed that college students' perceived meaning in life moderated the associations between core self-evaluation and college students' life satisfaction. For college students who endorsed a higher level of meaning in life, the association between core self-evaluation and life satisfaction is stronger compared to students who endorsed a lower level of meaning in life. The findings, theoretical contributions, and practical implications of the present paper are also discussed. [ABSTRACT FROM AUTHOR]

Background: Helicopter parenting has been one of major contributing factors to depression, and the occurrence of severe depressive level has been increasing in college students. Based on self-determinant theory (SDT), previous studies have indicated the pathway between helicopter parenting and depressive level, especially focusing on the roles of basic psychological needs, self-control and teacher autonomy support. But few studies focused on the full model of these interactive factors and the Chinese non-clinical college students.Methods: Non-clinical college students (n = 648), aging from 17 to 28 years old, were recruited as participants from universities in Guangzhou, China, in 2020. The participants were asked to complete five self-report questionnaires, including Helicopter Parenting Scale (HPS), Learning Climate Questionnaire (LCQ), Basic Psychological Needs Scale (BPNS), Self-Control Scale (SCS), and Beck Depression Scale-II (BDI-II).Results: Results have revealed that basic psychological needs and self-control played a chain-type mediating role between helicopter parenting and depressive scores among non-clinical Chinese college students. In addition, the path between helicopter parenting and basic psychological needs was moderated by teacher autonomy support.Conclusions: This study reveals a potential pathway of how helicopter parenting influence the depressive level among non-clinical college students in the context of Chinese background. These findings give multi-dimensional (parents, teachers, and college students) indications for reducing the effects of helicopter parenting on depressive level among non-clinical Chinese college students, which will be helpful for improving their mental health. However, this is a cross-sectional study and other factors may also play important roles in this pathway. [ABSTRACT FROM AUTHOR]

Background: The objective of this study was to estimate the associations between specific BPD features on the risk of first onset MDD over 2 years and to investigate the roles of sex, baseline depression and anxiety in the associations.Methods: A longitudinal study of Chinese first-year university students aged between 15 and 24 years and who did not have a lifetime MDD (n = 7,627). Random effect logistic regression modeling was used to estimate the associations between specific BPD features, the number of BPD features, and the risk of MDD.Results: The feeling of emptiness (OR = 2.14, 95% CI: 1.57, 2.92), paranoid/ dissociation (OR = 2.01, 95% CI: 1.43, 2.82), affective instability (OR = 1.71, 95% CI: 1.22, 2.39) conferred significant risk of MDD. Baseline depression and anxiety interacted with unstable relationship, identity disturbance and paranoid/disassociation in relation to the risk of MDD. A higher number of BPD features is associated with an increased risk of MDD.Limitations: Data collection relied on self-report. Thus, recall and reporting biases are possible. Due to the pandemic public health restrictions, we had to change the method of data collection at second annual assessment, which resulted in a lower response rate (66.5%).Conclusions: Mental health professionals should pay attention to the presence of BPD features in youth and young adults, as they are at high risk of developing a MDD in a short time period, and the risk increases with the number of BDP features. [ABSTRACT FROM AUTHOR]

Background: The outbreak of COVID-19 has led to increased workload and infection risks among medical staff. This situation may influence current medical and health-related students' decision on the choices of their future careers. Hence, this study investigated the impact of COVID-19 on their future career intentions. Methods: This is a cross-sectional observational study that included medical and health-related students from three universities between October 2020 and January 2021. The study questionnaire was divided into two main sections: Section 1, which comprised students' basic information. And section 2 focused mainly on the impact of COVID-19 pandemic on students' professional intentions. The chi-squared χ2 test was used to compare the responses before and after the pandemic outbreak among Chinese and non-Chinese students. Results: In overall, 1253 students completed the questionnaires. The responses showed that the number of students who preferred clinical medicine, public health, pharmacy and oral medicine increased significantly after the pandemic outbreak. In contrast, the number of students who chose nursing and medical technology decreased significantly. The change mainly occurred in Chinese students, predominantly females. Half of students (50.35%) were more willing to engage in medical and health work after completing their current program. Also, 36.39% of students felt that knowledge was too limited in the pandemic's face and would like to continue studying after graduation to gain more knowledge. Due to the pandemic, 34.18% of students would like a future workplace near their hometown, and 19.63% preferred to work in urban areas. Conclusion: The COVID-19 outbreak impacted current medical and health-related students' career planning on their future workplaces and employment time choices. Additionally, the pandemic influenced the intention of Chinese students in choosing their future careers. This study provided the basis for the policymaking, specialty setting of colleges and supplied the medical health department's talent reserve information. [ABSTRACT FROM AUTHOR]

This study identifies challenges that native Chinese-speaking undergraduate engineering students face in researching and writing an academic paper in comparison with their native English-speaking peers. With growing enrolment of Chinese students in North America, the question of how best to enhance these students' learning experiences through library instruction and services is increasingly important. In this study, researchers recruited 17 participants (eight native Chinese-speaking and nine native English-speaking students) from a communication in engineering course at McGill University, and conducted a preliminary interview, an online survey, and an in-depth interview to gather data about each student's research experience. The online survey findings, which were used to inform the in-depth interview questions, were reported in a previous publication. The current article presents the qualitative findings from the in-depth interviews only. Findings show that native Chinese-speaking students have unique information-related challenges in the areas of searching, evaluating information, reading, writing, and citing. Challenges with specific elements of searching (such as locating full text) and writing (such as creating an outline) were shared among members of both groups. Recommendations for librarians, engineering instructors, and staff in other units serving international students are also provided. [ABSTRACT FROM AUTHOR]

The benefits and long‐term effects of extracurricular scientific research on undergraduate students in many countries have been intensively investigated, but it remains obscure for Chinese medical students. In this study, we investigated the outcome of 60 medical students who have participated in extracurricular scientific research at Jinan University Medical School over a period of 7 years (2011–2018). The results revealed that these students have contributed to 31 biomedical science articles in reputable academic journals, as first‐ or co‐authors. Furthermore, they also independently procured various funding based on their research achievements, and smaller awards for achievements in conferences and competitions. Assessment of the grade point average score of these students revealed that conducting extracurricular scientific research did not affect their routine medical study and exam grades (P>0.05). The students benefited from participating in extracurricular research, by acquiring the ability to think scientifically and enhancing their communication skills. In addition, the medical students were motivated to enlist for postgraduate studies so that they could further embark in scientific research. In sum, Chinese medical students are capable of participating in scientific research and make a significant contribution to science. [ABSTRACT FROM AUTHOR]

This study explores naming practices among Chinese international students and their relation to personal identity during their sojourn in Japan. Although previous studies have reported that some Chinese international students in English-speaking countries adopt names of Western origin (Cotterill 2020; Diao 2014; Edwards 2006), participants in this study were found to exhibit different naming practices: either adopting names of Japanese or Western origin; or retaining both Western and Japanese names. Drawing on fifteen semi-structured interviews with Mainland Han Chinese students, this investigation examines their motivations for adopting non-Chinese names and determines how personal identities are presented through them. The qualitative analysis reveals that the practice of adopting non-Chinese names is influenced by teacher-student power relations, Chinese conventions for terms of address, pronunciation, and context-sensitivity of personal names. As will be shown in this article, through the respondents' years of selfexploration, their self-adopted non-Chinese names gradually became internalized personal identity markers that allow the bearers to explore and exhibit personality traits, which might not have been as easily displayed via their Chinese given names. [ABSTRACT FROM AUTHOR]

Psychological well-being is an important indicator of well-being and has been found to be associated with a multitude of positive life outcomes. Using data collected from 1,871 Chinese college students from September 23 to October 5, 2020, this study examined students' psychological well-being during the COVID-19 pandemic and investigated how resilience and pandemic-related environmental stress may affect psychological well-being. Results showed that resilience had strong positive effects on psychological well-being during the pandemic. Meanwhile, environmental stress had a moderate effect and marginally reduced psychological well-being. The magnitudes of the estimates suggested that increasing resilience can effectively buffer the negative effect of environmental stress on psychological well-being. [ABSTRACT FROM AUTHOR]

Background: College students are at-risk populations of mental health problems and risky sexual behaviors. However, little literature focuses on the association between mental health problems and risky sexual behaviors. Our study examined the association between mental health problems (depressive symptoms, suicide, and mental disorders) and risky sexual behaviors among a large sample of Chinese college students.Methods: A total of 49,728 Chinese college students (47.5% male) eventually participated in the analysis. A self-administered questionnaire was used to measure mental health, risky sexual behaviors (casual sex, no condom use at last sexual intercourse, group-sex, and a high number of sexual partners), and other sociodemographic characteristics. Logistic regression analysis was used to explore the relationship between mental health and risky sexual behaviors. To ensure the data is representative of the nation's statistics, all analyses were weighed.Results: The prevalence of depressive symptoms, suicide ideation and suicide attempts, and mental disorders was 42.83%, 41.29%, and 7.74%, respectively. 26.13% of participants were sexually active in the previous twelve months. Nearly 35% of sexually active participants were engaged in risky sexual behaviors. Logistic regression results demonstrated that mental health problems were associated with risky sexual behaviors after adjusting confounders.Limitations: cross-sectional analysis; The self-reported variables may be subject to recall bias and fraud.Conclusions: There is a relatively high prevalence of mental health problems and risky sexual behaviors amongst Chinese college students. A significant association between mental health problems and risky sexual behaviors was suggested by our study. Our findings support the importance of advocating for mental and reproductive healthcare for college students. [ABSTRACT FROM AUTHOR]

The purpose of this investigation was two-fold: (1) to ascertain the extent to which course type (face-to-face or distance) affects instructor credibility; and (2) to examine whether these perceptions differ among New Zealand born and China-born students studying in New Zealand. Using a 2 × 2 factorial MANOVA, findings among New Zealand born and Chinese international students studying in New Zealand revealed that face-to-face students rated teachers as significantly higher on all three aspects of credibility: caring, competence, and trustworthiness. Results also revealed Chinese students rated teachers as significantly higher on all three aspects of credibility. Implications, limitations, and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

In recent years, it has become common to use the internet or computer tutoring with a programme or application for additional instruction (ICTPAAI), in addition to the mandatory school schedule. This study aimed to understand students' participation in ICTPAAI and its relation to academic achievement. Multilevel structural equation modelling was conducted on a sample comprising 6,425 Chinese students (Mage 15.72 years; 48.9% girls) who had various forms of additional instruction during the 2014/2015 school year. Results showed that the use of information and communication technology (ICT) to complete schoolwork, whether in school or outside of school, was positively associated with students' participation in ICTPAAI; however, students' ICT interest, ICT self‐efficacy and ICT autonomy were not. Students' participation in ICTPAAI was negatively associated with their academic achievement at the end of the school year; much variance was explained at the school level. These findings suggest that students should be cautious about participating in this form of additional instruction and that schools play an important role in students' participation in ICTPAAI. Lay Description: What is already known about this topicWhen having more ICT opportunities at and outside of schools and higher ICT propensities, students are more likely to participate in ICT‐related learning activities.Students with higher achievement motivation are more likely to be involved in learning activities.ICT use at school and outside of school may not improve students' academic achievement.What this paper addsICT opportunities at and outside of school, and student gender link to participation in internet and computer tutoring with a programme or application for additional instruction (ICTPAAI), but ICT autonomy, ICT self‐efficacy, ICT interest and achievement motivation do not.More variance of participation in ICTPAAI were explained at the school level than at the student level.ICTPAAI negatively associates with academic achievement.Implications for practice and/or policySchools play an important role in students' participation in ICTPAAI.Students, at least Chinese students, should be cautious about participating in ICTPAAI.Pay more attention to boys to prevent them from spending too much time on ICTPAAI. [ABSTRACT FROM AUTHOR]

This paper follows the call for a "mobility turn" in the social sciences and attempts to understand the relationship between the annual Spring Festival homecoming and wellbeing by focusing on student mobility. Sixteen students are selected; their movements for two weeks around the Spring Festival are tracked, and their experiences are solicited in interviews. The relationship of interest is explored in three dimensions: physical movement, social connections and contextual shifts. The results show that students are eager to pursue an ideal home for their wellbeing but do not always obtain positive wellbeing. In reality, they face both physical and mental contradictions. [ABSTRACT FROM AUTHOR]

Background: Previous studies have investigated the role of cognitive factors in the relationship between stressful life events and depression; however, few studies comprehensively considered cognitive and personality factors. Therefore, this study investigated the multiple mediating roles of fatalism and core self-evaluations in the relationship between stressful life events and depression.Methods: A cross-sectional survey was conducted with 537 Chinese university students (Mage = 20.20, SD = 1.38) at two universities in Guizhou and Sichuan provinces. The independent variable was stressful life events; mediating variables were fatalism and core self-evaluations; and the dependent variable was extent of depression. Multiple mediation analysis was performed using the PROCESS macro in SPSS.Results: Significant positive correlations were found among stressful life events, fatalism, and depression, while core self-evaluations were significantly negatively correlated with stressful life events, fatalism, and depression. After adjusting for demographic variables, stressful life events directly and positively influenced depression (β = 0.370, 95% CI = 0.292-0.448). Fatalism and core self-evaluations played multiple mediating roles in the relationship between stressful life events and depression, with stressful life events influencing depression through three mediation pathways (total mediation effect = 0.199, 95% CI = 0.145-0.254), which accounted for 53.85% of the total effect.Limitations: The data used in this study were self-reported by university students and measureed via cross-sectional designs.Conclusions: Stressful life events can influence depression either directly or indirectly by simultaneously increasing fatalism and lowering core self-evaluations (parallel mediation) or decreasing core self-evaluations through increasing the level of fatalism (serial mediation). [ABSTRACT FROM AUTHOR]

Background: This 3-year longitudinal study investigated the prospective relationships between mobile phone dependence and mental health status (i.e., subjective well-being, anxiety and depression) and the mediating role of college adjustment among Chinese undergraduate students.Methods: The study recruited 265 first-year undergraduate students from a university (mean age = 18.95 years, SD = 0.72) in Wenzhou, China. A baseline survey and two follow-up surveys were conducted between November 2013 and December 2015 (the response rate was 76.4%). The validated Mobile Phone Addiction Tendency Scale (MPATS), Chinese College Student Adjustment Scale (CCSAS), Index of Well-being, Self-rating Anxiety Scale (SAS), and Self-rating Depression Scale (SDS) were used for assessments.Results: The prevalence of anxiety and depression at Year 3 was 7.5% and 9.4%, respectively. Correlation analyses showed that mobile phone dependence at Year 1, college adjustment at Year 2, and mental health status at Year 3 were significantly correlated with each other. Structural equation modeling analyses showed that mobile phone dependence at Year 1 significantly predicted poor mental health status at Year 3. College adjustment at Year 2 significantly mediated the effect of mobile phone dependence at Year 1 on mental health status at Year 3.Conclusions: Interventions both on reduction of mobile phone dependency and improvement of college adjustment (especially among those with mobile phone dependence) are possible and needed among new college students to prevent their future depression and anxiety. Such interventions should be incorporated into regular education programs in universities. [ABSTRACT FROM AUTHOR]

In this essay, we focus on how Chinese students' experience emerged and evolved in the educational activities of the twenty-first century, one hundred years after John Dewey's visit to China. With the help of a case study, I find that (1) the individual's experience is lived and understood in combination with others' lives; (2) democratic dialogue is a concrete way of democratic life; and (3) the teacher is more of an escort than a trainer in the evolution of the students' experience systems. [ABSTRACT FROM AUTHOR]

With specific reference to Yangzhong city in China, this study investigates students' citizenship competence learning – political identity, scientific spirit, legal awareness and public participation. The study uses a mixed methodology of questionnaires, classroom observations, document analyses and interviews to collect data and identifies three patterns of students' citizenship competence learning. This study provides empirical data that supplements the existing literature on citizenship-as-practice in the context of China. [ABSTRACT FROM AUTHOR]

In recent years, China and Germany have become invaluable partners in business, politics, and science. However, psychological research indicates that the countries' large-scale affinity does not translate onto the individual level, with many Germans expressing more reservations towards China than vice versa. Previous content analyses have connected this effect to imbalances in media tonality, as German media mostly criticise Chinese politics, contrasting with idealised portrayals from the other direction. Acknowledging the particularly high number of Chinese exchange students in Germany, we investigate mutual stereotypes (both explicit and implicit) in the context of a German university, while also exploring students' perceptions of media tonality. Despite observing mostly positive explicit stereotypes, we find that both groups strongly prefer their country of origin on an implicit level, matching their generally sparse contact in university life. Based on our results, we discuss implications for students, educators, and decision-makers in the media. [ABSTRACT FROM AUTHOR]

Chinese students' and United States students' learning styles are influenced by culture. This involves how their parents raised them, their educational backgrounds, their life experiences and their entire frame of reference, which includes all of the above mentioned components. This article makes a comparative study of intercultural communication between Chinese students and American students about the ways they communicate in similar and different ways when it comes to cross cultural communication. [ABSTRACT FROM AUTHOR]