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An important question for parents and educators alike is how to promote adolescents' academic identity and school performance. This study investigated relations among parental education, parents' attitudes toward their adolescents' school, parental support for learning at home, and adolescents' academic identity and school performance over time and in different national contexts. Longitudinal data were collected from adolescents and their parents in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States). When adolescents were 16 years old, their mothers (N = 1083) and fathers (N = 859) provided data. When adolescents were 17 years old, 1049 adolescents (50% girls) and their mothers (N = 1001) and fathers (N = 749) provided data. Multiple-group path analyses indicated that, across cultures, higher parent education was associated with better adolescent school performance. Parents' attitudes toward their adolescents' school and parent support for learning in the home were not associated with adolescents' school performance but were associated with academic identity. The findings suggest somewhat different pathways to school performance versus academic identity. Implications for helping parents and educators in different countries promote adolescents' academic identity and achievement are discussed.

The purpose of this study was to explore Chinese music education undergraduates' music teacher role-identities. Data were collected through focus groups and individual interviews. A qualitative content analysis, using McCall and Simmons theory of role-identity as the theoretical framework, revealed that each of the 25 students' imaginative view of self as a music teacher was an ongoing process of "negotiation" during their undergraduate education. Students were consistently negotiating the content of their own music teacher role-identities through balancing their needs for "rewards" from others and their own "self-support." Students described the conventional character of a teacher as being respectful, responsible, and fair and the role of a teacher as acting professionally in music and teaching through "cognitive role-taking" and "improvisation," as well as "expressive enactment" and "negotiations." Students were active agents in constructing their role-identities, bringing their own idiosyncratic interpretations to music teacher positions. McCall and Simmons' prominence and salience hierarchies helped understand how students valued their music teacher role-identity, compared to their other role-identities. Implications and suggestions for music teacher education policy and practices in China and in other countries are discussed to facilitate undergraduates in constructing music teacher role-identities.

Blended synchronous learning has diffused widely owing to its flexibility and accessibility. One of the special forms--blended synchronous classroom program (BSCP) for equitable education has fruited in some countries and areas. An in-depth understanding of the adoption and diffusion of an innovation is beneficial to a wider range of innovation. However, there might be a barrier for the diffusion of BSCP's successful experience to other area due to differences in sociocultural orientation. In addition, there is basically little evidence on how BSCP is adopted and spread in a certain area. According to the diffusion of innovation (DOI) theory, a principal is generally the main innovation initiator in the school. Therefore, this study explores how BSCP had been adopted and diffused in an area in Southeastern China from the perspective of principals in primary and junior middle schools using Rogers's DOI theory as the theoretical lens. The data was mainly collected from in-depth one-on-one interviews with nine (9) experienced principals. The results showed that multi-aspect factors provided preconditions for innovation of BSCP. Even though with a certain degree of complexity, perceived positive characteristics of BSCP helped the principals make the decision to adopt BSCP. In addition, practical strategies and creative man-made mechanisms ensured BSCP's success and sustainability. Finally, the highlights for the BSCP's adoption and diffusion in Yongkang are discussed from sociocultural orientation. The study will contribute to the wider diffusion study empirically and theoretically.

English language learning students in China often feel challenged to learn English due to lack of motivation and confidence, pronunciation and grammar difference, lack of practice and people to communicate with etc., which affects students mental health. Adopting Big data and AI will help in overcoming these limitations as it provides personalized guidance to the students in all aspects. The paper has established an automatic early warning system to monitor the students' psychological state at any time period. The data is collected from 650 respondents from four different public universities in China. The data analysis has been done with the help of powerful SPSS software and the methodology which we used for determining sample size is, Random sampling. The study involves a qualitative assessment to identify participants' characteristics and categorize them to appropriate clusters. The findings of the research showed that the most obvious differences in mental health between students who used automatic warning and those who did not use automatic warning were: depression, anxiety, hostility, terror, and psychosis. The proportion of students who use early warning was less than those who did not use early warning. Research contributes to policymakers to emphasize the importance of incorporating mental health support and resources into educational policies. The novelty of the study seeks to provide a deeper understanding of how AI and big data can optimize mental health education for English students. With the support of AI and Big data there is a constant monitoring and improvement effect on English education students' mental health.

The aim of this study was to examine teaching and technology status of physical education (PE) teachers under the ongoing influence of COVID-19. A total of 1,005 in-service PE teachers completed the Physical Education Teaching Efficacy Scale (PETES) and Educator Technology Self-Efficacy Survey (ETS-ES) electronically to measure current teaching efficacy and perceived technology self-efficacy. The findings revealed that the teachers' overall PE teaching efficacy level was high (8.08 ± 1.27) whereas, technological self-efficacy was at a moderate level (3.45 ± 0.44). Meanwhile, Efficacy for Using Technology significantly and positively predicted Technology Self-Efficacy (p < 0.001). In conclusion, Chinese in-service PE teachers in primary and secondary schools exhibited a high level of competence in PE teaching. However, their proficiency in utilizing technology for educational purposes needed improvement. While these educators possessed fundamental online teaching skills, they often encountered challenges in adapting to technology-enhanced teaching methods. Education and training institutions should improve their existing curriculum, and schools need to continue to develop and train in-service teachers.

Problematic Internet use (PIU) can lead to dysfunction and undesired consequences, especially in adolescents and youths. Studies have shown that personal emotional characteristics and relationships with others are associated with PIU. We pursue the neglected question of whether there is a correlation between personal ability, such as new media literacy (NML), and PIU. Chinese university students' PIU has received insufficient scholarly attention, and its relationship with NML is unclear. Therefore, we examined the correlation between PIU and NML in 462 Chinese university students. The results showed that PIU was widespread in varying degrees, and the NML score was 4.23 out of 5. Personal NML was positively correlated with PIU, especially the critical prosuming dimension. Gender influenced neither PIU nor new media literacy. Students' residence was only positively associated with NML, not PIU. Gender and place of residence did not moderate the correlation between NML and PIU, and place of residence also did not moderate the correlation between gender and PIU. These findings provide insight into the relationship between humans and the Internet and have practical implications regarding preventive interventions for emerging adults.

Due to the digital revolution, online education based on the B2B2C (Business to Business to Consumer) model is growing Understanding students' expectations, concerns, and experiences of these courses are crucial to the successful of education. Based on the research framework of value co-creation and value co-destruction and the theory of social practice, this paper adopts online content analysis to study the comment data of Tencent Classroom to establish a theoretical framework of practical value for students' experience in B2B2C online education. Six categories of value experience are identified, namely, technical effect, online teaching, learning interaction, course support, recommendation, and thanking. Then, based on the practice types of co-creation, co-destruction, co-recovery, and co-reduction, the research reveals value formation in the online teaching experience. Subsequently, the formation of experiential value in the response situation is discussed, and the practice experience of value co-creation and value co-destruction is recognized. This study explores the online education experience of B2B2C mode, which helps to deepen the management of B2B2C mode education. At the same time, this study establishes a thematic framework of value co-creation and co-destruction for online education experience research and provides a new theoretical perspective of management science for related research.

In recent years, news media have increased reporting about alleged foreign interference in universities worldwide. A flurry of new policies has followed. This article reviews discourse and policy on foreign interference in higher education in select countries. It identifies the alleged perpetrators and victims, the victims' concerns and responses, and the voices shaping the narrative about foreign interference. We combine the concepts of sharp power and right-wing authoritarianism to inform a discourse analysis and comparative policy analysis of a data set of 161 news articles and related media sources spanning a 30-month period of 2019-2021. Our findings highlight how government actors within the United States and Australia drive the international English-language discourse about Chinese foreign interference in a polarized media environment. We observe well-founded fears of China's exploitation of international students and research collaborations to the detriment of national security. At the same time, a resurgent worldwide authoritarian movement is also exploiting these concerns to augment longstanding assaults on higher education. Our study helps to bridge the gap between the primarily positive framing of the internationalization of higher education in scholarly discourse and the negative focus on foreign interference in higher education in the media, government, and other public discourse. It also serves as an important introduction to this phenomenon and call to action for scholars of the internationalization of higher education to conduct further research and actively engage in the broader discourse around this topic.

This paper reports on the results of a quantitative study that was aimed to measure the use of socio-cultural strategies in learning English writing among a group of 155 Chinese university English major students. This quantitative survey was informed by the socio-cultural theory that holds that L2 learning is a mediational process in which a couple of socio-cultural factors tend to mediate the learning of the second/foreign language. The use of writing strategies was thus conceptualized by an array of mediational factors and measured by a self-designed questionnaire. Descriptive techniques were applied to analyze the collected data. The results revealed that the surveyed participants endorsed a medium to high level of socio-cultural writing strategies. They reported to most frequently use role-mediated strategies in their English writing learning, followed by sign-mediated strategies, rule-mediated strategies, community-mediated strategies, and tool-mediated strategies respectively. The results are implicative for L2 writing learning and instruction.

Technology integration refers to the process of innovation diffusion, from understanding technology knowledge to achieving a high level quality of technology usage. To address the gap in research regarding the critical factors that influence K-12 teachers' practice of technology integration at the initial stage of a massive government-led training programme in rural areas, this study sought to explore the comprehensive effects of teachers' technological pedagogical content knowledge (TPACK) and beliefs on their technology integration. Participants included 267 in-service K-12 teachers from four pilot schools in a remote rural area in north-western China. We found that: (a) T-related knowledge positively predicted the teachers' technology integration quality and quantity, while T-unrelated knowledge negatively influenced technology integration quality and quantity; (b) the positive valence of teachers' beliefs (PVTBs) was positively related to technology integration quality, the negative valence of teachers' beliefs was negatively related to technology integration quantity; (c) the PVTBs impacted the quality and quantity of technology integration through T-related knowledge; and (d) gender significantly moderated the impact of positive beliefs and T-related knowledge on technology integration. This study suggests that improving K-12 teachers' technology integration in rural areas requires prioritizing professional development programmes that improve teachers' beliefs in the initial stage of technology diffusion.

Purpose: Since the onset of the COVID-19 pandemic in China, student engagement in online learning has been a critical issue for all educational institutions. The university student engagement inventory (USEI) is the most used scale for assessing the construct of student engagement. The present study aimed to evaluate the psychometric properties of the USEI among 1504 Chinese university students who completed a survey through an online platform between December 2020 and January 2021. Design/methodology/approach: In this cross-sectional study, content validity, construct validity and reliability of the scale were assessed. Findings: The results supported the three-factor model with acceptable goodness of fit (X[superscript 2] (71) = 369.717, p = 0.13, X[superscript 2]/df = 5.207, comparative fit index (CFI) = 0.967, normed fit index (NFI) = 0.960, Tucker-Lewis index (TLI) = 0.958, standardized root mean square residual (SRMR) = 0.030, root mean square error of approximation (RMSEA) (90% CI) = 0.053 [0.049, 0.057]), good internal consistency and construct reliability (Cronbach's alpha and omega coefficient >0.70) and strong convergent validity. Also, the measurement invariance was confirmed across gender. Originality/value: This study showed that the 3-factor structure of USEI with Chinese university students had good construct validity, internal consistency and reliability. It could help measure student engagement in online learning in China.

This study aimed at gaining an in-depth understanding of how "teaching thinking" was adopted and diffused as an instructional innovation in primary schools from principals' perspectives. Using Rogers' Diffusion of Innovation (DOI) theory as a theoretical lens, one-on-one semi-structured interviews were conducted with eight Chinese primary school principals. Interviews were audio-recorded, transcribed, open coded, and analysed by using constant comparison analysis. Results found:1) the principals' prior knowledge about teaching thinking and their "perceived characteristics" of the thinking skills programme (TSP) prompted the principals to adopt the TSP in their schools; 2) recruiting "seed teachers," offering "direct thinking skills classes," and demonstrating "cannon fodder classes" played an important role in kicking off the TSP; 3) engaging in online and on-site training, infusing thinking skills into subjects, and routinizing "lesson studies" were essential in adapting the school to teaching thinking; 4) opening training and lesson studies to all teachers, and point-to-area peer influence were effective ways of diffusing teaching thinking in schools; 5) building positive feedback mechanisms, making teaching thinking a distinct feature of the school, collaborating with external partners, and forming organizational memory were effective measures of sustaining the diffusion. Implications for adopting and diffusing instructional innovations in schools were discussed.

Purpose: Entrepreneurial competence plays a decisive role in entrepreneurship success. To promote the employment of college students and accelerate economic growth through entrepreneurial activities, the Chinese government and universities encourage the use of multiple inputs to boost holistic entrepreneurship education and training. This study aims to assesses the entrepreneurial competence of college students by analysing the effects of entrepreneurship education and policy implementation in China. Design/methodology/approach: The quantitative approach considered a large sample of 12,269 students, who participated in entrepreneurship education in Chinese "double-first-class" universities, to construct a theoretical model of their entrepreneurial competence. Entrepreneurship competition was introduced as a mediating variable in this model. Findings: This study revealed that college students develop entrepreneurial competence by participating in entrepreneurship competitions unlike students who participate in regular entrepreneurship education. Additionally, there was a significant difference in the measured impact of entrepreneurship policy between students who participated in entrepreneurship competitions and those who did not. Originality/value: The effects of the implementation of entrepreneurship education and policy were studied using a quantitative design. Additionally, this study highlights the effect of entrepreneurship competitions with empirical evidence from China, and contributes to the discussion of entrepreneurship education at schools and entrepreneurship policy for policymakers.

Humanistic caring (HC) is a key ability that nurses need. We aimed to explore factors related to humanistic caring ability (HCA) among Chinese nursing students and the association between professional identity (PI) and HCA. A cross-sectional survey was conducted. HCA of Nursing Undergraduates Assessment Scale (HCANU) and PI Scale for Nurse Students (PIQNS) were displayed. Linear regression analysis and Pearson correlation analysis were used. Education ([beta] = -0.161, P = 0.009), dimensions of professional self-image ([beta] = 0.271, P = 0.028), career choice independence ([beta] = 0.228, P < 0.001), and social comparison and self-reflection ([beta] = -0.102, P = 0.180) were independent predictors of HCA. PI (r = 0.578, P < 0.001) was associated with HCA. An association between PI and HCA has been found among nursing students. PI is an important consideration in the development, implementation, and evaluation of interventions for HCA.

Online collaborative learning is implemented extensively in higher education. Nevertheless, it remains challenging to help learners achieve high-level group performance, knowledge elaboration, and socially shared regulation in online collaborative learning. To cope with these challenges, this study proposes and evaluates a novel automated assessment and feedback approach that is based on knowledge graph and artificial intelligence technologies. Following a quasi-experimental design, we assigned a total of 108 college students into two conditions: an experimental group that participated in online collaborative learning and received automated assessment and feedback from the tool, and a control group that participated in the same collaborative learning activities without automated assessment and feedback. Analyses of quantitative and qualitative data indicated that the introduced automated assessment and feedback significantly promoted group performance, knowledge elaboration, and socially shared regulation of collaborative learning. The proposed knowledge graph-based automated assessment and feedback approach shows promise in providing a valuable tool for researchers and practitioners to support online collaborative learning.

In recent years, several researchers have introduced spherical video-based virtual reality (SVVR) into classroom teaching to help students learn different subjects. In SVVR learning, learners are typically presented with great autonomy over their learning process. Therefore, learners should engage in self-regulated strategy (SRS) learning in order to successfully study in SVVR. However, learners often struggle to self-regulate their learning. Therefore, we implemented a SRS intervention in SVVR. In this study, a SVVR environment was developed to situate students in art history contexts; moreover, the SRS was employed to guide students to improve their performance and to make reflections on their own performance. In order to evaluate the proposed approach's effectiveness, we carried out an experiment in a university art history class. The experiment results reveal more positive effects of the SRS-based SVVR approach compared with the non-SRS-based SVVR approach in terms of the learners' learning achievements, self-regulation, meta-cognitive awareness, as well as self-efficacy. In addition, this study specified that this approach would not have an effect on students' cognitive load. As a result, the SRS-based SVVR approach proposed in the current study was effective in art history education.

Background: As a fundamental approach to fostering students' scientific literacy, argumentation has received more and more attention from science researchers and educators. Preservice science teachers' (PSTs) abilities to both construct and evaluate arguments are fundamental to their future science teaching. Research combining these two aspects of PSTs' argumentation abilities is lacking. Purpose: This study aims to investigate PSTs' argumentation ability from both construction and evaluation perspectives and to explore their relationship. Sample: A total of 76 first-year graduates enrolling in a postgraduate-level science teachers preparation program at a university in China participated in this study, and 69 valid responses were obtained. Design and methods: This study employed the Chinese version of the "Argument Evaluation Test" (AET) translated from Martin-Gamez and Erduran (2018) to assess the participants' abilities to evaluate arguments, and the "Argument Construction Test" (ACT) designed following "Toulmin's Argument Pattern" (TAP) to assess the participants' abilities to construct arguments. The participants completed the tests via an online questionnaire system. Results: The findings show: (1) Many limitations concerning PSTs' abilities to evaluate arguments were visible. They were more incompetent in identifying 'what is a good rebuttal' than in identifying 'what is a good argument'. (2) PSTs had obvious deficiencies in constructing arguments. Their performance in the dimensions of "data," "rebuttal" and "backing" was significantly lower than their performance in the dimesion of "warrant." (3) PSTs performed significantly better in a "sociotechnological issue" (STI) than in a "socio-scientific issue" (SSI) in the dimension of evidence, and significantly better in an SSI than in a social issue (SI) in the dimension of the "warrant." (4) A significant and moderate correlation was found between PSTs' abilities to evaluate arguments and their abilities to construct arguments. Conclusions: This study suggests that first-year graduates (also postgraduate-level PSTs) are not well-prepared for teaching argumentation. There are a high necessity and urgency to offer systematic courses focusing on argumentation skills in PSTs programs. The ability to evaluate arguments and ability to construct "rebuttals" need to be highlighted in such courses. More attention needs to be paid to PSTs' abilities to construct arguments with "data" and "evidence" rather than their abilities to simply propose "claims" and to show their "warrants."

This study examined the mediating effect of meaning in life and the moderating effect of interpersonal trust on the relationship between regulatory emotional self-efficacy (RESE) and prosocial behavior among Chinese college students. RESE and prosocial behavior were evaluated via a survey of 942 participants (51.59% females), showing that RESE was linked to prosocial behavior, and meaning in life mediated the relationship between RESE and prosocial behavior. Additionally, the interpersonal trust could reinforce RESE and meaning in life. In summary, RESE can not only be directly related to the prosocial behavior of college students through the meaning in life, and interpersonal trust can promote the relationship between RESE and meaning in life.

The test results show that the fast Fourier process with multiple time superposition and a dimension length of 40 is most beneficial to the accuracy of the model. The loss curve value of the convolutional recurrent network model (CRN) is much lower than the other three models. The music tone recognition model learns better. The accuracy rate value and recall rate value of the CRN are the highest, and the accuracy rates of the four music tone indicators are 94.6%, 92.4%, 93.5%, 92.5%, and the recall rates were 93.2%, 94.9%, 95.2%, and 88.6% respectively; the improved algorithm was the most accurate in terms of F1 values and is suitable for use in vocal music teaching courses. The results show that the algorithm can be broadly performed in the zone of music tone recognition and has a certain contribution to the development of the field of music tone recognition.

Primary school teachers may lack the competencies to create and deliver lessons using ICT equipments. As a result, schools possess large quantities of rarely used educational ICT resources. The recording studio, a kind of ICT which is helpful in producing videos for teaching reflection, has recently been widely promoted and used in Chinese primary schools. This research aims to investigate teachers' intention regarding recording studios and other technologies to deliver instruction, so as to explain and decrease the widespread paradox between the high access and low use of ICT for Education (ICT4E). A triangle inquiry framework between using the status of ICT4E and its influencing factors was revealed, and the conceptual model of personal and environmental influencing factors on educators' behavioral intention was constructed. The model was validated by collecting data from 208 teachers in Chinese primary schools. Results indicated that compatibility, performance expectancy, and social influence directly influenced teachers' intention to use recording studios. External pressure and support included personal factors such as peer influence, which indirectly affected educators' intention. Finally, suggestions were made to administrators in primary schools on decreasing the existing paradox from the perspective of encouraging teachers' use of ICT.

Empathy is a fundamental quality that nursing staff should possess, but the empathy ability of nursing students in China is currently at an intermediate level and requires improvement. This study aimed to explore teaching methods for nursing humanistic education, that can improve the empathy ability of nursing students and cultivate high-quality nursing talents. This study employed narrative education and experiential teaching methods to develop empathic competence in teaching pediatric nursing courses. The empathic ability of nursing students was measured using the JSPE-NS scale before and after teaching and was analyzed to refine the teaching reflection theme words. After teaching, nursing students scored higher on the total empathy scale, perspective-taking dimension, and emotional care dimension than before teaching, with statistically significant differences (p < 0.05). Five themes were extracted from the teaching reflection, including emotional empathy, pediatric nursing skills, gratitude to parents, reverence for life, and course experience. The results show that the combination of narrative education and experiential teaching methods applied to pediatric nursing courses effectively improved nursing students' empathy, strengthened their identification with the nursing profession, and promoted the teaching reform of humanistic education in nursing courses. The combination of narrative education and experiential teaching methods can improve the empathic ability of nursing students. This approach is suitable for integrating humanistic education into nursing professional courses and provides a feasible idea for developing humanistic qualities in nurses.

This study investigates the effect of public health education (PHE) on migrant workers' health status in China, using the data collected from the China Migrants Dynamic Survey project. The analysis employs a probit model, whose results suggest that, in general, PHE has a statistically significant and positive impact on migrant workers' self-rated health status and exerts a negative impact on their incidence rate of daily diseases. We also utilize the conditional mixed process method to address the potential endogenous issue. Further analyses reveal that there are significant differences in the impacts of different modes of PHE on migrant workers' health status, among which the mode of health knowledge lectures plays the most prominent role. Nonetheless, an additional analysis indicates that in addition to PHE, other public health services, such as the establishment of health records, also have a significant effect on the promotion of migrant workers' health status. A disaggregated analysis reveals that this impact is heterogeneous among different generations, genders as well as those with different income levels. The findings shed light on the importance of promoting equal access to public health services.

The purpose of this research was to apply multimodal learning analytics in order to systemically investigate college students' attention states during their collaborative problem-solving (CPS) in online settings. Existing research on CPS relies on self-reported data, which limits the validity of the findings. This study looked at data in a systemic manner by collecting and analyzing multimodal data including electroencephalogram data, knowledge tests and video recordings. The study found students' attention was positively correlated to their knowledge gains. Also, students' attention varied across different conditions of collaborative patterns as the highest attention level was recorded in the centralized condition. A hidden Markov model was then applied to explain the difference across various conditions by identifying both the hidden states and the transitions among the states during CPS. The findings of this research advanced theoretical insights and provided practical implications on understanding and supporting CPS in online college-level courses.

This study aimed at developing a scale, "Technological Pedagogical Content Knowledge-Thinking Tools" (TPACK-TT), and exploring Chinese in-service primary teachers' TPACK concerning the use of thinking tools. By revising a previous Chinese TPACK survey and validating with exploratory factor analysis, a six-component (i.e., TK-TT, PK, CK, TPK-TT, PCK, and TPCK-TT) scale with 31 items was developed. Research data gathered from 204 primary teachers from a variety of schools revealed that teachers with different educational backgrounds and various overall teaching experiences did not show statistical differences in most components of the TPACK-TT. However, male teachers demonstrated significantly higher TK-TT and TPK-TT than female teachers, teachers with a bachelor's degree demonstrated significantly higher PK than those with only an associate degree, and teachers with longer experiences in teaching thinking had significantly higher TK-TT than those with fewer experiences. Stepwise regression further revealed that TPK-TT, TK-TT, and PK were significant predictors of in-service primary teachers' TPCK-TT. Implications for preparing teachers for teaching thinking were discussed.

As two important aspects in creativity, creative performance and evaluation are influenced by many individual and contextual factors. One of such factors is feedback. Past research has also found that perspective taking increases creative performance and interpersonal creative evaluation. Although different forms of feedback, such as feedback valence, style, contents, have shown significant effects on creativity, feedback that incorporates perspective taking and its effect on creative performance and evaluations have not been examined in the literature. To fill these gaps, we examined how perspective-taking feedback affects creative performance and interpersonal and intrapersonal creative evaluations among participants who were friends in this study. We found that, compared with participants in the objective focus feedback group, those in the perspective-taking (PT) feedback group had a significantly smaller decrease of fluency between before and after experiment. Although no significant difference was found in interpersonal creative evaluation between two feedback conditions, participants in PT group had a significantly larger increase in intrapersonal creative evaluation between before and after experiment. Results and the implications were discussed under the context of creativity research.

The composition of abilities of innovation and entrepreneurship instructors and their state of competence are key to the advancement of efforts for innovation and entrepreneurship education at higher education institutions, and the multidimensional dynamic structure of instructor abilities determines the baseline for the quality of innovation and entrepreneurship education at higher education institutions. On the basis of an empirical survey of a large sample of 1,231 higher education institutions across China, this study designed a scale for the composition of basic abilities among innovation and entrepreneurship instructors, a scale for factors influencing the improvement of abilities, a scale for the operating mechanisms of innovation and entrepreneurship education, and a scale for the quality of innovation and entrepreneurship education, and applied a multiple regression analysis model to verify the relationship among the three factors of the composition of instructors' abilities, the operating mechanisms for innovation and entrepreneurship, and the quality of innovation and entrepreneurship education. The study found that the structure of abilities of innovation and entrepreneurship instructors at Chinese higher education institutions is unbalanced, and they lack specialized knowledge and skills; the measures for organizational support provided by higher education institutions as the major agents implementing innovation and entrepreneurship education are undiversified; and the current state of development of the abilities of innovation and entrepreneurship instructors does not suffice to support sustained improvement in the quality of innovation and entrepreneurship education. Chinese higher education institutions must construct organizational support systems aimed at promoting innovation and entrepreneurship instructors' sense of identification and specialized development. [This article was translated by Carissa Fletcher.]

As an innovative evaluation tool, peer assessment is essential in Massive Open Online Courses (MOOCs). In both formative and summative peer assessments in MOOCs, providing reliable feedback is crucial in enhancing learning outcomes. Peer assessment has been highlighted as a reliable tool in both traditional classrooms and small-scale online learning contexts by a wealth of studies. Factors impacting the result of peer assessment have also been identified. However, such exploration in MOOCs is very limited. Through an examination of 5,722 assignment submissions and 56,794 review scores collected from 18 peer assessments in three courses on Chinese University MOOC platform, this study investigated the inter-reliability of peer assessment in MOOCs utilizing Krippendorff's alpha and ICC. It also revealed factors affecting peer assessment reliability in MOOCs. The results of this study show that students tended to mark extreme scores, and peer assessment in MOOCs seemed unreliable. In addition, the reliability of the peer assessment in these MOOCs was inversely correlated to the number of reviewers per assignment and reviews completed per reviewer. The assignment type also matters; peer assessment using e-portfolios format was found more reliable than those using papers and proposals. Suggestions on how to improve the reliability of peer assessments in MOOCs are also provided.

Despite the continuous emphasis on emotion in multimedia learning, it was still unclear how pedagogical agent emotional cues might affect learning. In the present study, a between-subjects experiment was performed to examine the effects of a pedagogical agent with dual-channel emotional cues on learners' emotions, cognitive load, and knowledge transfer performance. Participants from a central Chinese university (age mean = 21.26, N = 66) were randomly divided into three groups. These groups received instructions from an affective pedagogical agent, a neutral pedagogical agent, or a neutral voice narration without pedagogical agent embodiment. Results showed that learners assigned the affective pedagogical agent reported a significantly higher emotional level than learners assigned the neutral pedagogical agent. Learners' perceived task difficulty was not significantly different among groups while instructional efficiency was significantly higher for learners with the affective pedagogical agent. Moreover, learners assigned to the affective pedagogical agent performed significantly better on the knowledge transfer test than those assigned the neutral pedagogical agent or the neutral voice.

As perceived career plateau is a prevalent but undesirable state which is harmful to employees and organizations, human resource management (HRM) research has devoted efforts to exploring ways of managing it. However, to date, research has largely been limited to variables that reduce perceived career plateau. There is a need to understand what factors increase these perceptions and how/when they do so, to advance theoretical and practical perspectives. This study contributes to the career plateau literature by investigating how and under what conditions work‐role overload can increase employees' perceived career plateau (hierarchical and job content plateaus). Based on a three‐wave survey of employees from the service sector of China, we found that work‐role overload interacted with employees' trait emotional stability and affected their work–life conflict, which had downstream implications on the two types of perceived career plateaus. Specifically, work‐role overload related positively to work–life conflict only when employees had a high (versus low) level of emotional stability. Also, work–life conflict mediated the effects of work‐role overload on perceived hierarchical and job content plateaus for employees with high, but not for those with low, emotional stability. These findings provide new insights into how, by taking into account stressful work contexts and individual differences, HRM professionals may intervene to prevent employees from perceiving career plateau. [ABSTRACT FROM AUTHOR]

This study aimed to develop and evaluate a new parent-report measure to assess primary schoolchildren's academic behaviors in the home context. We developed the Academic Behavior Scale (ABS) and administered it to Chinese parents of primary schoolers along with other measures. Six hundred and forty-five parents and 170 primary schoolchildren in Grades 4-6 were recruited from a public primary school and completed a set of questionnaires. After that, the psychometric properties of the ABS including factorial validity, convergent and concurrent validity, as well as internal consistency were evaluated using confirmatory factor analysis and correlation analysis in Mplus v.8.3. The results confirmed a two-factor structure for the scale, with satisfactory convergent and concurrent validity and internal consistency. This study provides preliminary evidence for the satisfactory psychometric properties of the ABS among Chinese parents.

Many educational institutions have adopted e-learning methods during the COVID-19 pandemic to maintain school teaching activities. However,systematic research on e-learning effectiveness in such a crisis is quite insufficient. This study aims to explore the impact of e-learning quality on students' satisfaction during the pandemic in regard to academic achievement and behavioral intention. Through a questionnaire and semester score database, the relevant data of 683 students were collected and then analyzed by PLS-SEM. The result shows that instructor teaching quality and e-learning system quality influence students' academic achievement and behavioral intention through increasing students' e-learning satisfaction. E-learning system quality moderated the impact of instructor teaching quality on students' e-learning satisfaction. The findings of this study provide valuable insights into the comprehensive implementation of e-learning during a crisis.

This study aims at exploring the influence of The "Alliance of Thinking Schools," a multi-regional, researcher-practitioner partnered teachers' "professional learning community" (PLC) on the teaching of thinking in China, on bridging teachers' "belief-action gap." Specifically, this study aims to investigate the relationships between teachers' "beliefs about learning," "participation in the PLC," "engagement in learning," and "engagement in practice." A total of 478 teachers from 39 schools participated in this study. A questionnaire adapted from existing studies and verified with confirmatory factor analysis was sent to these teachers. Structural Equation Model revealed that: (a) teachers' "beliefs about learning" had no significant direct effects on their "engagement in learning," but had significant indirect effects mediated by their "participation in the PLC"; (b) teachers' beliefs about learning had significant effects on their engagement in practice, both directly and mediated by their participation in the PLC; and (c) teachers' "engagement in practice" had significant direct effects on their "engagement in learning," but cannot be reversed. The findings of this study confirmed the existence of a "belief-action gap" in teacher' continuing learning with empirical evidence. The findings also revealed that a well-accepted PLC could help to bridge this gap. Implications for teachers' continuing learning were discussed.

This research aims to explore the latent effect of elementary student engagement in a Spherical Video-based Virtual Reality (SVVR) environment for a school-based course on higher level competence development. Student engagement and higher level competence development were investigated using a valid sample of 324 students from five elementary schools in China. Factor analysis and Structural Equation Modeling (SEM) were used to analyze the data. The fitness of the items for each scale of the student engagement survey and higher level competence development survey indicated a sufficient fit and also confirmed the questionnaire's structure. The relevant factors of student engagement promote their higher level competence development in the model. The SEM analysis shows that student engagement has a significant positive impact on higher level competence development. The findings could be a good reference for those who intend to develop a specific topic of school-based courses on technology for fostering students' higher level competence development.

The policy of rural collective construction land marketization (RCCLM) signifies that such land can currently be traded commercially. This not only breaks the government's previous monopoly over the primary land market but also creates opportunities for revitalizing rural industries. This study uses county-level panel data from China between 2010 and 2022, treating the policy as a quasi-natural experiment. A multi-period difference-in-differences model is employed to examine its effects on rural industrial integration and the underlying mechanisms. The results indicate that, compared to non-pilot areas, the level of rural industrial integration in pilot areas has increased significantly by 1.47%. This finding remains robust after addressing potential model estimation biases caused by factors such as sample selection bias and reverse causality. Mechanism analysis indicates that RCCLM promotes rural industrial integration development by fostering county-level technological innovation and entrepreneurial activities. Further analysis shows that the policy exhibits significant effects in the eastern, western, and northeastern regions, as well as in counties with larger populations, while showing no significant effects in the central region and counties with smaller populations. Additionally, the RCCLM generates positive spatial spillovers on rural industrial integration of neighboring areas through resource sharing. This study provides valuable insights for research on RCCLM policy and rural industrial integration. [ABSTRACT FROM AUTHOR]

Background: Intracardiac echocardiography (ICE) has been widely used in the catheter ablation of atrial fibrillation (AF). However, the value of ICE in the training of transseptal puncture (TSP) is unclear. Methods: ICE‐Training Study was a single‐center, parallel‐group, unmasked, randomized controlled trial registered in ChineseClinicalTrials.gov. Participants were randomly assigned (1:1) to different groups (1) the ICE simulator training group (ICE‐ST), in which TSP was trained and performed under the guidance of both ICE and x‐ray; and (2) the conventional simulator training group (Con‐ST), in which TSP was trained and performed only under the guidance of x‐ray. The trainees need to undergo the training stage and the evaluation stage. Results: From October 2022 to December 2022, 18 consecutive fellows (age 32.4 ± 4.4 years, 12 males) without experience of TSP were included. The training period (16.9 ± 6.6 vs. 29.6 ± 8.7 times, p = 0.003) and the fluoroscopy time (120.3 ± 25.3 vs. 189.3 ± 40.2 s, p < 0.001) of the ICE‐ST group was significantly shorter than that of the Con‐ST group. No significant difference was found in the comprehensive performance of TSP in the ICE‐ST group (composite score 96.7 ± 5.7) and the Con‐ST group (composite score 95.9 ± 6.3, p = 0.62), but the selection of TSP sites in the ICE‐ST group was commonly better than that in the Con‐ST group. Conclusions: ICE could improve the efficiency of TSP training and optimize the site of TSP to facilitate catheter manipulation in the ablation. Trial Registration: ChineseClinicalTrials.gov identifier: ChiCTR2200058377 [ABSTRACT FROM AUTHOR]

Aims: This study aimed to examine the relationship between emergency capacity, coping styles, and mental workload among nurses. Background: Emergency capacity, coping styles, and mental workload are all variables associated with work. Identifying the relationship between these variables can facilitate administrators to implement tailored and effective intervention strategies to improve individual performance, quality of care, and medical safety. Methods: A quantitative cross‐sectional study was carried out to investigate 605 Chinese clinical nurses in seven tertiary hospitals by using personal information form, emergency capacity scale for nurses, simplified coping skill questionnaire, and the NASA‐Task Load Index. Results: Emergency capacity and mental workload were found at moderate levels. The multiple linear regression model suggested that spinsterhood, no children, high workload, always anxiety or nervousness, and lower monthly income were the influencing factors of mental workload. Positive coping style was positively correlated with emergency capacity and negatively correlated with mental workload. Negative coping style was negatively related to emergency capacity and positively related to mental workload. Additionally, coping styles played a partial mediating role in the relationship between emergency capacity and mental workload through constructing a structural equation model, but the effects of positive coping style and negative coping style are opposite. Conclusion: Our results showed that coping styles played a mediating role in the relationship between emergency capacity and mental workload. Managers can alleviate the mental workload of nurses by cultivating positive coping styles and improving emergency capacity. Implications for nursing and nursing policy: Mental workload of nurses deserves more attention in medical institutions. The results of our study provide evidence for improving employee health, promoting positive behaviors, and optimizing organizational management. Nursing managers should take feasible measures to fulfill nurses' needs for emergency capacity and coping strategies to alleviate nurses' mental workload, so as to stimulate their intrinsic motivation and positive organizational behavior. [ABSTRACT FROM AUTHOR]

The purpose is to test the applicability of the Positive and Negative Affect Scale (PANAS) to Chinese children with intellectual disabilities. The study was done by distributing the questionnaire to the parents through teachers online. Asked the parents to fill out the scale based on their observations of their children's daily life. The correlation coefficients between each item and the total score of the corresponding dimension ranged from 0.52 to 0.77. Factor analysis confirmed the establishment of the PA-NA two-factor structure of affect. A significant positive correlation existed between the NA and the challenging behavior. The Cronbach's α coefficient and split-half reliability of the PA scale were 0.87 and 0.85, and the Cronbach's α coefficient and split-half reliability of the NA scale were 0.85 and 0.83, respectively, higher than 0.80. It was concluded that PANAS has good applicability in Chinese children with intellectual disabilities. [ABSTRACT FROM AUTHOR]

The religious revival during the reform and opening-up period in the Chinese mainland has long been a prominent and contentious issue. This study utilized repeated cross-sectional datasets from the Chinese General Social Survey from 2006 to 2021 to assess cohort changes in religious affiliation. It employed a temporal framework that considered both the religious and rural–urban differences. Results from age-period-cohort models indicated that cohorts born in the 1960s experienced a religious revival in the Chinese mainland, with younger cohorts did not when evaluating long-term trends. Christian affiliation exhibited more pronounced cohort variations compared to Buddhist affiliation, while a consistent cohort pattern of religious change was observed between rural and urban areas. These findings unraveled the complex trends of religious change as the Chinese family is an important setting for the transmission of religion, shedding new light on the applicability of secularization theory in socialist countries. [ABSTRACT FROM AUTHOR]

Gallnut honey, a typical Chinese medicinal commodity, is produced from the nectar of Rhus chinensis Mill. Gallnut honey is very popular with consumers because of its health effects and nutritional value, but its specific nutritional composition and medicinal components are not clear. Free amino acids are important nutritional components of honey, and can provide relevant information about the honey, such as geographical and botanical origin, as well as adulterations. The aim of this paper was to explore the free amino acid characteristics of gallnut honeys in different areas. 18 free amino acids from 17 places in China were determined by automatic amino acid analyser analysis, and the geographical characteristics were studied by principal component analysis and cluster analysis. Results showed that gallnut honey is rich in free amino acids. A total of 12 types of free amino acids were detected in all honey-producing areas, and the total amino acid content was 0.132–0.292 g/100 g. Due to its free amino acid content gallnut honey has high nutritional supplement potential, and exhibits good pharmacodynamic activity and special taste characteristics. Flavour-related free amino acids were primarily aromatic free amino acids and umami free amino acids. Pharmacodynamic free amino acids accounted for 61.22–83.85%. Results also showed that free amino acids contribute to the geographical tracing of honey, and samples of gallnut honey at different altitudes can be distinguished by cluster analysis. [ABSTRACT FROM AUTHOR]

Previous studies have explored the effects of trait regulatory focus on routine performance and proactive behaviour yet failed to reveal the underlying motivational mechanisms and investigate how these effects may operate in uncertain environments. To fill this gap, our study first draws upon regulatory focus theory to examine the motivational mechanisms linking trait regulatory focus with routine performance and challenge‐seeking behaviour (i.e., a type of proactive behaviour). We hypothesize that trait prevention focus improves routine performance but reduces challenge‐seeking behaviour via avoidance motivation, whereas trait promotion focus increases routine performance and challenge‐seeking behaviour through approach motivation. Incorporating trait activation theory, we further theorize that uncertainty that threatens individuals' security needs (i.e., quantitative job insecurity) strengthens trait prevention focus effects, while uncertainty that threatens individuals' growth needs (i.e., qualitative job insecurity) weakens trait promotion focus effects. Analysing two‐wave data from 275 employees and 58 supervisors, we found that (a) trait prevention focus had an unconditional positive indirect effect on employee self‐reported routine performance via increased avoidance motivation and (b) trait promotion focus had positive indirect effects on employee self‐reported and supervisor‐rated routine performance and challenge‐seeking behaviour via enhanced approach motivation, with these effects stronger at lower levels of qualitative job insecurity. [ABSTRACT FROM AUTHOR]

Objectives: This study aimed to investigate the association between sleep disorders and the prevalence of taste dysfunction and the mediation effect of oral microbe in adults over 40 years. Materials and methods: Cross-sectional data were utilized from the National Health and Nutrition Examination Survey (2011–2014). Regression models were employed, adjusting for demographic variables and covariates. Subgroup analyses were conducted based on age, sex, ethnicity, and education level. Multiplicative interactions were assessed through likelihood ratio tests. Additionally, the impact of sleep disturbance on the alpha diversity of the oral microbiome was examined using the rank-sum test (significance threshold: p < 0.05). Mediation analysis based on oral microbiota was conducted. Results: The analysis included 4869 participants. After adjusting for adjusting for demographic variables and covariates, individuals with sleep disorders exhibited a 36% increased risk of taste dysfunctions compared to those without sleep disorders (OR: 1.36, 95% CI: 1.00-1.84, p = 0.05). Interaction analyses indicated no significant differences between sleep disorders and taste dysfunctions concerning sex, educational level, and age across various models (Crude Model, Model 1, Model 2, and Model 3; p for interaction > 0.05). Furthermore, compared with the non-sleep disorder group, patients with sleep disorders demonstrated decreased numbers of OTUs, Shannon-Wiener indices, and Faith's phylogenetic diversity indices in the oral microbiota (p < 0.05). However, the mediation analysis failed to reveal an indirect effect of oral microbiome on taste dysfunction (p > 0.05.) Conclusion: Sleep disorders independently correlate with a higher risk of taste dysfunctions, potentially associated with alterations in oral flora. [ABSTRACT FROM AUTHOR]

Background: The purpose of the study is to explore the current level of nursing students' study skills self-efficacy, and whether general self-efficacy and self-directed learning ability mediate the relationship between perceived stress (including positive stress and negative stress) and study skills self-efficacy. Methods: The survey was conducted among 1,289 nursing students including 795 students from Jinzhou Medical University and 494 students from Dalian University. Participants completed a self-designed questionnaire, which included the Study Skills Self-Efficacy Scale, Perceived Stress Scale, General Self-Efficacy Scale, Self-Directed Learning Instrument, gender, age, academic year, and other demographic characteristics. Descriptive analysis, independent-samples t-test, one-way analysis of variance, Pearson correlation analyses, and the bootstrap method were used for data analysis. Results: Positive stress significantly positively predicted students' study skills self-efficacy, with an effect size of 0.686. Moreover, general self-efficacy and self-directed learning mediate the relationship between positive stress and study skills self-efficacy in nursing students, with effect sizes of 0.235 and 0.245, respectively. The direct effect of negative pressure on students' study skills self-efficacy is not statistically significant, but it has a significant negative predictive effect on study skills self-efficacy under the mediation of general self-efficacy and self-directed learning, with effect sizes of -0.337 and -0.238, respectively. Conclusion: This study explains how stress affects students' study skills self-efficacy, and the results have certain enlightenment significance for improving the stress management ability and study skills self-efficacy of college students in the future. [ABSTRACT FROM AUTHOR]

Background: Infection is the cause of diarrhoea, and rotaviruses and adenoviruses are important pathogens in children. Methods: A retrospective study was conducted on 144,067 children with diarrhoea between 2014 and 2023 in China. We used the colloidal gold method to detect intestinal adenovirus and rotavirus A antigens in faeces. The epidemiological characteristics of these viruses and the impact of meteorological factors on them were analysed before and after coronavirus disease 2019 (COVID-19) pandemic. Results: During this decade, the positive rate of adenovirus infection was 6.41%, while the positive rate of rotavirus A infection was 11.81%, higher than that of adenovirus infection. The positive rate of adenovirus and rotavirus A coinfection was 1.92%. The positive rates of adenovirus, rotavirus A and coinfection showed a fluctuating trend, and suddenly decreased in 2020. There was an apparent decrease of positive rate of rotavirus A, with a decrease of 57.27%, during 2020–2023. Surprisingly, the positive rate of adenovirus infection exceeded that of rotavirus A infection in 2021 and 2023. During the COVID-19 pandemic, the proportion of female patients and children over two years of age infected with adenovirus or rotavirus A increased, while the proportion of cases in winter decreased. In addition, we found that the positive rate of rotavirus A infection was related to average temperature and sunshine, and the positive rate of adenovirus and rotavirus A coinfection was only related to sunshine. However, these correlations disappeared during the COVID-19 pandemic. Conclusions: This study revealed the recent prevalence of adenovirus and rotavirus A infections in children with diarrhoea in south-central China and provided a theoretical basis for the prevention and control of viral diarrhoea. [ABSTRACT FROM AUTHOR]

Background: The global population's aging has led to an increasing demand for long-term care (LTC), especially in developing countries like China. Comprehensive assessment of LTC service demands by including the time and cost analysis is crucial to inform the planning and financing of LTC resources, yet such research is lacking in China. Our research team has developed a quantitative index system of the medical and nursing services needs of older adults (QISMNSNE) based on the framework of Time-Driven Activity-Based Costing (TDABC), providing a valuable tool for measuring LTC service needs. This study aimed to assess the LTC service needs of older adults in China and the factors associated with such needs. Methods: A cross-sectional study was conducted in Changsha City, Hunan Province, China, from June 2021 to December 2022. A stratified multistage cluster sampling method was used to recruit 1,270 older adults from five nursing homes and three communities/streets in three regions of Changsha City. The LTC service needs were assessed by calculating the service time required from caregivers, nurses, and doctors and the total service time (min/d) using the QISMNSNE. Participants' disability, activities of daily living (ADLs), mental status and social involvement (MSSI), and sensory and communication (SC) were assessed using standard scales. Generalized linear regression models were used to analyze factors associated with LTC service needs. Results: The participants had an average age of 76.41 ± 8.38 years, with 43.7% being female. The median service time required from caregivers, nurses, and doctors was 53.34 min/d, 3.66 min/d, and 0.33 min/d, respectively, and the total service time was 83.31 min/d. The generalized linear regression model identified the following factors that were associated with higher total service time: aged 75–84 years, living in nursing homes, income over 5000 per month, ADLs, MSSI (9 ~ 40), SC, and having 3 ~ 4 kinds of geriatric comorbidity (P < 0.05). Conclusions: Older adults have a high need for LTC services, especially those provided by caregivers, indicating an urgent need to expand and improve LTC systems. The LTC service time needed is associated with multilevel factors encompassing socio-demographic, functional, and psychological aspects. This study offers preliminary insights into the needs, demands, and costs of LTC services for older adults and provides essential guidance for future planning and financing of LTC resources. [ABSTRACT FROM AUTHOR]