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Yue Opera holds the distinction of being the second largest opera in China and is celebrated as the country's second National opera. This study aims to examine education and literacy of historical development in Shaoxing, Zhejiang Province, China. Through a multidisciplinary approach encompassing musicology and ethnomusicology it investigates the historical development, cultural contexts, and artistic characteristics of Chinese Yue Opera. The research methodology involves conducting interviews with key informants who have extensive experience and expertise in Chinese Yue Opera, as well as observing live performances. The collected data is analyzed and interpreted in accordance with existing literature and theoretical principles. The findings of the study trace the evolution of Chinese Yue Opera from its origins as a rap art form to an opera prototype, and its subsequent development into the "Small Song Class" and "Shaoxing Opera." The comprehensive examination of the cultural and artistic aspects of education and literacy in Chinese Yue Opera provides valuable insights into this traditional Chinese opera genre. The study sheds light on its historical significance, artistic expressions, and cultural heritage. This research enriches our understanding and deepens our appreciation of the distinctive artistry encapsulated within Chinese Yue Opera.

This study examines the interplay between academic anxiety, emotional intelligence management, and academic resilience in Chinese international postgraduate students in Thailand. Using a correlational design and a sample of 353 valid participants, the study employed the Weighted Emotional Intelligence Scale (WEIS), Academic Anxiety Scale (AAS), and Academic Resilience Scale-30 (ARS). Contrary to expectations, the analysis revealed no significant differences in academic anxiety, emotional intelligence management, or academic resilience across demographic cohorts (gender, academic major, and occupation). Weak and non-significant correlations were also observed between academic anxiety, emotional intelligence management, and academic resilience. These findings challenge assumptions about demographic influences on these constructs and suggest a broader challenge for international students. Despite the prevalence of academic anxiety and deficiencies in emotional intelligence management and resilience, these constructs were not influenced by demographic factors. The study highlights the importance of holistic educational approaches that prioritize cultural and contextual factors and underscores the need for further research to unravel the complex dynamics of academic anxiety, emotional intelligence, and resilience.

We examined how a group of Chinese undergraduate students understood paraphrasing and source use conventions for research paper writing in English. Prior scholarship has generated valuable insights about novice second language (L2) writers' unconventional source use practices, but little is known about how these writers interpret and understand source use expectations for English academic writing. We followed a group of nine Chinese undergraduate students for an academic term as they learned to paraphrase and write with sources for their research paper assignments. Drafts of students' papers were collected and rounds of text-based interviews were conducted where students were asked to explain their source use decisions. Findings showed that the students actively and constantly referenced their source use knowledge of Chinese essay writing to help make sense of source use expectations for English academic writing, although their understanding of English academic source use as well as their rendition of culture may likely be viewed by expert academic writers as 'insufficient' or 'inadequate'. We conclude by highlighting the importance of foregrounding learner voice and acknowledging the legitimacy of the interpretations of novice L2 writers as intercultural informants in the teaching of English academic source use.

As artificial intelligence (AI) permeates almost all aspects of our lives, university students need to acquire relevant knowledge, skills, and attitudes to adapt to the challenges it poses. This study reports the development and validation of a scale called the Artificial Intelligence Learning Intention Scale (AILIS). AILIS was designed to measure the different factors that shape university students' behavioral intentions to learn about AI and their AI learning. We recruited 907 Chinese university students who answered the survey. The scale is comprised of 9 factors that are categorized into various dimensions pertaining to epistemic capacity (AI basic knowledge, programming efficacy, designing AI for social good), facilitating environments (actual use of AI systems, subjective norms, access to support and technology), psychological attitudes (resilience, optimism, personal relevance), and focal outcomes (behavioral intention to learn AI, actual learning of AI). Reliability analyses and confirmatory factor analyses indicated that the scale has acceptable reliability and construct validity. Structural equational modeling results demonstrated the critical role played by epistemic capacity, facilitating environments, and psychological attitudes in promoting students' behavioral intentions and actual learning of AI. Overall, the findings revealed that university students express a strong intention to learn about AI, and this behavioral intention is positively associated with actual learning. The study contextualizes the theory of planned behavior for university AI education, provides guidelines on the design of AI curriculum courses, and proposes a possible tool to evaluate university AI curriculum.

While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.

This study investigates the influence of environmental attitudes of Chinese students in higher education institutions (HEIs). It included 988 students at ten higher education institutions and administered an "environmental attitudes inventory" questionnaire to investigate gender, grade level of study, institution level, parental educational background, scholarships, annual household income, students' leadership experience and the extent to which variables such as participation in environment-related courses affect students' attitudes towards the environment. Furthermore, the study relied on descriptive and analytical methods. The results show significant differences in grade, school level and parents' educational backgrounds on students' environmental attitudes. In contrast, gender, scholarship, annual family income and student leader experience related to the environment did not appear as significant factors. This paper suggests that education policymakers incorporate these influences into a vision of environmental educational reform to inform the remedial actions needed by higher education institutions.

Physical education teachers in colleges and universities have the crucial responsibility of acting as mentors and guides for the healthy growth of students. The work engagement of these teachers affects the quality of higher education personnel training and health education. Based on the job demand-resource model, this study conducted a questionnaire survey on 500 physical education teachers in 20 colleges and universities in Hebei Province, China. The subjects were selected through convenience sampling. Out of the total, 456 valid questionnaires were recovered. The intermediary effect was tested through the AMOS model analysis and the Bootstrap method. The results revealed that the perceived organizational support of the participating physical education teachers in colleges and universities can positively affect their sense of teaching efficacy, which in turn positively affects work engagement and has a partial mediating effect on the relationship between perceived organizational support and work engagement.

This design case records a design competition project in which the team adapted various user experience (UX) design methodologies to instructional design in support of China's K-6 rural school teachers for the increasingly challenging teaching requirements on reading literacy. The solution landed on a mobile application design, YoungRead. The project is the winner of the University of Michigan Learning Levers Development Award and the Zell Lurie Institute Innovation and Entrepreneurship Award in 2020. This design case will describe the design process and how the adapted UX design model may be used in similar instructional design situations to facilitate under-resourced teachers in developing professional skills to bridge students' reading interests and academic achievement.

The Guangxi Zhuang Autonomous Region of China's Luocheng, northern Guangxi, and southeast Guizhou are the main distribution hubs for Mulao folk songs, which are a significant aspect of China's Mulao line customs heritage. The objective of this study was to investigate the literacy transmission of Mulao folk songs during the Zoupo Festival in Luocheng, Guangxi Zhuang Autonomous Region, China. This is a qualitative study that includes relevant literature research, surveys, interviews, and transcriptions. In this study, the informants are categorized into two groups: two scholar informants and four informal informants. The result of this study shows that the Mulao Zoupo Festival in Luocheng, Guangxi Zhuang Autonomous Region, China, has transformed from a mate selection tradition to a platform for the literacy transmission of Mulao folk songs. This traditional folk activity promotes education, cultural exchange, and community engagement, fostering the preservation and promotion of Mulao culture and traditions. It underscores their commitment to maintaining their cultural legacy and encouraging community involvement through music and cultural enrichment. The study sheds light on the Mulao people's unwavering dedication to safeguarding cultural heritage.

During the COVID-19 pandemic, from early 2020 onwards, the adoption of synchronous online learning increased rapidly. It offers students a unique learning experience, utilizing communication modes from both in-person and asynchronous online classes. This mixed-methods study examined the impact of modes of communication (visual, bodily behaviors, spoken language, and written language) found in synchronous online contexts on students' learning experiences from the perspective of social presence and teaching presence, as well as their satisfaction with synchronous online learning experience. An online survey was distributed first to collect quantitative data. The survey results indicated that four different modes influenced students' communication to a different extent, with written and spoken language being the most effective modes of online communication. These modes were also significantly positively correlated with social presence, teaching presence, and student satisfaction; however, only spoken language was a significant predictor of student satisfaction. In the qualitative phase, semi-structured interviews were conducted to examine students' perceptions of how multimodality affects social presence, teaching presence, and satisfaction with online learning. This led to five major themes and highlighted how multiple modes of communication supports social presence, thereby helping teachers scaffold students. In addition, the online learning context impacts type of instruction, and the reduced distance between teachers and students improves teaching presence; however, the students felt a lack of affective belonging in their online classes. This study also provided implications for course instructors and designers to help them effectively adopt different modes in synchronous online environments and promote social and teaching presence.

The Nature of Science (NOS) is an important component of scientific literacy. Science teachers' Views of the Nature of Science (VNOS) directly affect their teaching behaviors. Therefore, it is of great significance to explore science teachers' VNOS and find ways of improvement. This study was designed to comparatively investigate preservice science teachers' VNOS between China and Canada. The study employed a survey design to explore how Chinese and Canadian preservice science teachers understood the seven different aspects of NOS. Data showed that preservice science teachers in China and Canada both hold a modern view about science education. The level of Chinese and Canadian participants' understanding of NOS was above the relatively naive level. Chinese teachers had better macro-understanding toward science education, but their micro-mastery was insufficient. The Canadian participants had a better understanding of the NOS than their Chinese counterparts. The study suggested that there is a need to reconstruct the preservice science teacher education curriculum in China and promote the transformation in the science teacher educational system.

In the era of multimedia digital education, virtual reality (VR) technologies have become extremely popular teaching tools. The research compares the learning outcomes of the VR students group using the VR4EDU virtual reality application with the learning outcomes of the control students group taking the traditional online music lessons. The sample consisted of 96 students from a Shandong Management University in China. The research is based on a quasi-experimental design. The scholars identified the statistically significant improvements in learning music supported by VR in the following areas: for Exercise 1, improvements were from M:30% to M:45%; for Exercise 2, improvements were from M:32% to M:54%; and for Exercise 3 improvements were from M:57% to M:83%. The research highlights technical features of the VR environment in music education that may help developers and designers to develop effective curricula for students. The spatial design reveals the potential of spatial learning, but further research is still required to analyze the role and advantages of spatial learning in detail. The present research underlines that more complex structures can be developed to teach students different aspects of musical genres.

Formative assessment has been long emphasised as a powerful means for enhancing science learning. However, there is still a lack of research to investigate the impacts of formative assessment on both students' motivational beliefs and behaviours in science learning. This study examined such impacts using data from six Western and six East Asian countries/economies in PISA 2015. 96,491 15-year-old students were included. The SEM analysis of overall data showed that (i) formative assessment had both direct effects on students' science learning behaviours and indirect impacts mediated by students' motivational beliefs and (ii) the total effect of teacher feedback on science learning behaviours was greater than adaptive instruction. The comparison between Western and East Asian datasets indicated that (i) the impact of teacher feedback on East Asian students' motivational beliefs was greater than that on their Western counterparts; (ii) the impact of adaptive instruction on Western students' motivational beliefs was greater than that on East Asian counterparts; and (iii) the direct impacts of teacher feedback and adaptive instruction on science learning behaviours were similar for both groups of students. Suggestions were made on how to effectively implement formative assessment to enhance science learning in different cultural contexts.

Pearson Test of English Academic (PTE Academic), a high-stakes English language proficiency test, underwent substantial revisions in 2021. The test duration was reduced from 3 h to 2 h by reducing specific task numbers and sections. This study investigates the impact of these changes on teachers' perceptions and teaching practices, areas previously underexplored in language assessment literature. It focuses on the implications of the test's modifications, examining the face validity and washback effects through the lens of teachers in mainland China. Semi-structured interviews with four experienced PTE Academic test trainers, who were familiar with both the original and revised test formats, reveals that the revised PTE Academic is perceived to maintain strong face validity, particularly noted in its academic authenticity, balanced skill structure, and perceived result accuracy. Additionally, most teachers perceived an increase in test difficulty. A mixed washback effect was observed: while improvements in students' language competence--a positive outcome--were noted, teachers also reported a continued reliance on teaching test-oriented strategies for higher-scoring tasks, indicating negative washback. This study highlights the significant implications of reducing PTE Academic's duration and offers targeted recommendations for its future improvement. These suggestions aim to enhance students' academic language skills, thereby better aligning PTE Academic with the practical language abilities required in university settings.

This study focuses on the role of visual resources in constructing the brand identity of Chinese universities. By drawing on the theoretical concept of corporate visual identity (CVI), this study analyzed universities' logos and typography of names from the social semiotic approach. Nine elite Chinese universities were selected as the corpus to qualitatively investigate how the institutions' logos and typography of their names are designed and utilized for corporate branding. The analysis shows that both the logos and names are graphically and typographically designed as effective visual elements and semiotic resources with meaning potentials to signify the Chinese universities' brand identity.

Sulforaphane has been reported to possibly improve core symptoms associated with autism spectrum disorders from mostly small size studies. Here we present results of a larger randomized clinical trial (N = 108) in China. There were no significant changes in caregiver rated scales between sulforaphane and placebo groups. However, clinician rated scales showed a significant improvement in the sulforaphane group, and one third of participants showed at least a 30% decrease in score by 12 weeks treatment. The effects of sulforaphane were seen across the full range of intelligence and greater in participants over 10 years. Sulforaphane was safe and well-tolerated even for young children. The inconsistent results between caregiver and clinician rated scales suggest more clinical trials are needed to confirm our findings.

"Research Findings:" This study examined the financial literacy of 5 and 6-year-old children in Shanghai, including their understanding of financial concepts and their preference for and ability to use digital payment methods. Using a mixed-methods research design, a sample of children ranging in age from 62 to 73 months completed multiple tasks to assess their financial literacy and participated in a semi-structured interview. The results suggested that most young Chinese children had a basic understanding of coins and their value, but there was variation in their perceptions of the need to provide change after making a payment. The majority of young children preferred to pay with digital devices and had a positive attitude toward mobile payments, although some children expressed concerns about their ability to use this method accurately. "Practice or Policy:" The study findings suggest that perceptions of financial literacy may vary across families from diverse socioeconomic backgrounds. These results lay the groundwork for future digital financial literacy rating scales or behavior coding studies based on the initial findings of young children from middle-income families. The study also emphasizes the importance of providing formal and informal financial education to young children, particularly in regards to digital literacy, in order to prepare them for the future.

Teachers' conceptions of assessment are a significant indicator of teacher assessment literacy. This study contextualized pre-service teachers' conceptions of assessment in Chinese second language education. An exploratory factor analysis generated eight first-order factors and the following confirmatory factor analysis found a hierarchical model, reflecting a noticeable influence of prior learning experiences and official assessment regimes on conceptions. A follow-up latent profile analysis showed three profiles. Improvement-oriented was the most prevalent profile, but more than 40% of the participants were categorized as negative. The study substantiated the need to develop an integrative and balanced understanding of assessment in teacher education to prepare pre-service teachers for teaching in international contexts.

Purpose: Whilst professional learning communities (PLCs) have been widely explored at the school level, they have received less attention at the departmental level. The study takes the variance between departments and the role of departmental teacher leaders into consideration, and the relationships amongst departmental-level PLC dimensions, two types of teacher leadership (TL) and individual teacher self-efficacy are investigated. Design/methodology/approach: The sample consisted of 907 teachers from 81 departments in Chinese schools. The associations between the studied variables were explored through a multi-level analysis approach. Findings: The results show that two specific characteristics of departmental PLCs, namely reflective dialogue (RD) and collective responsibility (CR), exhibit a positive correlation with individual teacher self-efficacy. Additionally, the findings indicate that teacher transformational leadership significantly predicts teacher self-efficacy, whereas teacher instructional leadership (IL) does not emerge as a significant predictor. These findings may be attributed to the contextual factors of Chinese teachers' collective work and the practice of teacher leaders. Originality/value: This research contributes to the existing literature by addressing the variance between departments and uncovering the impacts of departmental PLC dimensions on individual teachers. Furthermore, two TL styles at the departmental level are differentiated, and their distinct influences on teacher self-efficacy are further analysed.

The objective of this study is to investigate how work stress affects work engagement and how self-efficacy mediates among secondary school physical education teachers. The link between work stress, engagement, and self-efficacy of secondary school physical education teachers was examined using questionnaires and linear regression analysis with a sample of 400 secondary school physical education instructors from 32 primary and secondary schools in China. The findings indicated that the relationship between work stress and engagement of secondary school physical education teachers was increasing and then decreasing. When work stress exceeds a certain range, work engagement will decrease with the increase, but conversely, appropriate work stress could effectively promote work engagement and reduced the impact of stress on job engagement.

Objective: Personality traits are commonly used to explain individual differences in procrastinatory behavior. This study aims to examine the relationship between bedtime procrastination (BP) and personality traits, and to understand the role of self-regulation skills in this relationship. Participants: We recruited 294 college students. Methods: Data were collected through standardized questionnaires to evaluate BP, personality traits, and self-control (a main indicator of self-regulation skills). Results: Correlation analysis showed that BP was positively correlated with the psychoticism and neuroticism dimensions of Eysenck's personality. Hierarchical regression and structural equation modeling analyses further revealed that psychoticism and neuroticism predicted BP directly and indirectly via self-control. Conclusions: BP has a significant relationship with Eysenck's personality traits, particularly, with some dimensions that directly and indirectly predict BP through self-regulation skills. Therefore, individualized intervention strategies based on personality traits and self-regulation skills should be integrated in measures used to reduce BP behaviors among college students.

This study aimed to examine the unique longitudinal role of theory of mind (ToM) on reading comprehension among primary school children, while controlling for other influencing factors. It also examined how this impact varies by grade, text genre, and processing level. A sample of 430 Chinese children in Grades 2, 4, and 6 was observed over a period of 6 months. For each grade, longitudinal hierarchical regression analyses were conducted to examine the unique contribution of ToM to reading comprehension across different text genres and processing levels. By controlling for variables such as reading frequency, decoding, vocabulary, nonverbal intelligence, listening comprehension, and executive function, ToM cannot predict the overall reading comprehension of children in Grade 2, but can predict it of children in Grades 4 and 6. For specific text genres, ToM predicted narrative comprehension in both Grades 4 and 6 and expository comprehension only in Grade 6. For specific processing levels, ToM predicted advanced comprehension in Grades 4 and 6 and basic comprehension only in Grade 6. Furthermore, ToM predicted advanced narrative and expository comprehension in Grades 4 and 6, and basic expository comprehension in Grade 6. These findings highlight the important role of ToM in reading comprehension development, particularly in the middle and upper stages of primary school. These results lay the foundation for further research on exploring the underlying mechanisms of the impact of ToM on reading comprehension and provide a social-cognitive perspective to enhance the development of reading comprehension.

Parenting style plays an important role in children's externalizing behaviors. Differences in physiological regulation among children may lead to variations in whether or to what extent parenting style influences them. The present study aimed to investigate the effect of parenting styles on young children's development of externalizing behaviors and to consider the moderating role of children's physiological regulation (resting respiratory sinus arrhythmia [resting RSA]). Participants included 119 Chinese parent-child dyads (55 girls, T1 M[subscript age] = 4.62 years, SD[subscript age] = 0.27 years; T2 M[subscript age] = 5.73 years, SD[subscript age] = 0.29 years). At T1, parents reported their parenting styles and children's externalizing behaviors; at T2, children's externalizing behaviors were measured again by parental reports, and children's resting RSA was measured. Authoritarian parenting predicted children's development of externalizing behaviors from T1 to T2, and this effect was moderated by children's resting RSA. For children with low resting RSA, authoritarian parenting positively predicted their development of externalizing behaviors, but no significant relation was found among children with high resting RSA. Permissive parenting was associated with children's externalizing behaviors T1 but not with the development of externalizing behaviors from T1 to T2. The present study demonstrates the crucial role of resting RSA in early childhood and supports the diathesis-stress model by revealing that children with poor physiological regulation are vulnerable to authoritarian parenting and thus develop high externalizing behaviors.

Arguably, the most contentious debate in the field of eye movement control in reading has centered on whether words are lexically processed serially or in parallel during reading. Chinese is character-based and unspaced, meaning the issue of how lexical processing is operationalized across potentially ambiguous, multicharacter strings is not straightforward. We investigated Chinese readers' processing of frequently occurring multiconstituent units (MCUs), that is, linguistic units composed of more than a single word, that might be represented lexically as a single representation. In Experiment 1, we manipulated the linguistic category of a two-constituent Chinese string (word, MCU, or phrase) and the preview of its second constituent (identical or pseudocharacter) using the boundary paradigm with the boundary located before the two-constituent string. A robust preview effect was obtained when the second constituent, alongside the first, formed a word or MCU, but not a phrase, suggesting that frequently occurring MCUs are lexicalized and processed parafoveally as single units during reading. In Experiment 2, we further manipulated the phrase type of a two-constituent but three-character Chinese string (idiom with a one-character modifier and a two-character noun, or matched phrase) and the preview of the second constituent noun (identity or pseudocharacter). A greater preview effect was obtained for idioms than phrases, indicating that idioms are processed to a greater extent in the parafovea than matched phrases. Together, the results of these two experiments suggest that lexical identification processes in Chinese can be operationalized over linguistic units that are larger than an individual word.

In recent years, with the economic development of various countries, education has also made great leaps, and piano teaching has been popularized and promoted in various universities. Pianos are also put into use in universities through normal channels. According to the survey, there are certain drawbacks in the teaching process of piano, which hinder the teaching effect to a great extent. In order to better adapt to the interactive teaching mode, this paper takes the flipped classroom in piano teaching as an example to conduct a systematic study based on the method of artificial intelligence. This paper introduces three typical artificial intelligence technologies and analyzes the three evaluative indicators corresponding to the effect of piano interactive teaching. The analysis results show that the prediction effect based on fuzzy neural inference system is the best. In addition, the three-dimensional display of the prediction data shows that the prediction effect obtained by artificial intelligence shows a strong consistency with the actual evaluation effect.

Doctoral student creativity is critical for technological innovation and knowledge production. Based on the extended scientific and technical human capital (STHC) theory, a moderated mediation model was constructed to explore how supportive supervision is associated with doctoral student creativity through the simultaneous mediating effects of academic buoyancy and network ties and the moderating role of family support. A sample of 637 doctoral students from China participated in this study. In particular, the findings suggest that supportive supervision is positively related to doctoral student creativity through the simultaneous indirect effects of both academic buoyancy and network ties, while the mediating effect of academic buoyancy is stronger than that of network ties. Moreover, the significant moderation effect of family support on the relationship between network ties, academic buoyancy, and creativity reveals that students with greater family support are more likely to benefit from the academic buoyancy while leading the mediating effect of network ties to be dispensable, implying that family support can be a double-edged sword. The findings provide implications for supervision that can improve doctoral student creativity by attaching importance to social capital and psychological capital while considering the nuanced influence that family support may exert.

International students undergo both language and academic culture shocks in their study in destination countries such as the UK, the US and Australia. However, most of the research on international students tends to adopt a deficit discourse when portraying this group of students. This research is a response to the call of researchers in the field for a paradigm shift that focuses on international students' agency and asset. Using the agency theory and Community Cultural Wealth (CCW) model as the framework, this study reports findings from a qualitative study of 22 Chinese students on 2 + 2 joint programs between an Australian university and four Chinese higher education institutions. While the in-depth interview findings support past studies about the language and academic culture shocks that international students experience, more importantly this study reveals that Chinese international students exercised agency by leveraging mainly four forms of CCW--navigational capital, linguistic capital, social capital and inspirational capital to overcome language and academic culture shocks. Chinese students' agentic exercise reveals temporal and social nature of their agency: It is not only informed by their habitus, directed and guided by the emerging demands and future goals, but also embedded in social engagement. Implications and policy advice for program managers on both sides of the joint programs as well as for host university teaching staff are discussed.

While phonetic training in laboratory settings has been shown to be helpful for second language (L2) sounds learning in prior studies , it is still open to debate whether a perception- or a production-based approach can better help adults learn L2 sounds in classroom settings. This study aimed to fill this knowledge gap. The participants were three groups of adult Chinese college students who had difficulties in perceiving and producing English/?/-/s/and/ð/-/z/. Group 1 and Group 2 were exposed to a perception-based and a production-based training approach respectively. Group 3 was the control group (no training). The training materials were "minimal pairs" embedding the target contrasts in various phonetic environments. Each session included explicit articulatory instructions and perception- or production-based practice activities. Individual participants' perception and production of the target contrasts were tested before (pretest), after (posttest), and one month after the training programme (delayed posttest). According to the results, (1) in comparison with the pretest, both the perception- and production-based groups showed significant perception and production improvement in the posttest, which remained in the delayed posttest; the control group had no significant perception or production changes across the three tests; (2) the production-based group had significantly better perception and production performance than the perception-based group both in the posttest and the delayed posttest. The overall results suggest that a production-based approach may be optimal for L2 sounds learning.

Purpose: 2020 is the concluding year of the basic preschool education popularization policy in China and marks the beginning of "China's Education Modernization 2035." This study focuses on the top-level design and the prospect of the development plan of China's preschool education toward 2035. Design/Approach/Methods: The research method adopted is expert interview. We interviewed 11 experts, including policymakers, educational administrators, scholars, and practitioners in the education. Findings: To develop China's preschool education, we need to integrate macro-level, meso-level, and micro-level contents: focusing on public welfare as the development concept, furthering the reform of the educational system and mechanism, making quality improvement the plan's key goal, and forming a new preschool education development mode with Chinese characteristics. Originality/Value: This study hopes to clarify the focus to have an impact on China's preschool education toward 2035. It also aims to provide suggestions about preschool education development for other countries.

This study compared the sentence hyperbole comprehension performance of Chinese poor readers with various levels of arithmetic proficiency. A total of 168 Chinese poor readers in Grade 1 were recruited, and their nonverbal intelligence, verbal working memory, Chinese receptive vocabulary, Chinese grammatical knowledge, character reading and morphological awareness were controlled. The reaction times of these students in correctly answering literal and inferential questions was selected for further comparison. Results of a mixed-effect model analysis show that the participants with good and poor arithmetic proficiency levels demonstrated similar levels of literal information comprehension, regardless of the presentation form of the quantifier construction that was built by the quantifier location of the sentences, the number of numeric characters in a single quantifier and the hyperbole function applied in the sentence quantifier. Students with good arithmetic proficiency also demonstrated faster response in comprehending quantifier inferential information. Primary school students with good arithmetic proficiency outperformed those with poor proficiency in the inferential reading of verbal numeric information. In addition, differences in arithmetic proficiency did not significantly affect the students' word/character semantic representation cognition and shallow literal information processing. Overall, the results distinguish the interaction and independent numerical information processes at the literal and inferential levels of text quantifier comprehension for young primary school students with poor reading proficiency.

Chinese subtitling of English trailers is essential for marketing foreign films in China, and there is a need to focus on audience reception. Ideal subtitles are expected to provide a necessary aid to the audience but to attract as little attention as possible. Paralinguistic factors like punctuation can influence the audience's attention and reception. Therefore, this study aims to explore the impact of punctuation on a Chinese audience's attention distribution between subtitles and visuals via the eye tracking technique. We recruited 62 participants and selected ten English trailers for films to be released. We prepared two parallel Chinese versions for each trailer, one using punctuation marks and the other using spaces. The participants were randomly assigned into two groups to watch the two versions respectively and filled out a questionnaire afterwards to rate their desire to watch those films. Data analyses show that, while punctuation does not have a significant impact on participants' attitudes towards the films, the version without punctuation causes less fixation on subtitles, implying that omitting punctuation marks can ensure more attention to the visual and hence a better viewing experience.

Triggered by the pilot of the "Gao-Kao" reform, the avoidance of physics courses in senior high school has aroused the concern of society in China. The factors that influence the motivation to learn physics are an important research topic, especially for countries that have a disciplinary-based education tradition in secondary school. However, there is a lack of instruments for evaluating secondary school students' physics learning motivation, as most motivational studies consider science learning motivation as a single construct and do not distinguish between the motivation to learn different science disciplines. Therefore, we developed an instrument for measuring physics learning motivation and used this instrument to investigate the trend of physics learning motivation from middle school to high school and how physics learning motivation was influenced by teachers, parents and peers. Adopting achievement goal theory as the theoretical foundation, we developed a survey for physics learning motivation by adapting previously validated instruments. After pilot testing, 502 middle school and senior high school students completed the survey. Statistical tests, such as factor analysis, were conducted to test the reliability and validity of the instrument. Descriptive statistics confirmed some of the findings from past research (such as an overall decline in motivation to learn science), but more detailed analysis also led to new findings. Using Structural Equation Modeling (SEM) we investigated the relationships between students' perceptions of the environment's goal emphases, their personal goal orientations, and their engagement in physics learning in and out of school. The results showed that the students' goal orientations were influenced by teachers and parents, but primarily by their peers. Finally, we discuss possible explanations of the findings and their implications for follow-up studies and policy adjustments.

Development in science, technology, engineering, and mathematics (STEM) is widely emphasized worldwide. In the past decades, China has become the largest rising economy with a strong forward momentum in STEM advancement and education, which has profoundly impacted the global economy. This study investigates the current trends in STEM career aspirations among Chinese adolescents, who will soon become the future workforce. The results indicate a significant increase of students' STEM aspirations in comparison to the 2015 PISA outcomes. Further investigation suggests that the rapid change can be attributed to the recent transitions in world politics which have shifted from collaboration to exclusive competition. Insights gained from this study call for a change of mindset to recognize that in the STEM economy, collaboration is the most powerful form of competition.

This research investigates the impact of algorithmic management on worker behaviors, focusing on workers' commitment to service quality and referral tendencies. Drawing upon the job demands‐resources model, we argue that high levels of algorithmic management could create hindrance demands that impede service quality and demotivate referral behaviors. We propose that high workload, as a challenge demand, buffers the negative effects of algorithmic management on worker outcomes. We find support for our proposed research model in an experiment with a sample of 1362 platform‐based food‐delivery riders. We also conduct a qualitative study with 21 riders, which provides a more nuanced understanding of how algorithmic management affects workers' attitudes, behaviors, and referral tendencies. [ABSTRACT FROM AUTHOR]

Given the common occurrence of school bullying incidents and high prevalence rates of victimization in China, this study aims to explore the association between multiple school-related predictors and Chinese adolescents' overall experiences with bullying victimization. Guided by the social-ecological framework for violence prevention, this study integrated different factors involving teachers, students, and school climate into one single research to detect the bullying problem more systematically and holistically. Further, the study applied the data from the 2018 Program for International Student Assessment while utilizing binary logistic regression analyses to perceive anti-bullying variables and their relationships with bullying victimization. The study revealed that teachers' emotional, instrumental, and informational support other than appraisal support were negatively associated with students' experiences of being bullied and victimized. The research also indicated that students' sense of belonging, a cooperative school environment, and classroom disciplinary climate played a buffering role in bullying victimization while competition in school settings adversely increased overall bullying exposure. The results have highlighted the integration of various predictors in influencing multiple social relations and school environments to battle against in-person bullying. The results also have implications for stopping cyberbullying to achieve inclusive school education for all in the post-COVID-19 era.

"Best behaviour" picturebooks, also known as "making good habits" or "teaching good manners" picturebooks, have explicit educational intentions that imply a culturally hegemonic voice. Despite this problematic characteristic, these picturebooks are welcomed by both parents and the market in China. Using extant picturebook theory of picture-text relationships, narratological, paratextual analyses and translation theory, this article seeks a better understanding of how this hegemonic voice is formed, resolved or consolidated via a critical reading of three best-selling "best behaviour" picturebook series available in the Chinese market. One is the original Chinese-language WaiWaiTu-ZiKongLi series (Little Bunny series). The second series is the translated United States series, Hands Are Not For Hitting, now a Chinese best behaviour publication. The third series is a translated rendition of Pete the Cat series, which did not serve any evident educational purpose in its original English-market form but has been identified to cultivate good character on the Chinese covers. These publications commonly present straightforward picture-text relationships of two-dimensional stories and characters. Most importantly, adults hold power in these best behaviour children's books. We argue that both the construction and disruption of hegemonic thinking co-exist in these picturebooks, reflecting the nature of adult power plays. At the same time, these best behaviour picturebooks serve as a good example of how hegemonic notions work within specific cultural and pedagogical contexts.

The school-to-work transition (STWT) period is crucial for students, and a protean career orientation (PCO) is important for a successful transition. The present study aimed to examine the effects of PCO on proactive career behaviors, the underlying mechanisms, and the development of PCO using a coaching approach. Study 1 was conducted based on 250 Chinese undergraduate and postgraduate students during STWT using self-reported questionnaires. Statistical results showed that PCO positively predicted proactive career behaviors and mediated by vocational identity and career adaptability. In Study 2, a randomized controlled trial was used to implement a coaching program that aimed at improving PCO and associated positive career outcomes. Statistical analyses found that the intervention group showed significant improvements in PCO, and the increase in PCO positively predicted increases in career adaptability, vocational identity, and proactive career behaviors.

This study aimed to develop a valid and reliable instrument, the Mental Images of Scientists Questionnaire (MISQ), and use the instrument to examine Chinese students' mental images of scientists' characters across school levels, regions, living settings, and gender. The final version of the MISQ consisted of four constructs: scientists' cognitive, affective, lifestyle, and job characters. The results showed that senior high school students gave higher scores for scientists' cognitive character construct than junior high and elementary school students did. Students from eastern regions, which have a more highly developed economy, gave the highest scores on cognitive and affective character constructs of scientists. Students from western regions, which have a less developed economy, had a relatively negative impression of scientists. Students' images of scientists' affective, lifestyle, and job characters were positively correlated with their interests in pursuing scientific careers. Future research to explore the relationships between students' mental images of scientists' characters and students' motivation to pursue science-related careers or to engage in scientific practices are recommended.

The purpose of this study was to investigate current Chinese preschool teachers' use of behavior management (BM) strategies in preschool classrooms during the challenging juncture of routine care and their impact on children's behavior performances, as well as the features of high-quality BM. Using a stratified, random sampling procedure from data collected as part of a large, longitudinal study in the Guangdong province of China, 37 teachers agreed to participate. While preschools from high to low SES were invited, 18 teachers in high SES and 19 teachers in low SES regions provided consent to participate, resulting in a total sample of 37 teachers. Both quantitative methods and descriptive statistics were employed through CLASS to analyze teachers' use of BM strategies and possible associations with children's behavioral performances. Findings showed that teachers generally missed opportunities to use high-quality strategies. Features of strategies were identified in this study that were used only to control children's behaviors and to elicit children's situational compliance instead of eliciting their receptive compliance. Results also revealed that most Chinese preschools were generally highly controlled environments. Realizing the need for children in preschool classrooms to establish early and positive behavioral habits as imperative, the results of this study point to necessary professional development to become more intentional in using effective behavior management strategies, such as clear behavioral expectations, proactive strategies, and correction of misbehavior, during routine care activities to meet children's behavioral needs and encourage receptive compliance.

Didacticism is an indispensable factor in the study of children's literature, not only within the text, but also within activities such as choosing books. This article explores didacticism in children's literature and the parent-child power structure within the relatively unexplored area of the book choices of Chinese parents and children who read Anglophone picturebooks together. Data collection comprised an online questionnaire, with 565 parent respondents and in-depth interviews with seven parents selected from the wider participant sample. The findings of this study reveal that parents' choices of Anglophone picturebooks are driven by the books' linguistic, literary and educational value rather than nurturing book lovers or consolidating the parent-child bond; parents and children tend to choose different English-language picturebooks and value different characteristics in English-language picturebooks. The results indicate that, although parents reported that they consider children's interests, in general, picturebook selection is still a purposeful and didactic process with very clear goals set by parents. However, the data also indicate that children can show their agency during book selection; the tensions between parents' and children's picturebook choices and values tend to be negotiated and resolved.

Artificial intelligence (AI) provides new opportunities for K-12 English as foreign language (EFL) teachers to improve their teaching. To address the emerging trend of integrating AI into teaching, this study investigated EFL teachers' perceptions, knowledge, and behavioral intention to use AI to support teaching and learning of English in middle schools. This study combined relevant aspects of the Unified Theory of Acceptance and Use of Technology (UTAUT) and Technological Pedagogical and Content Knowledge (TPACK) as the theoretical basis. A survey was conducted in an AI education demonstration district in China. This survey adopted a 5-point Likert scale which was developed from previous research and the interview records of EFL teachers. A total of 470 valid responses were collected. The reliability and validity of the scale were satisfied with eight constructs: Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), Facilitating Conditions (FC), AI language technological knowledge (AIL-TK), AI technological pedagogical knowledge (AI-TPK), AI-TPACK, and Behavioral Intention (BI). The results showed that the EFL teachers were positive with regard to the measured factors. PE, SI, AIL-TK, and AI-TPACK had significant positive predictive power on BI; and EE, FC, AI-TPK had indirect effects on BI. The complex interrelations were mapped out to provide educators and policymakers with a theoretically grounded scheme to foster teachers' BI to use AI in teaching.

Artificial Intelligence (AI) has become an important technology affecting the development of society and education, and it is crucial to explore AI to enhance students' creativity and learning performance. This research proposes the model and hypothesis based on the resource-based theory and related research. AI of higher education institute (HEI) affects students' learning performance and combines the existing literature to develop measurement tools and to obtain a formal questionnaire after pre-research and received 561 valid questionnaires collected from HEIs in China that have applied AI. Then we used SmartPLS 3.0 to construct a partial least squares structural equation model (PLS-SEM) for data analysis on the received data samples. The research results show that: (1) HEIs' artificial intelligence capability is a three-order variable and formed by three formative second-order variables such as resources (data, technical, basic resources), skills (technical skills, teaching applications, collaboration competencies), and consciousness (reform, innovation consciousness); (2) HEIs' artificial intelligence capability significantly affects students' self-efficacy and creativity; (3) HEIs' artificial intelligence capability affects students' learning performance via two mediating variables: student creativity and self-efficacy. This study focuses on AI applications within the HEI, confirms the new explanatory power of resource-based theory in technological practices, and deconstructs the intrinsic mechanics, especially in relationships between students' creativity, self-efficacy, and learning performance. This research also puts forward suggestions to reserve and deploy artificial intelligence resources, improve the digital literacy of teachers and students, use AI to drive teaching and learning, and improve students' creativity and learning performance.

To examine the effects of childhood parent-child separation with varying duration and form on later cognitive performance and psychopathological problems over a 6-year period, we use data from the China Family Panel Study (CFPS), which is an ongoing, prospective nationally representative study across 25 provinces in China. Of the 4033 children aged 4-10 years followed in 2012, 3522 children with complete data on separation from fathers and mothers were included. In 2018, 2560 participants were followed and interviewed to assess cognitive performance, behavioral problems as well as depressive symptoms at age 10-16 years. A total of 3522 children (mean [SD] age at baseline, 6.9 [2.0] years) were included. About 17.9% and 13.3% had separated from father and mother over 11 months or more in the year prior to the survey. Prolonged separation from parents was associated with lower scores in vocabulary (maternal: adjusted [beta] = -1.64, P = 0.002; paternal: adjusted [beta] = -1.58, P < 0.001) and mathematics performance (maternal: adjusted [beta] = -1.10, P = 0.009; paternal: adjusted [beta] = -0.94, P = 0.004) over a 6-year period. Prolonged maternal separation was associated with 0.34-point higher internalizing behaviors (P < 0.001) and 0.21-point higher externalizing behaviors (P = 0.009), as well as 0.89-point higher depressive symptoms (P = 0.018), while prolonged paternal separation was associated with 0.23-point higher internalizing behaviors (P = 0.005) and 0.76-point higher depressive symptoms (P = 0.011). The finding demonstrates substantial negative impacts of childhood paternal and maternal separations on cognitive and mental well-being during adolescence, which might be dependent on the "stress-dose" (duration of separation) and urban-rural residence.

Prior research has used several indicators to represent parenting, from dyadic interactions between mothers/fathers and children (e.g., parenting styles, parental involvement) to triadic mother-father-child interactions (e.g., coparenting). This study applies network analysis to explore the interrelations between maternal and paternal coparenting, parenting styles, and parental involvement in families with adolescents in early (10-12 years), middle (13-15 years), and late (16-18 years) stages. Network analysis was used to identify central nodes (i.e., central parenting components) and central mechanisms (i.e., relations between central parenting variables) underlying the parenting network, providing a comprehensive and nuanced understanding of parenting. This study included 4,852 adolescents aged from 10 to 18 (M[subscript age] = 13.80, SD = 2.38, 51.5% females) in two-parent families across different regions of China. The results indicated that both maternal and paternal coparenting integrity and warm parenting style served as important bridges to connect the whole network; their integrity and emotional involvement were closely linked to other parenting variables. Also, the intrapersonal and interpersonal effects between mothering and fathering as well as adolescent developmental differences were found. If it is assumed that the parenting network is causal, the results suggest that supportive parenting should be considered the prime target for enhancing parenting systems. Adolescent developmental stages appear to be a vital factor influencing parenting intercorrelations, and interventions should be designed based on children's age groups.

The purpose of the present study was to examine the association between Chinese preschool children's home numeracy experiences and their mathematical abilities. The parents of 515 4- to 5-year-old preschool children reported their frequency of participation in home numeracy activities, and the children were assessed on their math ability. The results revealed that the parents engaged in both formal and informal math activities at home. Family socioeconomic status showed significant positive correlations with number game and number application activities. Parental involvement in number skills activities positively predicted young children's formal and informal math ability, while number application activities positively predicted young children's informal math ability. These results suggest that parents should pay attention to both formal and informal activities in support of their children's math learning at home.

Background: Patients with hemorrhagic stroke have high mortality and disability rates. Nevertheless, early rehabilitation interventions can improve their outcomes. We aimed to apply capsaicin atomization as early intervention to patients with hemorrhagic stroke and explore improvements in cough and swallowing functions. Method: Patients with hemorrhagic stroke were randomly divided into the control group, which received routine care, and the intervention group, which underwent the capsaicin solution nebulization scheme in addition to routine care. Differences in the presence/absence of cough reflex and number of coughs in response to capsaicin, the presence/absence of swallowing reflex in response to water, the presence/absence of postswallow residue, substance P (SP) concentration, and pulmonary inflammation between the two groups were determined before and after the intervention. Results: A total of 53 patients with hemorrhagic stroke were included. Results showed no statistically significant difference in cough reflex in both groups after the intervention (p > 0.05). The degree of cough in the intervention group was stronger than that in the control group (p = 0.046). No statistically significant difference was observed in the number of patients with swallowing reflex in response to water between the groups (p > 0.05). The presence/absence of postswallow residue of the intervention group was stronger than that of the control group (p = 0.032). No statistically significant difference was observed between the Glasgow Coma Scale scores of the groups after the intervention (p > 0.05). SP in the intervention group was significantly increased (p = 0.031). The Clinical Pulmonary Infection Score was significantly lower in the control group, and the difference was statistically significant (p = 0.028). Conclusions: Capsaicin nebulization can help enhance the number of coughs in response to capsaicin, reduce postswallow residue, and increase the level of SP in patients with hemorrhagic stroke and has a positive effect on pulmonary inflammation. This study provides intervention points for cough and swallowing rehabilitation after a hemorrhagic stroke.

In Western society, teacher social recognition has been identified as an important factor for improving teaching and learning. Although there are currently instruments that measure teacher social recognition, they mainly address the Western conceptualization of recognition and rely on simplistic measurement schemes. Supporting teachers via recognition in Eastern societies--whose cultural values and societal structure differ from those of Western society--necessitates a measurement tool that reflects the unique context and social values of those teachers. This study describes the construction and validation of a Teacher Social Recognition Scale via factor analysis to develop an instrument that measures Chinese teachers' concept of social recognition. Limitations and future research directions are discussed.