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The present study examined the psychometric properties of Student-Teacher Relationship Drawings (STRDs) to assess student-teacher relationship quality in a cross-cultural context. A sample of upper elementary school students from both the Netherlands (N = 752) and China (N = 574) was included. Results showed sufficient inter-rater reliabilities of all drawing dimensions for both the Dutch (0.68 < ICC < 0.84) and Chinese samples (0.72 < ICC < 0.85). Multiple group analyses supported partially strong invariance of STRD-dimensions across the Dutch and Chinese samples. Relationship drawing dimensions also showed moderate associations with student-reported relationship quality and engagement across both the Dutch and Chinese sample. Future cross-cultural research may therefore employ STRDs to assess students' relationship experiences.

The present study investigated (1) the mediating role of attention in the associations between children's sleep problems and classroom learning behaviors in elementary school, and (2) the moderating role of gender in these associations. Results from structural equation modeling showed that children's sleep problems had a significant and negative association with their attention level ([beta] = -0.08), and their attention level had a significant and positive association with their classroom learning behaviors ([beta] = 0.20). The indirect effect of sleep problems on classroom learning behaviors, however, was not significant ([beta] = 0.02). Gender of a child had significant moderating effects on the associations between sleep problems and attention level and between attention level and classroom learning behaviors. Related intervention programs can be implemented to reduce children's sleep problems and to improve their academic performance.

As a causal attribution, attributing academic success to giftedness might influence students' academic achievement. According to previous studies, students' self-regulated learning and negative learning emotions may mediate the association between achievement attribution and academic achievement. Therefore, the present study employed structural equation modeling to examine the association between attributing academic success to giftedness and academic achievement among elementary and secondary students, and included students' negative learning emotions and self-regulated learning as mediators. The 2018 data from China Family Panel Studies were included in the present study for analysis. Results showed that the full mediation models had satisfactory model fits. After controlling the effects of the covariates, attributing academic success to giftedness had a positive indirect association with their academic achievement, through the mediation of self-regulated learning and negative learning emotions. Based on these findings, possible explanations and suggestions for practices and future research are discussed.

Due to the rapid sociocultural changes in China, Chinese parents' childrearing beliefs and practices have undergone dramatic transformations. Against this context, this study examined whether Chinese parents' endorsement of progressive and traditional childrearing beliefs would predict children's academic achievement, as well as whether parenting practices would mediate this association. This study utilized a longitudinal design and followed 206 Chinese families for 2 years from the end of preschool to Grade 2. Parents showed greater endorsement of progressive than traditional childrearing beliefs, as well as higher use of authoritative than authoritarian parenting practices. Parents' childrearing beliefs in preschool predicted children's math achievement in Grade 2 via authoritative parenting. However, parenting beliefs were unrelated to authoritarian parenting, and authoritarian parenting did not predict any of the child academic outcomes in Grade 2. The findings suggest Chinese parents' orientations toward progressive parenting beliefs and authoritative parenting practices. They also highlight the utility of parenting beliefs in explaining disparities in early academic achievement. The nonsignificant findings pertinent to authoritarian parenting call for re‐examination of the cultural meaning and effects of authoritarian parenting in Chinese society. [ABSTRACT FROM AUTHOR]

Research Findings: The present study focused on the affective quality of dyadic relationships between teachers and young children in China and the Netherlands. We examined whether there were cross-cultural differences in teachers' and children's relationship perceptions, as well as the degree to which teachers and children agreed on their relationship perceptions. The Dutch sample included 234 kindergartners and first-graders (47.7% girls; Mage = 5.82 years) and 35 teachers. The Chinese sample consisted of 190 kindergartners (50.5% girls; Mage = 5.60 years) and 19 teachers. Both teachers and children reported about their mutual relationships. Multiple group analyses showed that, unexpectedly, Chinese children experienced lower warmth and higher conflict with teachers than Dutch children. In contrast, teachers from China and the Netherlands did not differ in the degree of closeness and conflict they experienced in their relationships with young children. In both countries, teachers and children had significant agreement on conflict but lacked agreement on closeness. Practice or Policy: Thus, it seems important to include child perceptions in cross-cultural comparisons of early teacher-child relationships as well. [ABSTRACT FROM AUTHOR]

The present study investigated how young children's (5‐to‐8‐year‐olds) social inhibition and solitary behavior were associated with teacher–child relationship quality and whether these associations differed across the Netherlands and China. The Dutch sample included 35 teachers and 201 children (49% girls). The Chinese sample consisted of 19 teachers and 152 children (50% girls). Teachers rated children's social inhibition and solitary behavior, and their relationship (closeness, conflict) with each child. Multilevel linear modeling revealed that in both countries, social inhibition was associated negatively with closeness and solitary behavior was associated positively with conflict. These associations were equally strong in China and the Netherlands. One association differed across countries: Social inhibition was associated negatively with conflict in the Netherlands, whereas this association was not significant in China. As such, cultural values could affect how social inhibition links to teacher–child relationships. Caution is recommended when generalizing findings from one country to another country. [ABSTRACT FROM AUTHOR]

Although hydrogen automobile has attracted increasing attention in recent years, previous studies did not extensively investigate customers' purchase intention for hydrogen automobile, as well as the factors that might affect their purchase intention. The present study therefore investigated whether customers' environmental concern and perceived social value of green buying would affect their purchase intention for hydrogen automobile. Customers' green buying behavior was included as a mediator, and their monthly income and gender were included as moderators. Data from 300 adults in China were collected. Results from structural equation modeling showed that customers' green buying behavior fully mediated the positive association between perceived social value and purchase intention for hydrogen automobile. Further multi-group analysis found that monthly income and gender had moderating effects on the associations between some of the study variables. Based on these findings, possible explanation and practical implications were discussed. • Citizens' purchase intention for hydrogen automobile was impacted by social value. • This association was fully mediated by customers' green buying behavior. • High-income customers' green buying behavior impacted purchase intention stronger. • The indirect effect of Environmental Concern was only significant for males. [ABSTRACT FROM AUTHOR]

In China, the non-exploitation of bioenergy poses major problems and challenges. To solve bioenergy problems, considerable efforts have been made to expedite the construction of large-scale crop residue utilization projects. In this study, three principal supported modes of large-scale crop residue utilization projects were taken as empirical cases in Hubei province bioenergy planning. In terms of the overall benefit and sustainable development, a third-grade evaluation index system was established. The analysis was carried out using the analytical hierarchy process, principal component projection, and grey relational analysis. The conclusion indicates that according to the evaluation values, the sequence from best to worst was crop residue biogas project, crop residue briquette fuel project, and crop residue gasification project. Nevertheless, there was no remarkable difference in the overall evaluation values. The biogas project had certain advantages in terms of the production cost, soil improvement, and expenditure saving, whereas the gasification project was comparatively insufficient in environmental efficiency, product benefit, by-product disposal, and technical rationality. According to actual evaluation results, the unilateral determination approach of the single weight index can be seen as being overcome through the unified adaptation of the evaluation methods. The research results can serve as a reference for making investment decisions to build large-scale crop residue utilization projects. [ABSTRACT FROM AUTHOR]

The affective quality of teacher-student relationships (TSRs) has mostly been studied in Western contexts and little is known how findings generalize to Eastern contexts. Therefore, the present study examined measurement invariance, mean differences, and agreement in teachers' and students' perceptions of relationship quality between the Netherlands and China. The sample consisted of 789 primary school students (51% girls) and 35 teachers (80% female) from the Netherlands, and 587 primary school students (53% girls) and 14 teachers (93% female) from Zhejiang, China. Both teachers and students reported about the quality of their mutual relationships. Structural equation modeling showed that teachers' perceptions of closeness, conflict and dependency, as well as students' perceptions of closeness and conflict in the relationship, reached partially strong invariance. Chinese students perceived more closeness and less conflict with teachers than Dutch students. Chinese teachers also reported less conflict but comparable levels of closeness and dependency as Dutch teachers. Chinese teacher-student dyads had higher agreement on closeness but lower agreement on conflict than Dutch teacher-student dyads. Implications and suggestions for future research are discussed., (Copyright © 2019 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)