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Adolescence is a critical period during which youth develop and shape their behaviors. Because differences between youths are strongly connected to environmental factors, we aimed to elucidate possible pathways from home-school regulation and atmosphere to youths' prosocial and antisocial behaviors. Data were derived from the China Education Panel Survey. This study involved a total of 9291 students aged 14-15 years (4834 boys, 4457 girls). We used structural equation modeling (SEM) with LISREL 8.80 and Monte Carlo resampling with R to conduct the analysis strategy. In the home-school regulation, parental supervision on the one hand and teacher criticism on the other hand have direct positive and negative predictive effects on youths' prosocial behaviors, respectively, while their direct effects on antisocial behavior are the opposite; teachers praise does not directly affect adolescents' prosocial and antisocial behaviors. In the home-school atmosphere, family interaction and perceived good class climate directly positively affect youths' prosocial behaviors, while the direct effects of both on antisocial behavior are not significant. The SEM results reveal that academic self-efficacy and depressive symptoms may be underlying mediating mechanisms through which home-school regulation and atmosphere during adolescence affect students' prosocial and antisocial behaviors. Intervention programs targeting home-school supportive environments and prevention programs targeting positive emotion and self-awareness may yield benefits for proper social behavior in adolescents. For example, by enhancing the way and frequency of parent-child interaction, teachers and students jointly create a good class climate of care and friendship to strengthen a home-school supportive environment. Improve adolescents' positive emotions such as contentment, optimism, and hope to reduce the possibility of depression.

Bullying is prevalent in many schools worldwide. Providing bullying prevention training to preservice teachers can make a significant difference in preventing school bullying. There is a lack of training in bullying prevention for preservice teachers in China, and the effectiveness of such training for bullying prevention has not yet been established. The present study examined the effectiveness of bullying prevention training on antibullying self-efficacy and incorrect beliefs about bullying among Chinese preservice teachers. A total of 139 preservice teachers (M[subscript age] = 20.76 years, SD = 0.80 years, ranging from 19 to 23 years; 90.6% women) were randomly assigned to the bullying prevention training (n = 73) or the control group (n = 66). Preservice teachers completed pre- and posttraining surveys. The participants in the treatment group completed a 5-week bullying prevention training program (1.5 h per week). Measures of antibullying self-efficacy and incorrect beliefs about bullying were used to evaluate the effectiveness of the bullying prevention training. Results indicated that the training increased preservice teachers' antibullying self-efficacy but did not decrease their incorrect beliefs about bullying. Practical implications, limitations, and future directions of these findings are discussed.

Background. Health-promoting behaviors and positive lifestyle changes are crucial for effective stroke prevention. However, individuals at high risk of stroke exhibit poor health behavior due to a deficiency of individual motivation. Moreover, there are only a few studies on health-promoting behaviors that have applied behavior change theories in individuals at high risk of stroke. Objective. This study aimed to use the theory of the planned behavior (TPB) model to investigate determinants of health-promoting behaviors for stroke prevention and control. Method. In this cross-sectional study, 263 participants were recruited from five community health centers in Qingdao. Confirmatory factor analysis was performed to assess the reliability and validity of the constructs, and structural equation modeling was used to analyze the proposed relationships between the TPB-related variables. Results. The attitudes, subjective norms, and perceptions of behavioral control positively influenced behavioral intention. The behavioral intention had a positive effect on health-promoting behaviors. Attitudes, subjective norms, and perceived behavioral control were influenced primarily by the mediating variable behavioral intention to affect health-promoting behaviors. Stroke knowledge was an influential facilitator of behavioral attitudes, subjective norms, and perceived behavior control. Conclusion. The TPB-based model is suitable for explaining health-promoting behaviors in individuals at risk of stroke and for guiding the development of effective health management programs. A comprehensive person-centered motivation behavior strategy that is based on health education and complemented by social support and health resource optimization is critical in promoting health behavior motivation and health promotion behaviors in stroke high-risk groups.

Early childbearing is associated with high maternal stress and family violence. However, the long-term effects of rapid repeat pregnancy (RRP) in young motherhood on child outcomes remain largely unknown. This study examined the pathways between maternal RRP at young ages and child psychosocial problems and emergency room visits in later years. A total of 232 Chinese mother-child dyads provided baseline data in 2015 (Time 1; T1) and follow-up data 6 years later in 2021 (Time 2; T2). At T1, mothers completed questionnaires about child physical abuse frequency and family cohesion and reported their own stress levels. At T2, mothers were re-surveyed with the same questionnaires about child physical abuse frequency and family cohesion. Children's psychosocial problems were assessed through parent proxy-reports and records of emergency room visits were retrieved from hospital databases. After adjusting for demographic information, maternal history of RRP was associated with child physical abuse at T1 ([beta] = 0.15, p < 0.05) and in turn linked to child physical abuse recurrence ([beta] = 0.22, p < 0.01) and emergency room visits at T2 ([beta] = 0.22, p < 0.001). Improved family cohesion over time did not break the link between maternal RRP and child physical abuse recurrence. Poor family dynamics can lead to child physical abuse recurrence and worsen developmental outcomes in children, particularly when coupled with other risk factors such as maternal RRP at young ages. Early interventions to enhance support and reduce vulnerabilities are important for preventing child physical abuse in at-risk families.

Internationalization at Home (IaH) has become a hot research topic although it is not a new concept appeared recently especially in China. The concept of IaH has experienced several changes since it was created in 1990s while the widely used one refers to the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments. The recent development of the concept pays more attention on the establishment of international communities for each individual included. China changed its strict pandemic prevention and control policy in the end of 2022 and moved forward into the post-pandemic era. The practice of IaH has already appeared in China since the reform and opening-up policy carried out in 1978. However, the focus of Chinese policy and practice changed from international mobility to Internationalization at Home with a long-term development. The pandemic fastens this changing process. Due to the theoretical and practical background, IaH is recognized as the sustainable mode for Chinese higher education in the post-pandemic era which represents the future development path.

This research aims to examine the relationship between classroom management, classroom climate, and relational aggression and victimization in high school students. A total of 42 teachers and 2168 students from 5 high schools in Shenzhen, China participated in the study. Teachers completed a classroom management style scale, while students answered a questionnaire based on relational aggression peer-nomination and a relational victimization experience scale. Data was analyzed using correlation and multiple regression analysis. The study found no significant correlation between teachers' management style and levels of relational aggression and victimization. However, there was a positive correlation between teachers' sympathy for the victim of relational aggression and the levels of relational aggression in the classroom. Teachers' attitudes towards relational aggression predicted the level of relational victimization, but not the level of relational aggression. Teachers' handling strategies did not predict the levels of relational aggression and victimization. Support from classmates and solidarity were negatively correlated with relational aggression and victimization. The results suggest that teachers' attitudes towards relational aggression play an important role in predicting levels of relational victimization. Teacher sympathy for the victim of relational aggression may inadvertently reinforce the behavior. The study highlights the importance of creating a supportive classroom climate and promoting solidarity among students to reduce relational aggression and victimization. Teachers can be trained to recognize and address relational aggression, and to create a positive and supportive classroom climate. Strategies promoting peer support and solidarity may help to reduce levels of relational aggression and victimization.

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.

Behavioral inhibition (BI) is an early-appearing temperamental trait characterized by intense negative affect and withdrawal behaviors to novel and challenging situations. Inhibited children are more likely to display social withdrawal and experience an increased risk for internalizing problems. Trait inference, the way children interpret behaviors and infer the characteristics of others, may be one potential mechanism. The current study examined the individual differences of BI in trait inference using a cross-sectional design (Study 1, Age 4, N = 80, 38 boys, Chinese) and explored the role of trait inference (Age 4) in relation to early BI (Age 2) and later internalizing behaviors (Age 4) using a longitudinal design (Study 2, N = 163, 93 boys). Trait inference was measured by children's personality judgments after watching four pieces of behavioral information of animated actors in two conditions: a high positive information condition and a high negative information condition. We found that high BI children exhibited a more negative trait inference than low BI children did in two studies, except for the trait inference in the high negative information condition of Study 2. Besides, in Study 2, trait inference in the high positive information condition partially mediated the BI-internalizing behavior link, and such mediation effect was moderated by the level of trait inference. These findings highlight the contribution of social information processing in the social adjustment of children with extreme temperament and have implications for prevention and intervention.

Understanding the school nurse's experience in human papillomavirus (HPV) vaccine promotion can reduce vaccine disparities. HPV vaccination is critical to cancer prevention. Despite the importance of the school nurse in vaccine promotion, there is a lack of understanding. This article aims to examine the knowledge, attitude, experience, and role of school nurses related to HPV vaccination and promotion in school settings. A systematic search for school nurses and their experiences related to HPV vaccination was conducted. A thematic synthesis was undertaken using the socioecological model. This review highlights the complexity of HPV vaccine promotion in schools over time. Multilevel factors impact nursing practice. Nurses have good vaccine knowledge and positive attitudes. Poor workflow processes, competing demands, and vaccine communication challenge school nurses. The themes that were synthesized informed the LEADS model. With the support of school nurses, reaching the goal of eliminating cervical cancer as a public health problem is possible.

To understand the role of different school-wide practices in school-wide bullying prevention in the global context, this present study was guided by the social-ecological framework to examine cross-country similarities and differences in the association between three forms of school-wide practices (i.e., punitive, positive, and social and emotional learning [SEL] practices) and school-wide bullying between United States (n = 1,833) and Chinese (n = 1,627) teachers from middle and high schools. Measurement invariance tests confirmed that the associations between the three forms of school-wide practices and school-wide bullying were comparable across the two countries. Results of multilevel analyses suggested that more frequent positive practices at the between-school level were associated with increased school-wide bullying in the United States but decreased school-wide bullying in the Chinese. Also, more frequent punitive practices at the within-school level were associated with increased school-wide bullying in both the U.S. and Chinese samples, and this positive association between punitive practices and school-wide bullying was significantly stronger in the Chinese sample than in the U.S. sample. More frequent punitive practices at the between-school level were also associated with increased school-wide bullying in the U.S. sample, but not in the Chinese sample. Moreover, the frequent SEL practices at the within-school level were significantly associated with decreased school-wide bullying in the United States, but not in China; the frequent SEL practices at the between-school level were associated with decreased school-wide bullying in the United States but increased school-wide bullying in China. Implications for school-wide practices in bullying prevention and intervention with sociocultural considerations were discussed.

In China, burnout is common among kindergarten, primary, and secondary school teachers. Previous studies have demonstrated that professional identity positively affects the prevention of burnout among teachers. However, studies on the mediating mechanisms behind and the moderating factors affecting this relationship remain scarce. In this study, the mediating role of work engagement as well as the moderating roles of self-efficacy and perceived organizational support in these relationships was examined. A total of 3,147 kindergarten, primary, and secondary school teachers completed self-reported questionnaires. SPSS 21.0 was used to conduct data analyses, and ordinary least square (OLS) regression was used to conduct mediation and moderation analyses. Results found that the relationship between teacher professional identity and burnout was partially mediated by work engagement. Through work engagement, teacher professional identity had the biggest predictive effects on burnout when the scores for self-efficacy and perceived organizational support were high. Implications for preventing burnout among teachers in the future were provided.

Academic research trends involving public health education may reflect a certain degree of talent construction status. This study systematically reviews the data for published literature on graduate public health education, aiming to provide evidence for the optimization of public health postgraduate training mechanisms in China. Keyword cooccurrence analysis was performed based on high-frequency keywords. From 1992 to 2008, the annual number of publications in this field was relatively low in China, averaging fewer than 5 articles. The number of publications showed a steep increase after 2009. The publications were mostly from single research institutions, including comprehensive universities and military medical universities, concentrated in Beijing and Shanghai. The high-frequency keywords were public health and preventive medicine, postgraduate training, professional degree, MPH, curriculum, and teaching reform. Hotspots consisted of practical teaching research, training, educational reform and comparative education research. Research on public health postgraduate education has not reached scale and has insufficient support. Moreover, many problems in graduate public health education still cannot be solved by existing studies: authentic and practical learning, a unified approach to cultivate graduate students, organizational change of graduate public health education, and international cooperation and public health education.

Previous research has looked into educational approaches to prevent plagiarism in academic writing, yielding insights into how plagiarism can be avoided. However, plagiarism remains a major problem in the education sector. We designed a training module that includes a customised Online Scaffolding Writing System (OSWS) to help faculty teach undergraduates how to avoid committing plagiarism in their academic writing. A quasi-experimental design was used to analyse the plagiarism-related perceptions and behavioural changes of 121 undergraduate students and to test the effects of the new module on students' academic writing. The experimental group performed significantly better than the control group in terms of decreasing the extent of plagiarism in their writing (with a mean decrease from a moderate to minor level of plagiarism), and improving their writing quality (with a mean increase of 18 percentage points in writing scores). Furthermore, more than 95% of the students in the experimental group and their instructor reported that they valued the benefits of adopting the training module in class, and almost 90% of them expressed high levels of satisfaction with the learning they had obtained from the OSWS. This study also provides insights into how the new training module can be implemented across disciplines.

Concerned for student safety and intrigued by how research could impact institutional policy and practice, this paper describes findings from an action research project to raise questions and awareness about sexual harassment on an international branch campus in China. Due to the multicultural environment of the campus, it was felt that culturally grounded research that adds to our awareness and perceptions of sexual harassment would be imperative to facilitate prevention strategies in similar higher education environments. Through this case study, which received substantial institutional support, we also sought to learn more about students' experiences. Different attitudes and perceptions on gender, identity, sexuality, and multicultural relationships were revealed by survey responses and interview conversations. Furthermore, data revealed that students were confused about sexual harassment consequences and responsibilities, and social media was misleading. The findings from this study point to the need for more research, especially concerning cultural attitudes and perspectives about sexual harassment, and can contribute to institutional mechanisms in preventing sexual harassment amongst an increasingly internationalized higher education community.

Today, as many as two million Uighurs (WEE-guhrs)--a predominately Muslim, Turkish ethnic minority group--in China's northwest Xinjiang Uighur Autonomous Region (XUAR) have been arbitrarily detained in highly-secretive, government-run mass detention centers. After years of conducting intensive surveillance--which included the collecting of biometric data and the seizing of passports--the Chinese government began imprisoning hundreds of thousands under the guise of expelling religious extremism. These detention centers have been likened to the concentration camps of Nazi Germany; and satellite imagery, leaked government documents, and testimony from released Uighur detainees have revealed numerous accounts of torture, starvation, brainwashing, organ harvesting, sexual harassment, and even execution occurring inside the camps. However, while the international community has covered the crisis, it has not been covered in sufficient depth to result in any form of large-scale, cohesive international action to protect the Uighurs. Through an analysis of over 400 news articles obtained from the ProQuest News and Newspapers database, this thesis investigates the potential reasons for why this massive-scale human rights violation has failed to garner substantial international action to put a stop to the Chinese government's systematic repression of the Uighurs. Three theories are presented for this apparent global apathy: (1) Our international human rights organizations are ineffective and lack an enforcement component, (2) China's strict censorship laws, propaganda, and misinformation campaigns have been relatively successful in keeping the issue out of international spotlight, and (3) China is a global economic superpower upon which the rest of the world relies, and we are afraid to question its legitimacy in terms of human rights.

This study provides the results of the systematic review of the effectiveness of programs/software developed to intervene and prevent in cyberbullying. In the study, the studies published before June 2020, where the effects of programs/software developed for the intervention and prevention in cyberbullying were examined systematically. Of the approximately 2400 studies accessed through online databases, 28 studies that met the criteria of this study were systematically examined. The findings of the study revealed that there were 24 different programs/software from nine different countries for the purpose of intervening and preventing in cyberbullying and that the studies examined had different session frequency, duration, and theoretical background. It was observed that the researchers systematically examined adopt technological and non-technological strategies in the intervention and prevention of cyberbullying while some programs/software use both strategies together. It is determined that while some of the programs/software in the studies examined are intended to prevent cyberbullying, others are intended to interfere in cyberbullying, and some other programs/software are intended to do both. Consequently, this systematic review fills an important gap in the cyberbullying literature and points out that programs/software can be effective in intervening and/or preventing cyberbullying. However, it is thought that it will be useful to examine which components are effective and to what extent they are effective in intervening and/or preventing cyberbullying in future studies.

This article describes a factor analytic study designed to identify the underlying dimensions of school-based counseling practice that will be useful in describing cross-national differences in school-based counseling practice and in enabling comparative research on school-based counseling policy and effectiveness. Practicing school-based counselors (N = 2913) from 10 countries (China, Costa Rica, India, Kenya, South Korea, Malta, Nigeria, Turkey, the United States, and Venezuela) used the International Survey of School-Based Counseling Activities (ISSCA) to rate the centrality of 40 activities to the role of a school-based counselor. Factor analysis determined that five dimensions adequately described the school-based counselor role: Counseling Services; Advocacy and Systemic Improvement; Prevention Programs; Administrator Role; and Educational and Career Planning. Analysis of Bartlett Factor Score averages revealed that each country demonstrates a unique profile which reflects that country's dominant mode of practice. This lead article describes these dimensions and the cross-national differences on these dimensions. Subsequent articles in this special issue describe country-specific results and explain factors that affect practice within each country.

This study used the five dimensions of practice identified by Carey, Fan, He, and Jin (2020) to describe the preferred mode of practice of US school-based counselors and compare this mode of practice with nine other countries. A total of 380 US school counselors completed the International Survey of School Counselor Activities-United States. Mean item ratings and mean BART scores were used for both descriptions and comparisons. US counselors indicated that Counseling Services; Advocacy and Systemic Improvement; Prevention Programs; and, Educational and Career Planning were all important aspects of their role. In comparison to international counterparts, US counselors placed greater emphasis on Advocacy and Systemic Improvement and Prevention Programs. Results confirmed previous scholarship suggesting that counselors in the US have a very broad role. Any reformulation of this role would benefit from comparative international research on the strengths and limitations of different modes of practice.

In order to cope with the impact of the COVID-19 epidemic on student learning, the Chinese government has launched a "School's Out, But Class's On" strategy. With the further control of the epidemic, schools in some provinces have begun to resume classes, but the epidemic prevention and control work should not be lax after the class is resumed. Guizhou is one of the provinces where the middle schools and senior high schools resumed classes earlier. The epidemic prevention and control is still very critical even the school was resumed. I herein used the Experimental High School in Wangmo County, Guizhou Province as an example to introduce the epidemic prevention and control strategies after the school resumes classes.

The spread of the COVID-19 pandemic has caused a huge impact on education worldwide. Many countries have therefore suspended classes for pandemic prevention. As the situation of COVID-19 pandemic prevention and control in China has gradually improved, elementary and middle schools have started to resume classes. To guarantee the resumption of classes and pandemic prevention and control at the same time, and to ensure the safety and health of teachers and students, schools carefully planned various tasks after school resumption. The creative work carried out in various places and time ensured that the school resumed in a timely, orderly, and scientific manner. This paper took some elementary and middle schools in China as examples, and introduced in detail the preparatory work before the class resumption and the pandemic prevention and teaching measures under the pandemic after the class resumption.

This research evaluates the role of school administrative measures (including creating a greater school belonging and paying attention to student attendance) as independent variables and their resulting core competencies through the mediator of students' experience with school bullying. This study adopted a multi-level mediation model to empirically analyze data from middle school students and school administration in four Chinese provinces based on the 2015 Programme for International Student Assessment (PISA). Data were collected from a total of 9,060 students and 260 administrative staff. The results were: (i) Relational bullying was significantly and negatively correlated with the three core competencies, although no significant impact was found for either verbal or physical bullying; (ii) Schools which were successful in creating a more positive environment, including greater school belonging and greater attention to students' attendance, demonstrated lower levels of relational bullying; (iii) In terms of school-level variables, a greater sense of shared belonging had a direct effect on improving student performance on math and science competencies, while greater attention to students' attendance was associated with higher student scores on all three core competencies; (iv) Furthermore, school-level variables, including the sense of shared belonging and greater attention to students' attendance demonstrated a positive indirect effect on students' core competencies through the mediating effect of reduced relational bullying.

This study used a cross-lagged panel analysis to explore the effect of impulsivity and academic achievement on the development of suicidal ideation in adolescents using three-time assessments with an interval of 6 months. A total of 211 adolescents (104 boys, 107 girls with a mean age of 13.62 ± 0.68 years in the third assessment) completed the Barratt Impulsivity Scale, the Monthly Exam, and the Suicidal Ideation/Suicidal Attempt Questionnaire to evaluate the level of impulsivity, academic achievement, and suicidal ideation, respectively. Our results showed that impulsivity was a primary risk factor of suicidal ideation in adolescents during their early stage in junior high school, especially for girls, while academic achievement had an increasing effect on suicidal ideation as adolescents progressed to the higher grades in junior high school, suggesting that taking appropriate intervention measures at specific stages might be critical to prevent suicidal ideation in adolescents.

Causal inference under treatment interference is a challenging but important problem. Past studies usually make strong assumptions on the structure of treatment interference in order to estimate causal treatment effects while accounting for the effect of treatment interference. In this article, we view treatment diffusion as a concrete form of treatment interference that is prevalent in social settings and also as an outcome of central interest. Specifically, we analyze data from a smoking prevention intervention conducted with 4,094 students in six middle schools in China. We measure treatment interference by tracing how the distributed intervention brochures are shared by students, which provides information to construct the so-called treatment diffusion networks. Besides providing descriptive analyses, we use exponential random graph models to model the treatment diffusion networks in order to reveal covariates and network processes that significantly correlate with treatment diffusion. We show that the findings provide an empirical basis to evaluate previous assumptions on the structure of treatment interference, are informative for imputing treatment diffusion data that is crucial for making causal inference under treatment interference, and shed light on how to improve designs of future interventions that aim to optimize treatment diffusion.

Control of the COVID-19 pandemic requires significant changes in people's health behaviors. We offer this multidisciplinary perspective on the extent of compliance with social distancing recommendations and on coping with these measures around the globe in the first months of the pandemic. We present descriptive data from our survey of 17,650 respondents across 18 countries and territories in June 2020. The majority of respondents worried about contracting the virus. Nearly all engaged in at least some preventive behaviors, particularly handwashing, mask wearing, and avoiding social events. Most reported that it would be difficult to continue these behaviors for more than a few months, and about half reported feeling more anxious since the start of the pandemic. Commonly reported coping behaviors included news consumption, watching television, and sleeping. Our cross-national study highlights areas for developing and implementing health behavior interventions in the global fight to stop the spread of COVID-19.

Guided by the social-ecological model, the present study used hierarchical linear modeling to examine the multilevel associations between teacher victimization (TV), teacher burnout, and school climate. Participants were 1,711 teachers from 58 middle and high schools in mainland China. Using hierarchical linear modeling, the study found that upon controlling for teacher and school demographic factors, TV at the individual level had a significant and positive association with all three dimensions of teacher burnout (i.e., emotional exhaustion, depersonalization, and reduced personal accomplishment). School climate at the teacher level, but not at the school level, was negatively associated with all three types of burnout. Moreover, school climate at the school level, but not at the teacher level, significantly moderated the association between TV and two dimensions of teacher burnout (i.e., depersonalization and reduced personal accomplishment). More specifically, a positive school-level climate buffered the positive association between TV and depersonalization but magnified the positive association between TV and reduced personal accomplishment. The current findings highlight the importance of reducing teacher victimization and promoting a positive school climate for preventing teacher burnout and teacher retention. It also indicates that teacher's adjustment in responding to teacher-targeted violence varies depending on school climate context and across the different dimensions of teacher burnout.

Students are highly dependent on the emergency planning and evacuation decisions made by policymakers and school personnel when disasters occur. The purpose of this study was to examine selected cases of school-related disasters, highlighting how factors of the school context intersected with natural hazards and subsequently affected schoolchildren. Purposeful maximal sampling was used to select school-related disaster cases for their geographical diversity, different instructional contexts, and types of initiating hazards. Among these, seven cases with broad considerations pertaining to educational policy and safe school environments were selected. A within-case analysis was conducted of each case, followed by a cross-case thematic analysis. Six overarching factors were found in the thematic synthesis of the findings. First, school safety practices apply anytime children are under the supervision of school personnel, making knowledge of emergency procedures across multiple types of school settings essential. Second, elements that place schoolchildren at risk also place school personnel at risk. Third, teachers and school administrators need to be well-trained and knowledgeable enough to make independent decisions in emergency situations. Fourth, children must know emergency procedures so they may take independent action, given teachers are also at-risk during disasters. Fifth, most school disasters can be prevented through safe school construction. Finally, it is the responsibility of policymakers to ensure schools are safe learning environments for children. By participating in and advocating for a culture of preparedness, educational policymakers can better protect schoolchildren, as well as school personnel, in disaster situations.

Sexual health is crucial to the overall health and well-being of international students; however, few studies about them have evaluated their health literacy and knowledge about sexually transmitted infections (STIs) prevention. This study investigated Chinese International Students' (CIS) health literacy about STIs, focusing on their use of information online. A culturally-tailored 12-item STIs prevention survey was developed for this study, and an internet search was conducted by eight CIS. Overall, participants found correct information for the STI items in 51% of the cases (n=96). A Wilcoxon test suggested that CISs who were sexually active had lower health literacy skills than those who were not (p=0.02), and there were no significant associations between health literacy levels, acculturation, and length of stay in the United States. While limited in scope, the result from this study suggests the need for further research as well as need for education in health literacy in order to counter threats to well-being among sexually-active CISs.

This study conducted a content analysis of 639 news articles about e-cigarettes in China from 2004-2019 to examine longitudinal changes in media frames and media tones about e-cigarettes in Chinese newspapers. Results indicated that policy frame was the most frequently used frame, followed by human impact frame, information frame, and uncertainty frame. Dividing the time period of 2004-2019 into four phases (i.e., 2004-2006, 2007-2010, 2011-2017 and 2018-2019), the study found that the frequency of the information frame significantly decreased over time, while the policy frame and uncertainty frame significantly increased, with the policy frame being the dominant frame in recent years. In contrast, the use of the economic frame and morality frame fluctuated, both reaching peaks in the phase of 2007-2010 and decreasing in the most recent phase. Overall, the tone of the large majority of news articles was unfavorable, and the turning point occurred in the phase of 2007-2010 when the percentage of news articles with negative tone exceeded those with positive tone for the first time. Framing of e-cigarette news articles in China demonstrated the pivotal role of policy makers in defining the e-cigarette issue, and the influence of the international public health community, as an important and reliable information source, on defining the health risk of e-cigarettes, which has implication for not only e-cigarette control, but tobacco control in China in general.

The debate over teenagers' exposure to cyberbullying has aroused broad public concern, but there are few nationwide empirical studies on teen cyberbullying in China. Based on social cognitive theory, this study analyzes the current state of cyberbullying among Chinese teenagers using a questionnaire survey (N = 1,538) distributed to teenagers in eastern, central, and western regions of China. The results suggest that 18.1% (N = 279) of respondents reported having bullied someone and 54.6% (N = 839) reported having been bullied online, and that age, gender, individual school performance, and risky online behaviors may predict different cyberbullying behaviors. Enhancing teenagers' awareness of the importance of protecting their personal information is critical, along with implementing social protective measures to contain cyberbullying.

This umbrella review combines the evidence from existing literature reviews on cyberbullying prevention and treatment interventions, describes their characteristics, summarises the findings, and assesses their methodological quality. A systematic search of four databases and Google Scholar was applied to locate peer-reviewed, national and international literature reviews on cyberbullying interventions, published between 2000 and 2019, in the English language. Half of the included reviews were narrative reviews, and while these did provide rich contextual information about cyberbullying interventions, the 11-point AMSTAR checklist was utilised to assess the quality of only systematic reviews included in our summary.

In 1932, with the help of the League of Nations, the Chinese government sent an educational mission consisting of five scholars to Europe, in order to investigate education in different countries as reference points for ongoing Chinese educational reform. This article argues that educators in the mission used foreign examples to support their existing educational reform proposals, and that such a situation resulted from their understanding of the function of national education and China's practical situation. In doing so, the article adopts a transntional perspective and focuses on the discussions around national educational aims and general impressions of education in European countries, with a particular emphasis on two educators of the mission--Cheng Qibao and Yang Lian. To begin with, the article introduces the educational reform background of the mission--namely, what the Kuomintang (KMT) wanted national education to contribute. In the second part, the article discusses the understanding of the two educators regarding the social function of education, and reveals that, although they admired idealised internationalism, they considered that Chinese education should still prioritise a nationalist viewpoint. In the third part, the article analyses how the two educators constructed their impressions of education in those European countries, and used these impressions to remind readers about the Chinese situation. In the final part, the article discusses the proposals the two educators put forward and analyses the potential factors that prevented their proposals from having a concrete impact on Chinese educational reform.

This study explores how China's education responses to COVID-19 from a perspective of policy analysis. Specifically, it involves building an educational policy system for COVID-19 to examine educational governance framework, school management and teaching, policies for teachers during the epidemic. The education policy during the epidemic has achieved positive results. Those results aim to ensure the physical and mental health of teachers and students, ensure the supply of epidemic prevention materials and educational resources, ensure the quality of students' learning, and enhance the application ability of teachers' teaching technology. The process of policy changes and effects of policy implementation have been examined to analyze how China's education responses to COVID-19. The characteristics and experience of China's education policy in response to the epidemic concentrate on forming a governance system under the centralized and unified leadership of the Communist Party of China, building a pattern in which families and schools cooperate closely to promote the smooth development of education and teaching, transforming from an emergency substitute during the crisis into an important motivation to promote the transformation of education paradigm, and paying great attention to remote and poor areas and disadvantaged student groups.

During the COVID-19 pandemic, many grandparents in China have spent more time with their grandchildren than they used to. When their adult children returned to work after a period of lockdown, many grandparents extended their roles from taking care of household tasks and looking after their grandchildren's basic needs to supervising their online learning and providing academic support. It has been a precious opportunity for both the children and their grandparents to get to know each other better and to learn from each other. During this challenging period of home learning, a Chinese initiative called the "Shaping Students' Vacation Life Project" (SSVLP), which is led by the Shanghai Municipal Institute for Lifelong Education (SMILE) of East China Normal University (ECNU), conducted a two-month project that investigated intergenerational learning between grandparents and grandchildren (IL-GP&GC) across seven primary schools located in six areas of China. They explored topics such as pandemic prevention, health and fitness, traditional culture and information literacy. Following this, the co-authors of this article conducted an interpretive inquiry to explore how the participating primary schools implemented the IL-GP&GC project, and to understand its impact. Based on in-depth interviews with 11 teachers and 7 families (including 7 grandchildren aged 7-13, and their 7 grandparents aged 60-68), four main findings emerged: (1) both generations gained more health knowledge, life skills and values; (2) the older generation changed their learning perspective and behaviours; (3) the younger generation understood their grandparents more and cultivated the concept of lifelong learning; and (4) the relationships between grandparents and grandchildren became closer.

In the face of the COVID-19 pandemic, new global challenges have been presented to all affected countries, underlining the importance of international communication and co-operation. This study examines a particular linguistic means, classical Chinese poetry, used successfully by China, Japan and South Korea to facilitate their intercultural relationships. Specifically, poetic texts were pasted onto boxes of COVID-19 prevention supplies. An analysis of these texts in the context of the pandemic points to their role in establishing an 'expressive tie' between the countries (Hwang, Kwang-kuo. 1987. Face and favor: the Chinese power game. "American Journal of Sociology." University of Chicago Press 92(4). 944-974) and demonstrating emotional resonance in the midst of mixed-tied intercultural relationships. The texts also helped to conceal the requirement of reciprocity, while highlighting morality of a country for its favour-giving behaviour. Through practicing reciprocity in a culturally appropriate way, the three countries were able to promote their national image (i.e. national face). The findings provide insights into East Asian ways of managing intercultural relationships, that can be applied to navigate international co-operation for future challenges.

The protective role of students' perceptions of school climate against mental health problems has been supported in previous research, yet relatively little is known about the mechanism underlying school climate's influence on Chinese youths' depressive symptoms. Guided by the process--person-context-time model, this study examined the mediating effect of psychological "suzhi" (a Chinese cultural construct comprising a hierarchical, integrated set of positive psychological qualities) on the longitudinal association between perceived school climate and depressive symptoms among Chinese adolescents. Students (N = 1,151; 52.2% boys; mean [M]age = 16.24, standard deviation [SD] = 0.70) from one Chinese high school participated in a 3-wave (each wave was 6 months apart) longitudinal study. Multilevel mediation models were used to analyze between- and within-person effects on the longitudinal association between perceived school climate and depressive symptoms. The results indicated that students who perceived a more positive school climate reported lower depressive symptoms than students who perceived a more negative school climate (between-person effect); however, students who perceived their school climate positively did not always directly report lower depressive symptoms across time (within-person effect). Psychological "suzhi" mediated the association between perceived school climate and depressive symptoms at both the between- and within-person levels. Students who perceived a more positive school climate had increased psychological "suzhi," which, in turn, decreased their depressive symptoms. The findings provided implications for school-based mental health prevention services by highlighting the need for promoting both positive school climate and students' psychological "suzhi."

Rates of pediatric human immunodeficiency virus (HIV) as well as mortality and morbidity related to HIV and Acquired Immune Deficiency Syndrome (AIDS) depend, in part, on the resources available in the child's country. HIV prevention and intervention efforts also are influenced by cultural factors. The purpose of this article is to summarize key findings from this special issue on international perspectives of HIV/AIDS in schools with a focus on neuropsychological and psychoeducational implications. After providing a brief summary of each article, we outline a call to action for school psychologists and educators.

Due to tremendous reception on digital learning platforms, many online users tend to register for online courses in MOOC offered by many prestigious universities all over the world and gain a lot on cutting edge technologies in niche courses. As the reception of online courses is increasing on one side, there have been huge dropouts of participants in the online courses causing serious problems for the course owners and other MOOC administrators. Hence, it is deemed necessary to find out the root causes of course dropouts and need to prepare a workable solution to prevent that outcome in the future. In this connection, the authors made use of three machine learning algorithms such as support vector machine, random forest, and conditional random fields. The huge samples of datasets were downloaded from the Open University of China, that is, almost 7K student profiles were extracted for the empirical analysis. The datasets were loaded into a confusion matrix and analyzed for the accuracy, precision, recall, and f-score of the model.

Dating violence prevention programs have been understudied in Asia, including China. The current study sought to evaluate the feasibility of the Dating Compassion, Assessment, reFerral, and Education (CAFE) Ambassador Programme in China. This program is designed to enhance the behavioral intentions of Chinese students to help peers who are experiencing dating violence and to compare students' attitudes toward dating violence, students' subjective norms about helping peers, and students' perceived behavioral control in helping peers before and after attending the 7.5 hour program. A quasi-experimental design was used, including two student groups (n = 85) assessed at baseline and 3-month follow-up. Quantitative pre- and postintervention measurements, in conjunction with qualitative focus group interviews, were used to evaluate the program's effectiveness. The findings indicated a significant enhancement in the behavioral intentions of participants in the intervention group to help peers experiencing dating violence, a stronger subjective norm regarding helping others, and an enhanced sense of perceived behavioral control to help, compared with the control group, over time. Focus group data revealed that students who participated in the program developed a more comprehensive definition of dating violence, increased awareness of dating violence in peers, a shift in their focus concerning the role of intention in dating violence and felt more responsible for helping their peers. The findings support the effectiveness of the Dating CAFE Ambassador Programme.

High prevalence of diabetes and prediabetes has emerged as a concern in China. The Pathway to Health Program was designed to prevent type 2 diabetes onset in prediabetic women in a north China urban community. This process evaluation of a randomized controlled trial analysed participant surveys at the 6- and 12-month assessment times, participant weekly logs, class attendance records and post-study participant focus group results. The reported levels of participant engagement in physical activity (PA)-related behaviors were higher than diet-related behaviors at the 6-month assessment. The engagement in both PA- and diet-related behaviors declined during the 6-month follow-up period. Step counts from the participants' pedometers indicated an increase in PA in the first 6 months of the intervention. Study participants expressed high levels of satisfaction with the intervention and increased their scores on diabetes-related knowledge. Conflicts with work and family responsibilities were the main barriers for missing health lessons, likely contributing to minimal weight loss. There was good fidelity in program implementation. Intensive lifestyle modification programs are difficult to sustain once the program is complete. A more structured 6-month follow-up phase may have provided needed support to enable participants to maintain their lifestyle changes.

Internationalization of higher education to include international, intercultural, or global components into the delivery of postsecondary education has drawn increasing attention in the last two decades. A globally relevant course focusing on the "Social Contexts of Addiction" engaged students' online interaction at a Canadian university with learners from across various institutions in mainland China, Macau, and Hong Kong. Although "internationalization at home" (IaH) is one of the most prevalent themes in the internationalization literature, empirical evaluation of its merits along with the challenges of its implementation is still limited. In this article, the authors used student and faculty feedback to identify the design factors of this online IaH course that facilitated its success and transformative benefits. Discussion highlighted several follow-up strategic initiatives to broaden the adoption and conversations on internationalization in teaching, and the necessity of multilevel support and alignments among government, university, and faculty leadership to sustain internationalization efforts across the curriculum.

China now tops the list of countries with the largest annual number of scientific publications. At the same time, China also leads the list of countries with the highest proportion of scientific publication retractions. The rise in this academic misconduct in China has given Chinese researchers a bad reputation and likely led to lower manuscript acceptance rates in academic journals. Plagiarism can be thwarted by strengthening ethics training for students and researchers, as well as implementing penalties for plagiarism offenses in universities, research institutions, and academic journals. The aims of this review are to summarize the characteristics of different types of plagiarism, to offer suggestions for incorporating ethical training into Chinese educators' curricula, as well as to point to various available scientific ethics training resources.

Nowadays, some characteristics have been detected among Chinese students' suicide including an increasing rate, obvious differences in different grades and genders, relatively integrated suicide methods and a regular time pattern for suicide as well. The principle of selection at registration, dynamic renewal and classified precaution should be followed to prevent aggregation. In addition, all students especially those with the personality liable to commit suicide should be given systematic education on psychological health and those with mental disease or depression should be offered medical and psychological treatment. Crisis intervention should also be attached importance to for those intend to commit suicide and even after their suicide.

The main purpose of this preliminary study was to examine the association between four constructs of the Health Belief Model (HBM) (i.e. perceived severity of smoking-related health problems, perceived susceptibility to smoking-health related problems, perceived barriers to non-smoking and perceived benefits of non-smoking) and cigarette smoking among male Chinese college students. Cross-sectional data were originally collected from 521 Chinese college students at one university in Wuhu, People's Republic of China, but only 253 students' data were used for analysis. Results of t-test showed that there were significant differences in perceived severity (t [subscript (249)] = -2.16, p = 0.03), barriers (t [subscript (249)] = 2.49, p = 0.01), and benefits (t [subscript (246)] = -2.51, p = 0.01) between male smokers and non-smokers. Results of multivariate logistic regression analysis also indicated that perceived barriers (adjusted OR = 1.81, CI = 1.09 - 3.02) and benefits (adjusted OR = 0.61, CI = 0.41 - 0.92) toward non-smoking were good correlates (p less than 0.05) of non-smoking behavior. These results suggested that constructs of HBM can be incorporated when examining the predictors of cigarette smoking and developing smoking prevention programs among Chinese college students. However, the constructs should be considered in a more comprehensive prevention model. In addition, gender difference should be taken into consideration when designing and implementing prevention programs to reduce smoking among college students in China. (Contains 3 tables.)

Unintentional injury has been a leading threat to Chinese children. Children's risk-taking is influenced by their evaluation of risky behavior and related safety knowledge, which also vary considerably by child and family characteristics. In light of the Health Belief Model, the current study (1) proposes and tests a tripartite relation among Chinese preschoolers' safety knowledge, evaluations of risk, and risk-taking behavior; (2) examines how the tripartite relation varies by child, family, and residential characteristics. Preschooler-caregiver dyads (N = 217) completed questionnaires and interviews. The results confirmed the existence of the tripartite relation in Chinese preschoolers. Rural children, children with siblings, and those from families with low SES or high mobility, all demonstrated less safety knowledge, viewed risk-taking behaviors as unlikely to result in injury, and exhibited more risky behaviors. This study is the first to consider these issues in a sample of preschoolers. The findings suggest that preschool injury prevention programs should address preschoolers' safety knowledge and evaluative skills along with those of their caregivers.

This paper presents baseline data on health behaviors and protective factors among junior middle school students aged 13-15 years old in China for the purpose of developing priorities, establishing programs and policies for school health and youth health and also establishing trends in the prevalence of these behaviors. The 2003 CHINA GSHS employed a two-stage cluster sample design to produce a representative sample of junior middle school students in Grades 1-4 in Beijing, Hangzhou, Wuhan and Urumchi. A World Health Organization (WHO) developed survey was used to collect the data among 7,393 students. Results showed that 14.6% of students drank at least one alcohol drink on one or more of the past 30 days, 7.1% were at risk of becoming overweight, 25.9% did not have habit of washing hands before eating, 17.8% seriously considered attempting suicide during the past 12 months, and only 12.2% of students were physically active 7 days during a typical week for a total of at least 60 minutes per day. Additionally, 6% of students missed classes or school without permission on one or more of the past 30 days, 48.1% of students had been taught about HIV or AIDS during the school year, 6.2% of students smoked cigarettes during the past 30 days, 18.4% of students were involved in a physical fight and 20.6% were seriously injured during the past 12 months. Finally, 93% of students were taught how to prevent Sudden Acute Respiratory Syndrome (SARS) during the past school year. Results also indicated there were many different problems on health behaviors and protective factors of school students among four cities. This was the first Global School-based Student Health Survey (GSHS) conducted in China and it is expected the results will be helpful in providing data for program development and making policies concerning school health and health education. Additionally, the data will be helpful for international comparisons between countries. (Contains 11 tables.)