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The gamification of learning has increased in popularity in recent years as a tool for enhancing student engagement and attainment. In undergraduate chemistry courses, hybridization is a fundamental concept that students need to master in order to understand introductory organic and inorganic topics. This study focused on the development of a card game for use as a revision tool (i.e., a learning resource that can be used by students to engage with a topic they have previously encountered and develop their understanding of the topic in advance of an assessment) based on the topic of hybridization for students taking introductory chemistry courses. The game was designed to both engage students and support their learning. Covering the core concepts of hybridization, including molecular geometry, orbital character, and hybridization states, the speed-based game requires students to answer "question cards" before their opponents by placing down the correct "hybridization card". The game was implemented with chemistry cohorts at the University of Birmingham, United Kingdom, and Xi'an Jiatong-Liverpool University, China. The impact of the game on student learning was evaluated through pre- and postintervention quizzes, as well as a survey based on student impressions of the game play experience. Students responded positively about the game play experiences, and a comparison of quiz scores suggests a positive impact on student understanding of the topic.

The present study explores the self-regulated learning (SRL) research published in English or Turkish language journals included in the Web of Science database from the beginning to 2021 via bibliometric analysis. The 2197 articles that met the eligibility criteria were included in the study. The results reveal that the research on SRL has been carried out mostly by scholars from the USA and has gained increased attention since the 2000s. The three most influential scholars of self-regulated research are Chia-Wen Tsai, Philip H. Winne, and Roger Azevedo; however, the two top documents by local citations belong to Barry J. Zimmerman (2008) and Paul R. Pintrich (2004) in the study. The analyzed studies cited the Journal of Educational Psychology and Contemporary Educational Psychology most. The results reveal that motivation, metacognition, self-efficacy, and learning strategies are the keywords that most frequently occur and co-occur in the analyzed studies along with SRL. The trend topics of SRL research have been learning analytics, flipped classrooms, and MOOCs since 2018.

According to the social information process approach, we proposed a serial mediation model from humble leadership to knowledge sharing. The structural equation model on 537 elementary and secondary school teachers from 238 professional learning communities in China demonstrated that the positive association between teachers' perception of humble leadership in professional learning communities and teachers' knowledge sharing was mediated by teachers' psychological safety and psychological empowerment serially. Moreover, the parallel mediation effects of psychological safety and psychological empowerment were found. It indicates that humble leadership improves teachers' knowledge sharing in professional learning communities by ameliorating teachers' concern for taking interpersonal risks and improving teachers' psychological empowerment in sequence.

Although shared leadership is typically considered a beneficial leadership approach, findings reporting its effectiveness are mixed. By integrating implicit theory and the "Too-Much-of-a-Good-Thing" (TMGT) effect, this study hypothesizes that both too little and too much shared leadership restrict team creativity and employee creativity. We test such double threshold logic across three independent studies. Study 1 results reveal that shared leadership can promote team creativity, but only within a certain range. Results from Study 2 suggest that shared leadership is positively related to employee creativity, but again only within a certain range. Study 3 replicates the findings of Study 1 and Study 2, and reveals that shared leadership is unrelated to employee creativity when team collectivism is high. Together, these findings suggest that there is a double-threshold effect of shared leadership on employee creativity and team creativity, and that the double-threshold effect of shared leadership on employee creativity is moderated by team collectivism.

Dialogic peer feedback has been recommended and increasingly used in English as a foreign language writing context, yet the specific effects of peer-to-peer written dialogue about feedback remain under-researched. Using a quasi-experimental design, this empirical study investigated the effects of the presence/absence of written dialogue between the peer feedback provider and receiver on students' provision of feedback, adoption of received feedback, improvements in writing quality, and attitudes towards feedback dialogue across a four-week writing program. The study drew on several data sources including feedback texts, revision texts, a questionnaire survey and monthly reflection journals of forty-one students. Results showed that students involved in the written dialogue demonstrated a generally positive attitude towards it and outperformed those without such a process by generating more accurate adoption, focusing comments to a greater extent on higher-order dimensions of writing (unity, support and coherence), and implementing better revisions. The dialogic process enhanced students' feedback literacy and engagement by improving their understanding of feedback, their linguistic and subject knowledge, and their agentic clarification and negotiation of revisions.

Purpose: The study aimed to test the overall changes of health-related fitness (HRF) in minority Chinese college students and to examine HRF differences in gender, race, and year in college. Method: Participants (n = 1320) were minority college students with more than two-thirds females (ie 76.1%), and Hui, Tibetan, and Mongolia consisted of 13.8%, 13.8%, and 11.2%, respectively. Student HRF was tracked for four years. Data were analyzed using multilevel latent growth curve modeling. Results: Muscular strength and endurance were the weakest component in minority college students' HRF, while body mass index was within the category of "excellent". Males outperformed female on all components of HRF. Conclusions: It is suggested that interventions concerning minority females' HRF and muscular strength and endurance for both genders be constructed and tested.

Past studies of grit's educational benefits, such as science engagement, showed mixed results across cultures. So, we elaborated the prior model of grit (perseverance of effort, consistency of interest) with "adaptability to situations" (forming a "triarchic model of grit" TMG), and tested TMG's relation to subsequent science engagement. In this study, 1,972 high school students in Hong Kong, mainland China, and the Philippines completed surveys twice (about 6 months apart). We analysed these data with "multilevel structural equation modelling." Results showed that country income (GDP per capita) negatively predicted science engagement, while schools with the highest ability students had higher science engagement. Conscientiousness and overall grit positively predicted science engagement at both time periods. Consistency of interest negatively predicted science engagement. This research demonstrates the potential academic benefits of grit in non-Western societies. Promoting grit may serve as a pathway towards greater students' engagement in science.

The school-to-work transition can be extraordinarily challenging in the turbulent labor market, and the uncertainty about employment outlooks can cause intense anxiety for college students. Drawing from psychology of working theory (PWT), the current study examined the predictor section of the PWT model in relation to employment anxiety with a sample of impoverished undergraduates in China ("N" = 362). Findings suggest that (1) economic constraints were negatively associated with work volition and future decent work perceptions; (2) work volition mediated the relation between economic constraints and future decent work perceptions; (3) future decent work perceptions were negatively related to employment anxiety; and (4) proactive personality and social support attenuated the adverse influence of economic constraints on work volition. Overall, this study contributes to PWT by adding a new outcome (employment anxiety) and also providing evidence of moderation effects. Implications for universities and career counselors are discussed.

In this study, we examined the effects of word and character frequency across three commonly used word-identification tasks (lexical decision, naming, and sentence reading) using the same set of two-character target words (N = 60) and participants (N = 82). Facilitatory effects of word frequency were observed across all three tasks. The character-frequency effects, however, were facilitatory for naming but inhibitory for both lexical decision and reading. Further correlational analyses indicated that participants' performance (as measured using overall response latencies and the sizes of the frequency effects) was not consistent across tasks but was relatively reliable within the lexical-decision and reading tasks. These findings are discussed in relation to what is known about the reading of Chinese versus alphabetic scripts, word-identification tasks, and models of word identification.

The Chinese writing system is different from English in that individual words both comprise one to four characters and are not separated by clear word boundaries (e.g., interword spaces). These differences raise the question of how readers of Chinese know where to move their eyes to support efficient lexical processing? The widely accepted "default-targeting hypothesis" suggests that Chinese readers direct their eyes to a small number of "preferred-viewing locations" (PVLs), such as the beginning or middle of upcoming words. In this article, we report two eye-movement experiments testing this hypothesis. In both experiments, participants read sentences comprising entirely two-character words, but either without (Experiment 1) or with (Experiment 2) explicit knowledge of this structure prior to their participation. The results of both experiments indicate the absence of PVLs. Simulations using implemented versions of a simple oculomotor-based hypothesis, two variants of the default-targeting hypothesis, and the hypothesis that saccade lengths are modulated as a function of estimated parafoveal-processing difficulty (i.e., dynamic-adjustment hypothesis) suggest that the latter provides the best account of saccadic-targeting during Chinese reading. These results are discussed in relation to broader issues of eye-movement control during reading and how models of such must be modified to provide more accurate accounts of the reading of Chinese and other languages.

Metamotivational knowledge is a burgeoning area of study. It refers to people's knowledge about motivation, and it has been shown to contribute to motivation and behavioral outcomes. The current study bridges metamotivational knowledge with self-determination theory (SDT), one of the most prominent theories of academic motivation. SDT proposes self-determination as a critical aspect of academic motivation. The current study thus answers two questions: What do students know about self-determination in academic motivation, and how does this knowledge predict outcomes? Two studies with college student samples from diverse cultures (American and Chinese) seek to answer these questions. The results show that students generally believe self-determined types of motivation to be more normative, more effective for performance and more beneficial for well-being than non-self-determined types. This is generally accurate, with some exceptions (e.g., the tendency to underestimate the relative normalcy of certain types of self-determined motivation). Path analyses support the hypothesized mediation model, such that believing self-determined academic motivation to be more normative and associated with better outcomes in performance and well-being, on average, predicts students' higher performance and well-being via the mediation of self-determined academic motivation. The effects of the metamotivational knowledge of self-determination hold after controlling for needs support and satisfaction processes, supporting metamotivational knowledge as an intraindividual resource for academic self-determination. In general, the mediation effects hold for both cultures, and similarities and dissimilarities from cross-cultural comparisons of metamotivational knowledge are also interpreted. The current research paves the way for metamotivational knowledge interventions aiming to improve student self-determination.

In recent years, experiential learning modality has become an integral part of business education in international programs. Although extensive research has been conducted in the experimental learning arena, the research regarding international students, especially the rapidly growing number of Asian students, with a significant percentage from China, is still limited. This study utilized a mixed-methods design using Kolb Experiential Learning Theory (ELT) to investigate the preferred experiential learning (EL) pedagogical practices for Asian students while studying at North American universities. This study revealed that students with a positive attitude toward EL could fundamentally strengthen their learning outcomes. In contrast, well-balanced learning styles should be emphasized instead of ranking the priority of learning preferences or taking only one learning approach. The limitations of the study and the future direction of related research are also presented.

Built on Vygotsky's Sociocultural Theory, Dynamic Assessment (DA) integrates teaching and assessment through mediator-learner interactions to promote learner development. This study employed interactionist DA to diagnose Chinese university EFL learners' reading difficulties and promote their reading proficiency in a seven-week study. The design included a pre-test, a four-week Enrichment Program, a post-test, and a transfer test. Five learners completed each test both in a non-dynamic (NDA) and DA form. The learners' individual interactions with a mediator in DA were recorded, transcribed and analyzed via Nvivo. In addition, the learners' independent performances (IPs) on the NDA and DA, difficulties encountered in the process, the mediator's prompts provided for the learners, and the learners' mediated performances (MPs) were all identified and analyzed. Comparisons of the learners' IPs and MPs across the tests showed that DA contributed to learners' reading proficiency development, and this progress was evident both in their post-test IPs and MPs.

Academic cheating is common, but little is known about its early emergence. It was examined among Chinese second to sixth graders (N = 2094; 53% boys, collected between 2018 and 2019) using a machine learning approach. Overall, 25.74% reported having cheated, which was predicted by the best machine learning algorithm (Random Forest) at a mean accuracy of 81.43%. Cheating was most strongly predicted by children's beliefs about the acceptability of cheating and the observed prevalence and frequency of peer cheating at school. These findings provide important insights about the early development of academic cheating, and how to promote academic integrity and limit cheating before it becomes entrenched. The present research demonstrates that machine learning can be effectively used to analyze developmental data.

Purpose: The purpose of this study is to conduct a systematic review of the literature addressing international aid to education, primarily focusing on China's aid principles and its practice of scholarship programs and short-term training held in higher education institutions (HEIs). Design/methodology/approach: Using the systematic review approach, the authors identified 25 English-language articles in the academic databases. The review is driven by the analytical lenses of: (1) the policy formulation and implementation of China's educational aid across macro-, meso- and micro-levels; and (2) theories and methodologies that are commonly adopted in the existing studies. Findings: The review identified three themes: (1) China's aid discourse in the international aid landscape; (2) critical reflections on educational aid program management; and (3) international students' study experiences and perceptions of China. The authors also outline prevalent theories and methodological approaches used in the existing literature. Research limitations/implications: This literature review provides a review of research on China's international aid to education in the past 20 years, as a frequently cited example of emerging donors that have taken alternative aid approaches, thus bringing about a broader and nuanced perspective of aid to education. It also generates implications for researchers who are interested in studying education and development in the global context. Originality/value: This study provides is first systematic literature review of studies on international aid to education provided by emerging donors, taking China as an example, to summarize its aid principles and aid practice in China's HEIs.

Active learning classrooms (ALCs) have been demonstrated to have significant and positive impacts on student learning experiences, student learning outcomes, and instructor and student behavior compared to traditional classrooms. The social context of a classroom -- levels of student-student and student-instructor interaction -- has been demonstrated to partially explain the effects ALCs have on students and instructors. This research is the first attempt to extend social context research beyond the US higher education classroom by comparing levels of social context of Chinese and US students taking courses in ALCs. We find that formal student-instructor relations in the US and China are not the same, that general student-student relations, informal student-instructor relations, and students as instructors are quite similar for Chinese and US students, but that these relationships express themselves at different levels. We believe that some of the variation observed can be attributed to cultural differences but are hopeful that the similarities observed lend themselves to expanding learning space research on social context to other countries and advancing cross-cultural research on learning spaces.

This study examined whether the five scales of the MUSIC Model of Academic Motivation Inventory produced valid scores when used in university English language courses across four different countries. We surveyed 1,147 students in English language courses in Iran, Mexico, China, and Egypt and analyzed their responses by performing measurement invariance testing using multiple group confirmatory factor analysis. The internal consistency reliability of the five MUSIC Inventory scales was acceptable. The configural, metric, and scalar invariance held across the four countries, providing evidence of construct validity for the five scales. Relationships between the MUSIC Inventory scales and measures of behavioral engagement, disaffection, and achievement provided some evidence of criterion validity, but some inconsistencies with expected relationships were noted. Overall, this study provides validity evidence for using the inventory in English language courses.

The primary purpose of this study is to explore how parents involve themselves in their children's music practice. It is based on the retrospective views of Chinese collegiate students majoring in music. A total of 14 Chinese students participated in individual semi-structured interviews. The qualitative analysis in this study centred on the type and frequency of parental behaviours. The results demonstrate that each of the participants remembered their parents being involved in their music practice to varying degrees. Specific types of involvement are organised into five categories: controlling, supervising, supporting, engaging, and prohibiting. Based on the findings, a model is proposed to aid understanding of the complexity of parental behaviour of music practice in the Chinese context. A potential trajectory of parental behaviours pertinent to highly self-regulated music learners was also identified. The study suggests possible theoretical foundations for further exploration of the role of parents in music learning.

There is growing attention about the psychological rewards associated with kind school climates in primary and secondary school settings. Its mental health benefits, however, remain under-explored in higher education contexts. This study addresses this gap through examining the role of university kindness or perception of kind acts in university settings in emotion regulation, life satisfaction, psychological flourishing, and coronavirus disease-19 (COVID-19) anxiety among 915 Chinese early childhood pre-service teachers using a structural equation modelling (SEM) approach. Results demonstrated that university kindness was related to increased life satisfaction and psychological flourishing as well as reduced the COVID-19 anxiety. Bias-corrected bootstrapping analysis showed that university kindness had indirect effects on life satisfaction and psychological flourishing via cognitive reappraisal. This research underscores the mental health advantages associated with promoting kindness-oriented climates in university contexts.

Peer feedback activities are characterized by peers performing both roles of feedback provider and receiver, and peers are found to benefit from both roles. However, in current feedback literacy studies, the emphasis has been overwhelmingly given to students' understandings, capacities and dispositions in receiving feedback, and existing student feedback literacy scales measure only the receiving side of feedback literacy. Students learn from providing and what they provide fundamentally shapes what others receive. This study conceptualizes peer feedback literacy as students' capacities and attitudes in providing and receiving peer feedback, and developed and validated a peer feedback literacy scale on the basis of responses from 474 Chinese university students. Exploratory and confirmatory factor analyses were conducted, and four factors emerged: feedback-related knowledge and abilities, cooperative learning ability, appreciation of peer feedback, and willingness to participate. The resulting scale showed good psychometric properties and revealed some surprising associations with student major, year and amount of prior experience.

This article presents a computational approach to examining immigrant incorporation through shifts in the social "mainstream." Analyzing a historical corpus of American etiquette books, texts from 1922-2017 describing social norms, we identify mainstream shifts related to long-standing groups which once were and may currently still be seen as immigrant outsiders in the United States: Catholic, Chinese, Irish, Italian, Jewish, Mexican, and Muslim groups. The analysis takes a computational grounded theory approach, combining qualitative readings and computational text analyses. Using word embeddings, we operationalize the chosen groups as focal group concepts. We extract sections of text that are salient to the focal group concepts to create group-specific text corpora. Two computational approaches make it possible to examine mainstream shifts in these corpora. First, we use sentiment analysis to observe the positive sentiment in each corpus and its change over time. Second, we observe changes in each corpus's position on a semantic dimension represented by the poles of "strange" and "normal." The results indicate mainstream shifts through increases in positive sentiment and movement from strange to normal over time for most of the group-specific corpora. These research techniques can be adapted to other studies of social sentiment and symbolic inclusion.

The ITEEA's Council for Technology and Engineering Teacher Education (CTETE) Curriculum Committee solicited, collected, and analyzed several examples of international lesson plans to find out how various countries understand and/or apply the "Standards for Technological and Engineering Literacy: The Role of Technology and Engineering in STEM Education" (STEL) in their own technology and engineering education classrooms. Several overarching themes--achieved independently and then confirmed through follow-up discussions among curriculum committee members--appeared in the analysis. These included: (1) Technology and Engineering Education is hands-on; (2) Problem-based learning (PBL) is a central tenet of the curriculum; (3) the STEL standards are/were not equally (or widely) utilized in lesson planning; rather, an emphasis on local (state, region, district, school) standards was evident; and (4) TEE learning is context-driven with an emphasis on the application of knowledge in specific settings/scenarios. As a means of broadening the understanding of what TEE "looks like" around the world, the lessons shared here are brief synopses of the collected lesson plans in addition to a summary of additional findings explored through the means of a follow-up survey sent to each of the contributing teachers.

This paper takes on a different address to youth fitness testing from previous literature by applying a cross-cultural comparison of youth fitness testing in both the US and China. Utilizing a modified version of Bronfenbrenner's Ecological Model, the chronosystem (historical evolution over time), and macrosystem (social and cultural vantage point) factors, in particular, are explored within the realm of youth fitness testing. From the lens of this model changes and characteristics of youth fitness testing practice are identified. It is concluded that both fitness testing batteries were revised periodically as time passes, even though more revisions and debates occurred in the US. Although both countries made the shift from skill-related fitness to health-related fitness, social and cultural values in both countries dictated the implementation styles of youth fitness testing and the use of the current youth fitness testing results. Future theoretical research on youth fitness testing should investigate the other three factors of the model.

Objective: Human immunodeficiency virus (HIV) test uptake among college and university students in China remains suboptimal. This study aimed to identify and weigh the relative importance of HIV testing preferences among university students in China. Participants and methods: Qualitative interviews and discrete choice experiments (DCE) were used to identify and assess HIV testing preferences in hypothetical HIV testing scenarios. Study participants were sexually experienced university students in Suzhou city, China. Results: 198 participants completed 1980 DCE choice tasks. Risk of nosocomial HIV infection, accuracy, and distance were identified as the most important factors when deciding whether to test for HIV. Risk of nosocomial HIV infection was the most influential factor, accounting for 35.5% of the variation in participants' DCE stated choices. Conclusions: Fear of HIV nosocomial infection may be influencing HIV test preferences and possibly test uptake among university students in China. Interventions should consider addressing students' fear of HIV nosocomial infection as a potential barrier to HIV testing.

Currently, a small number of studies discuss augmentative and alternative (AAC) interventions in low- and middle-income countries (LMICs). The primary purpose of this scoping review was to summarize the current evidence base on communication-based interventions and partner training in LMICs, to explore and identify gaps in the AAC evidence base and guide future research. A total of 18 studies were identified. The results revealed many positive outcomes arising from AAC interventions, including increased communication, improved participation, increased knowledge about communication, and increased use of partner communication strategies, thus adding to the evidence base that AAC can be successfully implemented in LMICs. However, these studies did not broadly represent most LMICs and there were only a handful of indirect intervention studies training communication partners. To this end, there is an urgent need to expand the level of AAC intervention research conducted in LMICs in order to better serve individuals with complex communication needs living in these countries.

Social categories allow us to make sense of the social world and generate predictions about novel encounters. Yet, how people use particular social categories varies by culture. The current study examined how social categorization varies across traditionally individualistic and collectivistic societies among young children and adults. Using a triad picture task, American and Chinese children and adults made categorization and inductive reasoning judgments based on categories perceived as biological (e.g., age and gender) or categories perceived as social (e.g., occupation). The developmental trajectory of social categorization varied by culture: American adults were more likely than American children to categorize based on biologically-relevant categories, whereas Chinese adults were more likely than Chinese children to do so based on socially-relevant categories. Chinese participants also relied on socially-relevant categories (occupation) to make predictions about physical properties more than American participants. The current findings suggest a broad cultural influence on the perceived meanings and structures of certain biologically- and socially-based categories.

Background: To prepare K-12 students for the globalizing Science, Technology, Engineering, and Mathematics (STEM) workplace, teachers must utilize pedagogies to improve students' 21st century skills, specifically in communication. Project Based Learning (PBL) has evidenced success in enhancing students' communication skills, while global collaboration through virtual interactions (herein global PBL) provides unique opportunities for students to practice communication in STEM by leveraging videoconferencing and Learning Management System technologies, bridging classrooms internationally. Yet, the extent of synergistic effects of global PBL on developing students' STEM communication skills is unknown. Purpose: This study investigated if a global PBL was an effective pedagogy for enhancing and developing communication skills needed for communication and global competence in the STEM workplace, from the perceptions of both US teachers and students. Sample: A mixed method study investigated the impact of global PBL in two fifth grade STEM-focused classrooms; to explore, from the perception of teachers and students, changes in students' communication competencies. Design and methods: The intervention consisted of a 3-week PBL focused on air pollution in the water cycle, where two American treatment classrooms participated in global PBL with French and Chinese students in English language classrooms through Canvas. A third American classroom (using the same PBL, but without any virtual collaboration elements) served as a control. Data sources included teacher and researcher classroom observations, a pre and post student survey, and teacher interviews. Results: Results of teacher perception data and researcher observation suggested the global PBL developed students' abilities to share and understand ideas, use multiple representations to present those ideas, and be more receptive to perspectives different than their own. Conclusion: This research suggests global PBL is a meaningful strategy for K-12 teachers to develop students' communication competencies in STEM.

Environmental sustainability constitutes an important part of the political and educational context in China as it strives to move toward an ecological civilization. However, there is limited literature documenting the ways in which sustainability is embedded in higher education (HE) teaching. This qualitative research involves interviews and focus groups with 30 faculty in Business and Economics disciplines at three high-ranked Chinese Universities and offers an original exploration of how they include environmental sustainability in their teaching, and the opportunities and challenges they encounter. The findings are significant in suggesting that a broad range of sustainability concepts and aligned pedagogies are incorporated but that political and institutional culture, limitations on obtaining research data, constraints on curriculum design, and individual beliefs are significant barriers to implementation. Strategies employed by faculty to embed sustainability are investigated and reviewed in the context of the 'theory of the second best', previously used in UK research.

Purpose: The study aimed to determine the validity of the Fitbit Charge 2 (FC2) for measuring PA steps in college physical education settings using the Yamax SW-200 (YX) as the criterion device. Methods: Undergraduate students (n = 17) worn both FC2 and YX in two conditions (i.e., controlled and college physical education settings). The absolute value of average percent error (APE) was calculated to evaluate the agreement between FC2 and YX in both conditions. Results: FC2 estimates of total steps in walking, jogging, and running in the controlled condition were within acceptable range (i.e., APE < 5%) without gender difference. However, FC2 tended to overestimate total steps per class in physical education teaching football and baseball units, and gender difference was significant while no difference in sport units were shown. Conclusions: FC2 revealed promising validity evidence measuring total steps in a controlled setting and its validity may be questionable in college physical education settings where student physical activity patters are irregular.

Family systems are dynamic and interconnected, yet very limited research has considered both fathers' and mothers' perceptions of family support, stress and Family Quality of Life (FQOL) in a dynamic manner, especially in the Chinese context. The current study examines the association between parenting stress, FQOL and family support using a dyadic approach. We employed the actor-partner interdependence mediation model (APIMeM) to analyze a sample (N = 219 dyads) of Chinese fathers' and mothers' of children with autism spectrum disorder. Results suggested a strong actor effect of family support on decreasing stress and improving FQOL for mother and father respectively. However, the partner effect was largely contrasted with mothers' perceived family support and positively associated with fathers' FQOL, and fathers' perceived family support negatively associated with mothers' FQOL. There were no mediating effects of stress on partners' perceived support on FQOL. Despite being in a family system, the contrast pattern (opposite direction of the effects) between mothers and fathers suggest large discrepancies and perceptions, which may be due to different family roles and parenting involvement. Policy and practical implications are provided.

The purpose of this study was to examine the extent to which Chinese and Spanish translations of the College Student version of the MUSIC® Model of Academic Motivation Inventory (MUSIC Inventory; Jones, 2012) demonstrate acceptable psychometric properties. We surveyed 300 students at a university in China and 201 students at a university in Colombia using versions of the MUSIC Inventory that were translated into Chinese and Spanish, respectively. To assess the psychometric properties of the inventory, we examined: (a) the internal consistency reliabilities for all of the scales, (b) the fit indices and factor loadings produced from confirmatory factor analysis, and (c) correlations between the MUSIC Inventory scales and behavioral and cognitive engagement. The results provide evidence that the Chinese and Spanish translations of the MUSIC Inventory demonstrate acceptable psychometric properties for use with undergraduate students. Therefore, instructors and researchers can use the translated inventories to assess students' perceptions of the five MUSIC® Model of Motivation components.

The study aimed to explore Chinese university administrators' physical activity (PA) levels and its relationships to self-rated health and body mass index (BMI). A pre-validated survey was used to collect the data. In total, 443 participants took part in the study. The percentages of participants meeting the recommended PA and BMI were calculated. MANOVA was performed to analyze the PA differences in age and gender, and BMI and self-rated health, respectively. It was found that 75.2% of the participants did not meet the recommended PA and 43.8% of them were overweight and/or obese. Self-rated health was a significant factor influencing their light PA only. No gender differences in PA were found, however. The data from the study suggested that there was an urgent need to promote healthy lifestyles among Chinese university administrators by increasing their PA levels and reducing the prevalence of weight problems.

This study examined changes in China's college student fitness test batteries since its inception in 1954. Using the constant content comparison method, the testing components, testing items and related cut-off values, testing methods, testing results utility, and testing material distribution were examined to identify the salient trends. The results presented a notable shift of testing components from skill-related fitness to health-related fitness. The total number of testing items has been reduced, resulting in fewer optional testing items. New test methods were implemented since 2014 and the cut-off values for aerobic fitness decreased, while others remained the same or slightly increased over time. The test results were included in student grade point average for partially assessing students' academic achievement. There is a need to improve the quality of the test website, and more attention should be given to the possible use of new technology in college student health-related fitness testing.

International graduate students meet TOEFL, GPA, and other admissions criteria to gain entry into US colleges and universities. During their stay in the USA, they provide educational and economic contributions for their host country. In contrast to their educational and economic potential, international students often demonstrate poor academic and social integration at their host institutions. Grounded theory methodology was used to investigate what accounts for the academic, cultural, and social adjustment problems faced by East Asian graduate students pursuing studies at an elite private not-for-profit university in the USA. Findings reveal that students experienced lowered self-confidence and acculturative stress as a result of challenges encountered during their first year, language barriers, different teaching styles and teaching environments, and their interactions with professors. Raising faculty sensitivity to cultural differences among international students, early adjustment counseling and obtaining regular feedback are recommended.

The Triarchic Model of Grit Scale (TMGS), a measure that assesses individuals' dispositions to show "perseverance," "passion" (or "consistency of interests"), and "adaptability" for long-term goals, had acceptable psychometric properties in Filipino student samples. However, there is scant evidence on the validity of this scale in other societies. This research explored the psychometric validity of the Chinese version of TMGS in selected technical--vocational college students in Shenzen, China. Results demonstrated that the scores from the three-factor model of grit were valid and reliable. In addition, whereas "perseverance" and "adaptability" were linked to increased life satisfaction and positive emotions, "consistency" was not related to such criterion variables. Further, "perseverance" and "adaptability" were associated with lower negative emotions, while "consistency" was linked to increased levels of undesirable emotions.

This research examines the cross-cultural differences on triarchic model of grit (TMG) dimensions (i.e., "perseverance of effort," "consistency of interests," and "adaptability to situations") and the associations of grit with academic engagement in Math and Science among secondary school students in one secondary school in Hong Kong (n = 101; M[subscript age] = 12.44; SD = 0.60), nine secondary schools in Philippines (n = 575; M[subscript age] = 14.66; SD = 0.83), and two secondary schools in mainland China (n = 710; M[subscript age] = 13.39; SD = 0.56). Result of structural equation modeling via maximum likelihood estimation approach demonstrated that although all TMG dimensions were related to higher engagement in Math and Science, adaptability served as the strongest predictor of these outcomes even after controlling for the participants' cultural settings and conscientiousness. Consistency served as the weakest correlate of engagement outcomes. Conscientiousness, settings, and TMG dimensions explained 46% and 50% of the variance in Math and Science academic engagement respectively. These results provide additional evidence regarding the generalizability of TMG in non-Western societies.

In recent years, online education has boomed. However, online business ethics education faces a challenge in which the lack of communication among teachers and students leads to a decline in teaching effectiveness. Social media applications can be imbedded in traditional ethics education to solve this problem. In this paper, based on the elaboration likelihood model and social media capabilities theory, we develop an integrated model to explain how the change in students' attitudes about corporate social responsibility (CSR) happens in a social media-supported environment and how social media capabilities affect the processes. We conducted a teaching experiment and collected 233 valid samples of students to verify the hypothesis. Our study confirmed there are two mechanisms to affect students' attitudes about CSR, source credibility, and argument quality. Concurrency has a moderating effect on attitudes change. Possible reasons, limitations, implications, and advice for future studies are also presented.

Field instruction is a crucial component of natural sciences education. The COVID-19 pandemic has shifted many university courses to an online format, significantly impacting field instruction. FRST 350, "Foundational Field School," is an 8-day University of British Columbia Forestry field course taught to incoming transfer students from partner universities in China. In August 2020, I taught this course online to students studying remotely. In re-developing the course, I spent 9 days in the field filming high definition (HD) video, 360° video, and 360° photography to best recreate the course in a short time-frame. A 360° video records omnidirectionally, allowing viewers to "look around" in all directions, resulting in a highly immersive experience. Students expressed favorable opinions of the course, especially traditional HD and 360° video. Students generally preferred HD videos over 360°, though this was due mostly to the high bandwidth needed for 360° video and the fact that core course content was primarily conveyed as HD videos (in recognition of bandwidth challenges), with supplementary 360° videos. Students favorably noted the interactivity and immersive feel of 360° videos and photographs. This technology is financially and logistically feasible for use in a natural sciences course. Instructors engaged in online field instruction should weigh the strengths and weaknesses of various technologies, including 360° video, when determining how to best meet their learning objectives.

Learning spaces in higher education are changing in crucial and myriad ways. It is important to know how learning spaces are associated with learning in order to provide students with the most appropriate spaces to learn. This study investigates the relationship between students' learning patterns and learning spaces in higher education through empirical work. It was divided into two phases -- firstly, it selected two contrasting learning spaces in a Chinese university and used an adapted Inventory of Learning Styles (ILS) to compare how students went about their learning differently within the spaces. In the second stage, students were recruited to participate in focus group interviews, in which they were asked about their learning experiences of, and attitudes towards, the spaces. Quantitative and qualitative data were combined and analysed in order to identify patterns of covariation that related to features of students' learning patterns and preferences for learning spaces. The findings revealed that students with features of a typical application-directed learning pattern preferred flexible, innovative learning spaces; students who showed characteristics of a reproductive learning pattern considered traditional, didactic learning spaces as desirable or necessary; and students who adopted more strategies of a meaning-directed learning pattern placed less emphasis on the importance of space as they tended to choose different types of learning space according to their own learning needs. Implications for further research and practice of learning spaces in higher education, as well as the generalisability of the findings, are discussed.

Background: For over six decades, in many countries, youth fitness testing has been seen as a critical component of physical education programs. As such, preservice physical education teachers (PPETs) must be trained appropriately for effective youth fitness testing, with careful consideration dedicated to PPETs perceptions, since many purported attitudes to have an effect on behavior (Ajzen 1985. "From intentions to actions: A theory of planned behavior." In "Action control: From cognition to behavior," edited by J. Kuhl, and J. Beckmann. Berlin: Springer-Verlag). Our understanding on PPETs' attitudes toward fitness testing is limited, with no research found on the topic for Chinese PPETs. Purposes: The primary purpose of the current study was to examine the overall attitudes of Chinese PPETs' toward school-based fitness testing. The secondary purpose was to test differences of attitudes in gender and years in college, and interaction between these two independent variables. Method: A total of 1012 PPETs from 11 Chinese universities participated in the study. Participants consisted of 28.3% of freshmen, 37.0% of sophomore, 19.5% of junior, and 15.2% of senior, with an average age of 21.2. Participants were recruited via emails and asked to complete a previously validated 16-item survey in English, measuring PPETs' attitudes toward fitness tests (Keating et al. 2008. "Physical Education Teacher Attitudes toward Fitness Tests Scale: Cross-Revalidation and Modification." "Measurement in Physical Education and Exercise Science" 12 (2): 72. https://doi.org/10.1080/10913670801903969). The survey consisted of two domains (i.e. beliefs of the importance of fitness testing and effects of fitness test implementation with two subdomains: enjoyment of fitness test implementation and enjoyment of using fitness test results). The survey was translated into Chinese for distribution. ANOVA was performed to test overall attitude differences in gender and year in college, while two-way MANOVA was used to examine attitude subdomain differences in gender and year in college. Results: The overall attitudes of Chinese PPETs were slightly positive, and consistent with existing literature. Only significant gender differences in both overall attitudes and the three subdomains were found. It was also found that year in college was not significant, nor was the interaction between gender and year in college. These results may suggest that PETE programs have little effect on improving PPETs' attitudes toward fitness testing. Conclusions: Chinese PPETs' attitudes toward youth fitness testing were only slightly positive. Gender may affect Chinese PPETs' attitudes, while surprisingly PETE programs may not focus on PPETs' attitudes toward fitness testing. Future interventions on improving Chinese PPETs' attitudes toward fitness tests are needed, with specialized interests targeting female candidates during PETE training programs.

Purpose: This study investigated beliefs about the physical education (PE) profession of Chinese preservice physical education teachers (PPETs). Methods: Chinese PPETs (N = 660) from six universities participated in the study. Data were collected using a prevalidated survey--a scale of measuring Chinese PPETs' beliefs about the PE profession, which consists of two domains: a sense of calling and the value of the PE profession. Analysis of variance and multivariate analysis of variance were used to examine the differences in overall beliefs and the two subdomains by gender and year in college, respectively. Results: The overall beliefs were positive. The sense of calling and value of the PE profession varied significantly by the year in college. Senior students had the lowest score in value of the PE profession, whereas sophomores showed the lowest score in sense of calling. Conclusions: PE teacher education programs had limited effects on changing Chinese PPET beliefs about the PE profession.

This paper examines how teacher opinions towards performance pay policies change when participating in a performance pay program. We use data from an RCT of 220 6th grade math teachers in 193 schools in rural China, where teachers were randomly assigned to one of two treatment groups or the control group. We find that participation in the incentive program raised teacher support for performance pay generally. This effect was largest for teachers who could earn big incentive payments and those who received the largest overall bonuses. We did not find that the changes in opinions significantly differ by teacher characteristics.

In this study, different factor analysis models were employed to test the Self-Compassion Scale (SCS) in 11 distinct populations (n = 15,266) in different countries. The results strongly suggest that the most appropriate use of the SCS is to measure levels of Self-Compassionate responding (positive items) and Self-Uncompassionate responding (negative items) separately.

Objective: Associations between dimensions of narcissism and aggression have been well-documented in Western samples. We aimed to generalize findings regarding the validity of one-, two- (Grandiose Narcissism, GN, and Vulnerable Narcissism, VN), and three-factor models (Agentic Narcissism, Agent; Neurotic Narcissism, Neuro; Antagonistic Narcissism, Antag) of narcissism and associations with aggression to Chinese offender and nonoffender samples. Methods: Our preregistered study used exploratory factor analysis (EFA) and a novel methodological approach, relative weights analysis (RWA) in an offender (N = 485) and a community (N = 578) sample from China to examine the generalizability of narcissism dimensions, and within-study meta-analysis using 9 samples (N = 3520, and 282 effect sizes) to examine links between narcissism dimensions and aggression. Results: The two-factor model replicated well across samples and three-factor model replicated moderately, with differences emerging for the structure of Antag in offenders. Narcissism was positively correlated with aggression, although associations varied across narcissism dimensions and types of aggression. Conclusion: The dimensional models of narcissism and associations with aggression generalized fairly well from Western to Chinese offender and nonoffender populations, although some potential differences worthy of consideration in future research and practice were observed. [ABSTRACT FROM AUTHOR]

This paper considers features of Islam among Muslim peoples in China. Along with the traditional religions of China--Confucianism, Buddhism, Taoism--Islam influenced noticeable impact on the formation of Chinese civilization. The followers of Islam have a significant impact on ethno-religious, political, economic and cultural relations of the Chinese society. Ethno-cultural heterogeneity of Chinese Islam has defined its confessional identity. The peculiarity of Chinese Islam is determined, firstly, with its religious heterogeneity. In China there all three main branches of Islam: Sunnism, Shiism, and Sufism. Secondly, the unique nature of Chinese Islam is defined by close relationship with the traditional religions of China (Buddhism, Taoism, and Confucianism) and Chinese population folk beliefs. Chinese Islam has incorporated many specific features of the traditional religious culture of China, which heavily influenced on the religious consciousness and religious activities of Chinese Muslims.

The demand for computing professionals in the workplace has led to increased attention to computer science education, and introductory computer science courses have been introduced at different levels of education. This study investigated the relationship between gender, academic performance in non-programming subjects, and programming learning performance among middle school students with no prior programming experience who took an introductory programming course. We found that girls performed as well as or even better than boys in introductory programming among high-ability Chinese middle school students. However, we found that, instead of gender, students' performance differences in programming were better explained by their academic performance in non-programming subjects. Students' math ability was strongly related to their programming performance, and their English ability was the best predictor of their success in introductory programming for these Chinese students. Findings confirm previous studies that have shown a relationship between students' math ability and performance in learning to program, but the relationship between English ability and introductory programming was unexpected. While this relationship may be specific to students whose first language is not English, aspects of native language may pose hidden barriers that might affect all students' success in introductory programming.