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Yulin Normal University preschool education major existing children's game course instructional model more in passing test knowledge and practice test skills, students used to passively accept knowledge, rarely use critical thinking to treat knowledge, with a critical eye to question, thinking, and discovery, long-term students will not be able to adapt to the needs of the new era of social development of survival ability and professional competitiveness. Therefore, the objectives of this study were (1) to study the factors affecting the development of critical thinking ability, (2) to develop an instructional model based on experiential learning theory and six thinking hats, and (3) to compare the critical thinking ability of Third Year college students before and after the instructional model of experiential learning theory and six thinking hats. The sample group was 30 students from preschool education majors at Yulin Normal University. The research was conducted in three steps: studying the factors that affect the development of critical thinking ability, developing the instructional model, and the experimental and improvement process. The research instruments were a questionnaire about factors that affect the development of critical thinking ability, an interview form about factors that affect the development of college students' critical thinking ability, an observation form about student behavior, an interview form about opinions on teaching, lesson plans, and a critical thinking ability test. The study's results were 1) the main factors affecting the development of critical thinking ability include the instructional environment, the teachers, and the students, respectively, 2) the instructional model based on experiential learning theory and six thinking hats was developed consisting of four core components: a) principles, b) objectives, c) learning process, and d) results, and 3) after the implementation of the instructional model based on experiential learning theory and six thinking hats, the critical thinking ability scores of the students were higher than the critical thinking ability of the students before the experiment, with a statistical significance of 0.01 level. Finally, this paper strives to develop a based on Experiential Learning Theory and Six Thinking Hats instructional model to improve the critical thinking of preschool education students at Yulin Normal University.

This study examined the dynamic between perceived authoritarian parenting style (PAPS), and subjective wellbeing (SWB) among purposively recruited 423 college students in China. Expectancy value beliefs (EVB), fear of failure (FOF), and competitiveness were taken as mediators. The data were analyzed using Bootstrap method of 5000 sample and 95% confidence interval. The results revealed a significant negative total effect of PAPS on SWB. Additionally, two indirect paths were found to be significant: the mediation of FOF (Path 2) and the serial mediation of FOF and competitiveness (Path 6). These findings suggest that the perception of authoritarian parenting style is a negative predictor of students' happiness, and that FOF and competitiveness played important mediating roles in this relationship. These findings have important implications for educators, parents, and policymakers who aim to promote positive academic and personal outcomes for college students. The results suggest the need for interventions that address the negative impact of PAPS on students' wellbeing, and the importance of fostering positive beliefs about the value of education and academic achievement, as well as reducing FOF and promoting healthy competition.

This article is a case study of students' labor competence in two different educational tracks from the Guangxi University of Foreign Languages. According to research findings, there was no significant difference in the overall level of labor competence between ordinary undergraduates and vocational students, and there were disparities in labor competence in specific dimensions, including labor consciousness, labor knowledge, labor qualities, and labor creativity, between the two groups. Ordinary undergraduates significantly outperformed vocational college students in the dimension of labor consciousness, whereas the latter scored higher in the dimension of labor knowledge. Both groups scored poorly in terms of labor creativity. Also discussed is the importance of cultivating innovation ability, building labor knowledge, shaping labor values, and improving off-campus labor education participation among college students.

This paper employs a mixed research methodology, integrating a questionnaire survey and sample interviews, to assess the current state of digital competence and identify the factors influencing it among international Chinese pre-service teachers. Building upon the authoritative model framework, this study developed a questionnaire on the digital competence of international Chinese pre-service teachers and collected data from 100 master candidates of international Chinese language education from leading domestic universities in China. Upon analysis of the data, it was determined that the digital competence of international Chinese pre-service teachers is currently satisfactory overall, although there is a notable discrepancy in development. In particular, competences related to digital teaching, research, and pedagogical innovation are less developed. The training experience of international Chinese pre-service teachers has a significant correlation with their digital competence. However, the experience of international Chinese teaching does not have a significant effect on their digital competence, nor does it have a significant effect on their digital teaching competence or digital pedagogical innovation competence. This study identifies the reasons for this and proposes to refine the training system for digital competence, develop and optimize shared digital resource repositories, and enhance the capacity for innovation in pedagogical practice.

Artificial intelligence (AI) offers new possibilities for English as a foreign language (EFL) learners to enhance their learning outcomes, provided that they have access to AI applications. However, little is written about the factors that influence their intention to use AI in distributed EFL learning contexts. This mixed-methods study, based on the technology acceptance model (TAM), examined the determinants of behavioral intention to use AI among 464 Chinese EFL college learners. As to quantitative data, a structural equation modelling (SEM) approach using IBM SPSS Amos (Version 24) produced some important findings. First, it was revealed that perceived ease of use significantly and positively predicts perceived usefulness and attitude toward AI. Second, attitude toward AI significantly and positively predicts behavioral intention to use AI. However, contrary to the TAM assumptions, perceived usefulness does not significantly predict either attitude toward AI or behavioral intention to use AI. Third, mediation analyses suggest that perceived ease of use has a significant and positive impact on students' behavioral intention to use AI through their attitude toward AI, rather than through perceived usefulness. As to qualitative data, semi-structured interviews with 15 learners, analyzed by the software MAXQDA 2022, provide a nuanced understanding of the statistical patterns. This study also discusses the theoretical and pedagogical implications and suggests directions for future research.

This study investigates the relationship between academic procrastination, self-control, time management, and academic self-efficacy among vocational college students. Grounded in self-control theory, the study utilized convenience sampling to conduct an online survey of 994 students from vocational colleges in Henan Province, China. Descriptive analysis, correlation analysis, and hierarchical regression analysis were performed on the data using SPSS. The data revealed that self-control has a negative and significant impact on academic procrastination; time management plays a partial mediating role between self-control and academic procrastination; academic self-efficacy can play a partial mediating role between self-control and academic procrastination; time management and academic self-efficacy play a chain mediating role between self-control and academic procrastination.

Group sandplay therapy is a useful instrument for healing family rifts. This article is a case study where the group sandplay therapy method was used to address the client's conflicts with his family members. The therapy outcomes show that group sandplay therapy is efficacious in enhancing communication and interaction between family members, improving interpersonal relationships within a family, particularly the parent-child relationship, and alleviating parent-child tensions as barriers to effective home education.

The Salar vocal folk music is a unique intangible cultural heritage of the Salar ethnic minority in Qinghai Province, China. The objective of this interdisciplinary study is to investigate the role of education and literacy in the preservation and transmission of Salar vocal folk music in Qinghai Province, China. The research site, Xunhua Salar Autonomous County, serves as a cultural epicenter where Salar traditions have thrived for centuries, providing an authentic setting for immersive fieldwork. Key informants include Salar musicians, educators, community leaders, and government officials who play vital roles in the preservation and transmission of this heritage. Data was collected through participant observation, interviews, and documentation of Salar vocal folk music performances. Musicological analysis and preservation and transmission theory were applied to the data, revealing the historical roots, cultural significance, and current challenges faced by Salar vocal folk music. The study culminates in guidelines for the preservation and transmission of this tradition, emphasizing government support, modernization, education, innovation, diverse communication, and legal safeguards.

Background: Autism spectrum disorder (ASD) is a multifactorial, pervasive, neurodevelopmental disorder, of which intestinal symptoms collectively represent one of the most common comorbidities. Methods: In this study, 1,222 children with ASD and 1,206 typically developing (TD) children aged 2-7 years were enrolled from 13 cities in China. Physical measurement and basic information questionnaires were conducted in ASD and TD children. The Childhood Autism Rating Scale (CARS), Social Responsiveness Scale (SRS), and Autism Behavior Checklist (ABC) were used to evaluate the clinical symptoms of children with ASD. The six-item Gastrointestinal Severity Index (6-GSI) was used to evaluate the prevalence of intestinal symptoms in two groups. Results: The detection rates of constipation, stool odor, and total intestinal symptoms in ASD children were significantly higher than those in TD children (40.098% vs. 25.622%, 17.021% vs. 9.287%, and 53.601% vs. 41.294%, respectively). Autistic children presenting with intestinal comorbidity had significantly higher scores on the ABC, SRS, CARS, and multiple subscales than autistic children without intestinal symptoms, suggesting that intestinal comorbidity may exacerbates the core symptoms of ASD children. Conclusion: Intestinal dysfunction was significantly more common in autistic than in TD children. This dysfunction may aggravate the core symptoms of children with ASD.

The rapid development of social reform and the economy has brought great challenges to the mental health of college students. However, there are few studies on the impact of these psychological problems on college students' English learning. As a special group about to enter society, studying the mental health of college students in foreign language learning is of great significance. This paper discusses the principle of Artificial Intelligence (AI) technology and the interactive mechanism to support college students' foreign language learning. Additionally, the adaptability supporting college students' foreign language learning is analyzed according to the current situation of AI supporting foreign language learning. Then, the mental health of college students in the AI environment is investigated and analyzed. This paper takes foreign and non-foreign language majors of Changchun University of Technology as the object and uses questionnaires, interviews, and classroom observation to obtain basic data. The results show that college students' adaptability to foreign language learning is higher than that of non-foreign. Students' intelligent operation and knowledge storage level impact their adaptability to foreign language learning. Psychological health problems include learning anxiety, loneliness, depression, and inferiority in college students' foreign language learning. These negative emotions, to a certain extent, affect the learning effect of college students' foreign language learning. This paper is of great significance to the adaptability of college students' foreign language learning to the intelligent environment and the analysis of their mental health problems. This paper hopes to provide data reference for the research on improving college students' foreign language learning effects.

Based on Bass' leadership theory and Bandura's social cognitive theory, we tested the direct relationship between head teacher transformational leadership behavior, head teacher transactional leadership behavior, and junior high school students' school adjustment as well as explored the role of class collective efficacy in mediating this relationship. Surveying 5,083 junior high school students in 168 classes and controlling for grade, head teacher gender, and class size, the hypothesized relationships were tested through a 2-2-1 mediation model using multilevel structural equation modeling. The results indicated that there was not only a direct relationship between head teacher transformational leadership behavior and school adjustment (b = 0.326, 95% confidence interval [CI] [0.218, 0.434]), but also an indirect relationship through class collective efficacy (0.047, 95% CI [0.007, 0.087]), although the direct link was stronger. Moreover, there was only an indirect relationship between head teacher transactional leadership behavior and school adjustment through class collective efficacy (0.051, 95% CI [0.007, 0.096]), and the link between head teacher transformational leadership behavior and school adjustment was stronger than the link between head teacher transactional leadership behavior and school adjustment (diff = 0.351, 95% CI [0.126, 0.577]). This study extended Bass' leadership theory to a class organization, and the relationship between head teacher leadership behavior and school adjustment was explored at the class level in a junior high school.

Although engagement in the language learning process is important for students' language outcomes, factors that contribute to it are underexamined. Therefore, the aim of this study was to explore the roles of individual differences (growth language mindset and academic emotion) in shaping foreign language (FL) engagement. A total of 1,738 Chinese undergraduates (790 males and 948 females) studying English as a foreign language (EFL) completed questionnaires measuring their growth language mindsets, positive emotions (enjoyment, pride and hope), negative emotions (anger, anxiety, shame, hopelessness and boredom) and engagement during the English learning process. Correlational analyses revealed positive relationships between growth language mindsets, positive emotions, and engagement; and negative relationships between negative emotions and the three other variables. Structural equation modelling analyses showed that both positive and negative emotions were partial mediators between growth language mindset and engagement in FL learning, with positive emotions demonstrating larger effects. The findings are indicative of a motivation-emotion-behavior path in the EFL context. The theoretical and practical implications for language learning and teaching are discussed in this paper.

To date, no empirical study has focused on understanding the evolution process of China's college admission policies and clarifying its hidden evolution logic. Based on the advocacy coalition framework (ACF), this study determines different advocacy coalitions and their belief systems during the evolution process of independent enrollment policy, as well as various driving forces that affect the process. The social network analysis methods are adopted to delineate alliance structures formed by actors with different policy beliefs in the policy subsystems which change over time. This study chooses news reports included in the China National knowledge infrastructure (CNKI) database as the data source, and identifies 328 related news reports to be coded in the analysis. This article not only provides the evolution logic of independent enrollment policy, but also bridges the research gap and therefore enriches the broad literature on the application of Advocacy Coalition Framework in Eastern countries.

Much of the university spin-offs (USOs) literature either focuses on the influence of parent universities or the external environments on enterprise performance in economies with one aspect almost always neglected, that is, the role of USOs' corporate governance. In this study, we examine the effects of USOs' corporate governance structure which includes equity structure, board size and organizational form, on enterprise performance in a Chinese context, as well as the moderating effect of human capital on the relationship between board size and enterprise performance. This study takes 150 enterprises in 42 universities in Hubei Province as samples in 2017 using the weighted least square (WLS) method. The research finds evidence of positive relationships between equity structure and enterprise performance, as well as between board size and enterprise performance. However, a positive effect is not found between organizational form and enterprise performance, which shows a prominent negative effect. Moreover, human capital which is partially positive, influences the relationship between board size and enterprise performance. Therefore, these findings add some potentially noteworthy dimensions to the USOs literature that are especially important to USOs' policy makers and other stakeholders.

Multiple previous studies in language learning have examined the static effect of various independent variables on Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA), but little attention has been given to the dynamic features of these two learner emotions. The present study is based on a pseudo-longitudinal design to investigate the change of FLE and FLCA over time and their interplay with independent variables (learner-internal and teacher-centered variables) in a higher education context. A total of 288 English learners divided into three groups (undergraduates, master's students, and doctoral students) completed the FLE, FLCA, and NEO Five-Factor Inventory questionnaires. Statistical analyses showed that doctoral students and undergraduates reported higher levels of FLE, while master's students reported the highest levels of FLCA. Multiple regression analyses signified that FLE was jointly predicted by learner variables and teacher variables, whereas FLCA was solely predicted by learner variables, with attitude towards English identified as the best predictor for FLE, and Neuroticism as the strong predictor for FLCA in three groups. These results imply that levels of learner emotions and their interaction with predictor variables are dynamic in relation to learners' educational qualifications. It is thus recommended that teachers and educational institutions implement pertinent interventions to boost FLE and alleviate FLCA at different stages of higher education.

Returnee faculty experiencing cross-border academic mobility have obtained ample transnational experience in an international academic environment, which may potentially influence their professional development satisfaction after returning to their home countries. Most research has compared returnee faculty's research productivity with their home-trained colleagues. However, the joint impact of local and overseas networks on professional development satisfaction needs to be further explored, particularly how they take advantage of overseas and domestic academic networks in professional development. This study used a mixed-methods approach to explore these issues. In the quantitative research section, a survey of 1307 returnees from 41 top Chinese universities was conducted. Ordinary Least Squares (OLS) and Propensity Score Matching (PSM) models were adopted to probe the influence of the dual academic networks on returnee scholars' professional development and to reveal the causal effect of the alum faculty status, respectively. In the qualitative research section, thirteen returnee faculty from nine Chinese universities participated in interviews. Key findings show that dual academic networks impact returnees' satisfaction with professional development, and network members with different tie strengths played diverse roles. The frequency of contact with former domestic and overseas supervisors and domestic colleagues is positively related to the returnee faculty's professional development satisfaction. Furthermore, the alum faculty status has a negative effect on returnees' professional development satisfaction. Returnees are advised to effectively and intentionally manage the strength of their ties to various roles within the dual academic networks to enhance their professional development satisfaction.

In this article, we discuss the significance of English in the internationalization of higher education and international student mobility, using Kachru's (1985) Three Circles Model of World English. As education is one of the major forms of migration (Liu-Farrer, 2022; Borlongan, 2023) in the so-called 'age of migration' (cf. de Haas, Castles, & Miller, 2020), more and more students are motivated to study abroad to complete their tertiary education. First, we discuss motivating factors both for the internationalization of higher education and international student mobility. Second, we point out how English has been playing a very central role in the internationalization of higher education institutions and international student mobility (Philipson, 2010; Jenkins, 2017) among these factors. Then, we present the dynamics of international student mobility by looking at their global flow, English-medium programs, and English language proficiency requirements. While Inner Circle countries are still the most attractive destinations for most international students, Expanding Circle countries, where English is not an institutionalized medium of instruction in higher education, also value English by expanding English-medium degree programs and requiring English proficiency test scores to admission. Finally, we end the article by reiterating the dominance and utility of English in the internationalization of higher education and international student mobility and its stable position as the language of educational migration.

Dating sexual violence (DSV) is a serious social problem among college students worldwide. This study examines the effects of gender role attitudes (GRA) in DSV and the mediating role of rape myth acceptance (RMA) among students of different sexual orientations in China. A total of 2134 Chinese college students (553 men and 1581 women, 1751 heterosexuals and 383 sexually diverse groups) participated in this study. We found that sexually diverse men have the highest DSV perpetration (47.13%) and victimization rates (40.23%) and that sexually diverse women have the most equal gender attitudes. RMA is identified as a mediator of the relationship between GRA and DSV perpetration and victimization among heterosexuals, but not among sexually diverse groups. The need for more sexually inclusive educational interventions to decrease DSV on college campuses is discussed.

Physical education in colleges plays an increasingly important role in cultivating high-quality innovative talent. The main factors that affect college students' approaches to learning physics remain unknown. This study examined the relationships among college engineering students' epistemic views of physics, conceptions of learning physics, and approaches to learning physics. Three previously validated questionnaires were administered to 278 undergraduate engineering students in China to examine these relationships. Structural equation modeling analysis revealed that students' epistemic views of physics led to constructivist conceptions of learning physics, i.e., learning physics as increasing knowledge, applying, understanding, and seeing in a new way. The students' constructivist conceptions of learning physics were also found to be positively associated with deep motive and deep strategy in their approaches to learning physics, while their reproductive conceptions of learning physics, i.e., learning physics by memorizing, testing, calculating, and practicing, were negatively associated with deep motive and deep strategy and positively associated with surface motive and surface strategy. These findings suggest the importance of fostering students' understanding of physics knowledge and constructivist conceptions of learning physics and de-emphasizing their reproductive conceptions of learning physics, such as memorization, testing, calculation, and practice, to ultimately promote their deep learning approaches. As physics educators understand the relationships among the above three aspects, they emphasize fertilizing students' constructive conceptions of learning physics and thus benefit the cultivation of innovative talent and promote the rapid development of science and technology in the long run.

Cyber-slacking interrupts classroom teaching and learning activities and is associated with poor academic performance. Based on the theory of planned behavior (TPB), this study aimed to investigate whether both cognitive (i.e., attitudes, perceived norms, and perceived behavioral control) and affective (i.e., fear of missing out [FoMO]) factors contribute to classroom cyber-slacking intention and behavior among Chinese university students. We recruited a convenience sample of 431 undergraduate students (M = 19.34, SD = 1.08; 66.4% female; 33.6% male) from mainland China who completed an online survey (i.e., items measured cognitive factors of cyber-slacking, cyber-slacking behavior, FoMO, and demographic information). The findings of correlational, hierarchical multiple regression, and path analysis with bootstrapping approach showed that both cognitive and affective factors were positive correlates of cyber-slacking intention and behavior and explained the variance in cyber-slacking intention. Moreover, attitudes, perceived norms, perceived behavioral control, and FoMO had statistically significant indirect effects (via intention) on cyber-slacking behaviors, whereas perceived behavioral control alone has a direct impact on cyber-slacking behaviors. The findings not only lend more credence to TPB, suggesting that cognitive factors are reliable correlates of both classroom cyber-slacking intention and behavior, but also showed affective factors, such as FoMO, can be used to reduce students' cyber-slacking intention and, subsequently, their behavior. Based on these findings, interventions for reducing classroom cyber-slacking are discussed.

In the realm of online learning, social media is emerging as an indispensable tool for student learning. While social media offers benefits for students, it is important to acknowledge that it can also exert adverse effects on them. Drawing inspiration from stress dynamics, coping models, and existing social media literature, our study delves into the ways in which technical stressors (specifically, techno-invasion and techno-overload) and social stressors (encompassing the sense of belonging, social interaction, and social support) give rise to psychological stress among students who excessively depend on social media for learning. This heightened stress subsequently leads to feelings of exhaustion and perceived irreplaceability, ultimately impacting their behavioral outcomes, notably academic performance. The model was tested using survey data collected from a sample of 249 university students in China. From the perspective of technical and social systems, this study presents that excessive usage of social media has the potential to impact the students' academic performance by contributing to their exhaustion and perceived irreplaceability.

Since the outbreak of the pandemic, a large number of university students have been required to adapt to e-learning. E-learning engagement, a key indicator of academic success, is thus a great concern of educational partitioners and researchers. Although previous studies have identified various determinants of e-learning engagement, there is a paucity of research that examines the associations between university students' personalities and their engagement in e-learning. Moreover, the mechanisms underlying the personality-engagement relationship are still poorly understood. The present study used the five-factor model of personality as the main theoretical framework to explore how students with different personality traits engaged in e-learning. Additionally, it examined whether achievement emotions and adaptability mediated the personality-engagement relationship in the e-learning context. A sample of 1004 students enrolled at Guizhou University participated in an online survey to collect data for the study. Employing structural equation modeling, the findings unveiled several significant results: (1) extroversion, agreeableness, openness to new experiences, and conscientiousness exhibited positive associations with e-learning engagement, (2) neuroticism demonstrated a negative relationship with e-learning engagement, (3) the mediating effect of enjoyment as an achievement emotion was observed between personality traits (excluding neuroticism) and e-learning engagement, (4) adaptability played a mediating role in the relationship between personality traits (excluding conscientiousness and neuroticism) and e-learning engagement, and (5) the negative achievement emotion of anxiety did not operate as a mediator between personality traits and e-learning engagement. This study enriches the understanding of the relationship between personality and engagement in the emerging field of e-learning. Moreover, it offers a fresh perspective on how to investigate mechanisms underlying the relationship between personality and engagement in the e-learning context. The findings could provide a basis for instructors who wish to deploy emotional and adaptability interventions to increase university students' engagement in e-learning.

Objective: The original 24-item School Refusal Assessment Scale-Revised (SRAS-R) assesses four functions/conditions regarding school refusal behavior (SRB), bridging assessments, and treatments of SRB. No validated Chinese versions are available. Methods: To validate the Chinese version of the SRAS-R, an anonymous cross-sectional survey was conducted from February to March 2022 among 1108 secondary school students in Taizhou, China. Results: Confirmatory factor analysis (CFA) did not support the original 4-factor model. Three items were thus removed in the exploratory factor analysis performed in the first half-spilt subsample, yielding a 5-factor model which was confirmed by CFA in the second subsample. The resulting 21-item scale/subscales of the Chinese SRAS-R generally demonstrated measurement invariance across sex and student types and satisfactory internal consistency, absence of ceiling effect and floor effect, and concurrent validity with the two external variables of preference of not going to school and depressive symptoms. Significant sex and student type differences in subscale scores were found. Conclusions: The 21-item and 5-factor Chinese version of the SRAS-R showed satisfactory psychometric properties and can be applied to research on SRB among Chinese adolescents. Future studies should validate it in other countries.

English language education nowadays is not merely about the instruction and acquisition of linguistic knowledge and skills. Instead, it has progressed to the real-life applications of the target language, which further requires a mastery of cultural knowledge and skills. In terms of culture, English as a Foreign Language (EFL) learners, compared to native speakers of English, own their unique native culture. Yet, since language teachers tend to focus on the delivery of English cultural knowledge, EFL learners' native culture is sometimes shadowed in the mainstream English classrooms worldwide. To this end, this exploratory paper aims to advocate attention to the importance of EFL learners' native culture awareness and share some practical teaching and learning experiences in an English course called "Multimedia and Foreign Language Learning." The paper outlines the pedagogical design of the course in China, providing classroom examples and practical suggestions to course designers, educators and instructors. We expect to give insights into integrating native culture into foreign language education in university settings.

Although scholars have proposed many types of self-assessment methods. There are still many teachers in China who consider that student self-assessment is "difficult to implement". This paper aims to optimize the assessment of MOOC learning, and to establish an integrated student self-assessment paradigm with "student-centered, teacher, and peer auxiliary". We started by selecting nine key factors that influence the implementation of self-assessment in MOOCs. Then, we clarified the relationship between the nine factors by using the interpretative structure model (ISM) and the MICMAC analysis, and a six-level paradigm of integrated student self-assessment was established. Moreover, we put forward the following suggestions to optimize student self-assessment in MOOC learning. First, it's necessary to consider student self-assessment in MOOCs as a formative assessment method. Second, universities should enhance student awareness of self-assessment through publicity. Third, institutions of higher education could set up assessment courses to enhance the quality of assessment of students. Fourth, schools should optimize the environment of student self-assessment with the help of technology. This study is of great significance for students to make self-assessment become the basis of online learning and thus perfect the research on MOOC learning.

This study addresses a gap in resilience interventions for rural preschoolers by validating a 14-week play-based picture-book reading program involving 80 Chinese preschoolers aged 4-5 years. Participants were randomly assigned to non-intervention (NI), play intervention (PI), picture-book reading intervention (PRI), or play-based picture-book reading intervention (PPRI) groups. Kindergarten teachers and parents reported children's resilience with the Chinese version of Devereux Early Childhood Assessment for Preschoolers at pretest, post-test, and follow-up. Results revealed that intervention groups (PI, PRI, PPRI) exhibited higher resilience gain scores than the NI group. Notably, the PPRI group demonstrated greater resilience gains compared to the PRI and PI groups. Furthermore, the intervention effects of the PPRI group were maintained for two months following the intervention. Those findings suggest that PPRI may be a valuable intervention for enhancing resilience in preschoolers, with potential applications in kindergarten classrooms.

"Research Findings:" Sustained attention is a fundamental cognitive function for young children's development. We investigated the effects of school-based audiovisual game training with parental involvement on sustained attention (SA) in 5-6-year-old Chinese children. Totally 75 children and their parents participated and were assigned into three groups. The School Practice Intervention (SPI) group and the Parental Involvement Intervention (PII) group underwent an eight-week audiovisual game training, while the No Intervention (NI) group participated in regular activities and received no intervention. We tested participants' visual and auditory sustained attention at four time points, i.e., pretest, middle test, posttest, and follow-up test. Results indicated that (1) children in PII and SPI groups had significantly greater visual and auditory sustained attention than the NI group in posttest and follow-up test; (2) the PII group showed better SA than the SPI group in posttest and follow-up test; (3) visual SA of experimental groups improved significantly since the middle test, while the improvement of auditory SA emerged since posttest. "Practice or Policy:" The play-based audiovisual training in a school setting effectively enhances SA for 5-6-year-olds, and parental involvement benefits the intervention. More efforts should be made to improve auditory sustained attention. The educational implications of these findings were discussed.

Family income questions in general purpose surveys are usually collected with either a single-question summary design or a multiple-question disaggregation design. It is unclear how estimates from the two approaches agree with each other. The current paper takes advantage of a large-scale survey that has collected family income with both methods. With data from 14,222 urban and rural families in the 2018 wave of the nationally representative China Family Panel Studies, we compare the two estimates, and further evaluate factors that might contribute to the discrepancy. We find that the two estimates are loosely matched in only a third of all families, and most of the matched families have a simple income structure. Although the mean of the multiple-question estimate is larger than that of the single-question estimate, the pattern is not monotonic. At lower percentiles up till the median, the single-question estimate is larger, whereas the multiple-question estimate is larger at higher percentiles. Larger family sizes and more income sources contribute to higher likelihood of inconsistent estimates from the two designs. Families with wage income as the main income source have the highest likelihood of giving consistent estimates compared with all other families. In contrast, families with agricultural income or property income as the main source tend to have very high probability of larger single-question estimates. Omission of certain income components and rounding can explain over half of the inconsistencies with higher multiple-question estimates and a quarter of the inconsistencies with higher single-question estimates.

Background: Executive function (EF) plays a crucial role in children's reading. However, previous studies were based on offline products of reading comprehension. Online research is needed to reveal the core mechanisms underlying children's reading processing. By measuring children's working memory (WM) and cognitive flexibility (CF), we investigated whether individual differences in EF could modulate sentence processing and, if so, how they exert their roles. Methods: The present study manipulated semantic congruency and the association between crucial words in a sentence. We recruited 89 Chinese children aged 9-12 years and monitored their eye movement. Results: The study revealed distinct associations between reader- and text-related characteristics, as evidenced by eye-movement patterns during reading. A significant incongruency effect was observed in reading, underscoring the children's capacity to discern incongruent information. Children's WM and CF were found to modulate this process. Specifically, high-WM children showed more effective integration of incongruent information when the textual context was closely related during the later-stage processing. In contrast, low-WM children faced more challenges with incongruent words. Additionally, CF was influential during the early processing period. High-CF children exhibited longer early-stage reading times for incongruent words in associated contexts. Conclusions: Individual differences in EF can modulate children's online sentence processing. However, different EF components may play different roles.

Despite private tutoring gaining increasing popularity in many countries, studies of the choice of and rationale for private tutoring among Chinese parents before and after the "double reduction" policy (issued on July 24, 2021) in China are limited. This mixed-methods paper compares parents' choice of private tutoring before and after the policy and the role of socioeconomic status in influencing their choice. It presents the findings of questionnaires (486) and follow-up interviews (23) from parents of children in a primary and secondary school in Guangzhou, China. The findings showed that family socioeconomic status (measured by parental education and annual household income) affects spending on private tutoring both before and after the "double reduction" policy, with parents from lower socioeconomic backgrounds being more influenced by the policy. The findings have important implications for the more effective application of the "double reduction" policy in China.

Educational process inequality is an important branch of higher education fairness and the role difference of student leaders is one of the important phenomena of educational process inequality. Based on the employment administrative data of 2018 college graduates in a province in central China, this paper investigates the relationship between family background factors and college students serving as student cadres by using Multiple Logit Regression. The results show that the father's work unit and the father's educational level have a significant impact on college students as student leaders. The students whose father works in a unit within the system and whose father has a college degree or above were more likely to be student cadres. However, the poor students with disadvantaged family economic resources are more likely to serve as student leaders, which is contrary to the expected conclusion. Scholastic attainment can effectively adjust the positive influence of family background factors on the experience of student cadres and promote the relative equality of education process.

This study examined how Chinese native speakers (NSs) and second language (L2) learners process compound words. The findings showed that they used the hybrid model of coexistence for whole word and morphemes; and were influenced by word frequency, semantic transparency, and word structure. The results revealed that two groups of participants used hybrid representation when identifying high-frequency words and whole-word representation when identifying low-frequency words. Besides, semantic transparency might impact word structure awareness, and subject-predicate words were the most difficult to process. The research also showed that L2 learners' word frequency effect was more robust than NSs'; morpheme location information might affect NSs, but L2 learners could not process it. There was variation in NSs' speed in recognizing transparent and obscure words, but there was no difference among L2 learners. Besides, L2 learners' word recognition speed could not reach the levels of NSs.

As Chinese shows both satellite- and verb-framed properties (Slobin, 2004; Talmy, 2012, 2016), it provides a unique lens through which to observe the extent of first-language (L1) typological influence in second language (L2) acquisition of motion expressions. This study has dual purposes. First, it extends Wu's (2016) investigation on motion expressions produced by 80 L1 satellite-framed English learners of L2 Chinese to include newly collected data produced by L1 verb-framed speakers, a sample comprised of 41 L1 Japanese learners of Chinese and 40 Japanese native speakers. Second, it synthesizes the data from both studies and comprehensively examines factors that have been proposed to affect development of L2 thinking-for-speaking (TFS) patterns. The results show that development of L2 TFS is best predicted by learners' L1 type, but the effect is mitigated by L2 proficiency. While the L1 English learners outperform L1 Japanese learners in their development of target-like L2 Chinese TFS, learners with limited L2 proficiency in both groups tend to adopt verb-framed strategies to express only the core path information of a motion event and leave out the manner details. Analysis of L1 Japanese learners' oral narratives in L1 Japanese and L2 Chinese also shows that reverse L2-to-L1 transfer is less likely to happen when learning a typologically closer L2 that requires minimal restructuring of their L1 TFS.

This study uses a qualitative methodology. The objective was to examine a musical instrument for teaching the creation and acoustic characteristics of Guhu of the Zhuang ethnic group in Guangxi, China, about shape and structure to summarize raw materials, craftsmanship, and process of Guhu, then measure by acoustic instruments, conclude the acoustic characteristics of Guhu, and discuss the use and functional significance of the instrument more accurately and logically. The raw materials, tools, production points, and specific steps of Guhu are systematically recorded by interviews, observation, and personal experience. Several acoustic measurements are made to explore the acoustic characteristics of Guhu. Guhu's culture and characteristics are fully demonstrated in the core of technical practice and the theory of technical knowledge. The study results show that: the traditional production method. Overall, it has the potential to be universal and representative of acoustic characteristics. Guhu's wood, leather, and aggregate materials are all standard. Guhu's creation has an influence on its shape, structure, and acoustics. Guhu is being improved as time passes, and research into characteristics is also helping guide the development of a more standard production process and a new improvement scheme. This will result in the integration of knowledge to study techniques and methods for creating Guhu that will last indefinitely.

A solid grasp of basic concepts and their relationships can stimulate learning motivation, improve teaching quality, and help students to build a body of knowledge in a discipline. Most of the previous studies have considered one chemistry topic amongst many others. To date, no studies have been conducted to explore the conceptual structures of teachers and students based on chemical concepts. Experts, teachers, and students (N=2348) from three public universities and ten upper-secondary schools in China participated in the studies. In Study 1, personal interviews, material evaluation, and importance rating questionnaires were conducted to determine the core concepts. In Study 2, the multidimensional scaling (MDS) and cluster analysis (CA) were conducted to explore the conceptual structures of upper-secondary school teachers and students. Then the structural differences between high- and lowachieving students were compared. The results showed that the three-dimensional solutions were appropriate for the conceptual structures of teachers and students, respectively. The high-achieving students have a more scientific and organized conceptual structure than those of low-achieving students. This study is the first to explore core concepts and their structure with a large sample size, and the reliable results help students understand abstract chemical concepts and improve their interest in scientific disciplines in the future.

Self-regulated learning (SRL) has numerous benefits for students. For this reason, it is necessary to understand what factors can affect SRL. The literature has indicated that many factors can influence SRL as a whole. However, few studies have investigated the relationship between factors that can affect SRL and different phases of SRL. This research aims to investigate the influence of learning motivation and self-regulated learning climate on three phases of SRL (forethought, performance, and self-reflection) in higher education context. Thirteen Chinese undergraduates participated in semi-structured interviews. The results reveal that both learning motivation and self-regulated learning climate have significant impact on forethought, performance, and self-reflection. This study also demonstrates that personality may play a role of mediator in the effect of learning motivation on SRL. The influence of self-regulated learning climate on SRL is related to the level of interaction between teachers and students. These findings can help to further develop undergraduates' SRL ability.

Due to the Zero-COVID policies implemented in China, students have accepted online education for curriculum learning for a considerable period of time. The objective of the current study was to determine the relationship between perceived usefulness, perceived ease of use, gender, and the online learning effectiveness of emerging adult learners in Guangzhou, China, who were enrolled in a continuing education program. The research framework was created in accordance with the Technology Acceptance Model (TAM). The convenient sampling and snowball sampling methods were used to collect 123 respondents for the study. Findings revealed that perceived usefulness and perceived ease of use were positively associated with online learning effectiveness, but gender was not. The study recommended that school administrators enhance students' perceived usefulness and perceived ease of use to improve the online learning effectiveness. The findings of this study will provide scholars with insights for improving the investment effectiveness of adult education programs. In addition, because online learning tends to be more adaptable and economical than traditional classes, the increase in learning effectiveness can provide schools with justifications to continue utilizing online education even after the pandemic.

Digital education has been catalyzing educational transition, transforming the educational views and instructional techniques while also providing opportunities for high-quality educational development. This is a subject that all nations throughout the world are concerned about. The worldwide practice of integrating digital technologies in teaching has yielded positive results. The Global Digital Education Conference, which was held in Beijing, China, in 2023, called for global collaboration on digital education development. This paper sought to illustrate the significance of digital education for educational reform and to investigate ways for digital education development in this context, using China's smart education practice as evidence.

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

This study focuses on the educational and literacy dimensions embedded within Putian coastal folk songs in Fujian Province, China. The study investigates the cultural significance and historical development of these folk songs, employing research methods from musicology and ethnomusicology. With a particular emphasis on the coastal region of Putian, the research aims to uncover the educational value and literacy aspects of these traditional musical compositions. The findings reveal the existence of approximately 196 recorded musical works, with nine songs emerging as the most popular in the region. The article also highlights the list of recognized heirs associated with Putian coastal folk songs. Additionally, the study explores the diverse cultural influences that have shaped Putian's music, including the ancient Minyue culture, the introduction of Han culture from the Central Plains, and the assimilation of Arab, Persian, and European cultural elements. By analyzing the educational and literacy dimensions of Putian coastal folk songs, this research contributes to understanding how music can serve as a catalyst for education and literacy promotion within cultural contexts.

Purpose: The Canadian university where this study took place has established an international exchange program in teacher education with a large Chinese university. This study was designed to examine how the international exchange program influenced Chinese science teacher candidates' understanding of science education and how such learning impacted their teaching in China. Design/Approach/Methods: The study adopted a qualitative research design with interview and reflective journal as the main approaches for data collection. Findings: Participants greatly appreciated the opportunity of exchange. They reported an improved understanding of Canadian school education and its science curriculum and pedagogy, which changed many aspects of their original values about the relationship between the teacher and students, classroom environment, and so on. Although they faced many constraints to implement what they learned from the exchange in Chinese science classrooms, what they learned had never been forgotten. Participants tried to apply them here and there at the level they could control. Originality/Value: There are many reported studies in the literature about Chinese international students on Western campuses. However, research on Chinese students who participate in international exchange programs is very rare. The findings of this study can inform policymakers and education practitioners about student international exchange programs and benefit future exchange participants.

Online homework has become an important teaching and learning activity due to the impact of COVID-19 pandemic-related restrictions. This study explored the relationship between primary students' online homework completion and learning achievement. It also investigated the moderating effects of key factors including the role of the students and the involvement of their parents on this relationship. Based on a total of 3,210 Chinese online homework assigned in the Spring of 2020 to fourth grade primary school students in Wuhan, China, hierarchical linear modeling was employed to examine the relationship between primary students' online homework completion and their learning achievement. Simultaneously, the effects of potential moderators including students' information literacy, students' prior academic achievement, parental digital self-efficacy, and parent-teacher partnership were investigated. The results showed a significant positive effect of students' online homework completion on learning achievement. Moreover, students' information literacy, students' prior achievement, and parent-teacher partnership positively moderated this relationship. Based on the findings, practical implications for school administrators, teachers, and parents are discussed herein to promote online homework completion and enhance students' learning achievement.

Previous studies have verified that teacher-student relationship quality has a positive effect on students' academic engagement. Few studies, however, have examined whether school psychological capital mediates the linkage between teacher-student relationship and academic engagement. The present study aimed to examine the mediated role of school PsyCap between teacher-student relationship and academic engagement in a sample of 986 Chinese college students in their English as a foreign language (EFL) learning. Having controlled for gender and family resources, structural equation modelling (SEM) analysis was conducted to explore the predictive effect of the teacher-student relationship on academic engagement via mediator of school PsyCap. Results showed that the teacher-student relationship predicted school PsyCap. School PsyCap, in turn, predicted EFL learners' academic engagement. The present study provides evidence for the linkage between teacher-student relationship and academic engagement and contributes to the literature by uncovering the mediator mechanism between these two constructs. Both theoretical and practical implications are discussed.

Artificial intelligence (AI) has seen rapid advancements, establishing itself as a robust tool for fostering accessible teaching and learning environments. Nevertheless, the efficacy of these intelligent learning settings in bolstering the engagement and learning outcomes for students with hearing impairments warrants further investigation. This research leveraged Design-Based Research (DBR) to iteratively refine intelligent learning environments, while also adopting the Community of Inquiry (COI) and Technology Acceptance Model (TAM) to assess classroom presence and perception among students with hearing impairments. The results revealed notable enhancements in teaching presence, cognitive presence, social presence, and overall perception within intelligent learning contexts for hearing-impaired students. Additionally, their understanding of abstract and ill structured knowledge significantly improved. Such findings offer valuable insights for the design of inclusive teaching and learning environments in special education.

Students in the 21st century are expected to possess the ability to solve ill-defined complex problems (ICPs). One challenge to understanding students' ability to solve ICPs is the lack of methods for measuring noncognitive and metacognitive behaviors and relating those behaviors to cognitive behaviors with the goal of investigating differences in student performance across ability levels. Based on the principles of the synthetic intelligence (PSI) framework, this study utilized a computerized interactive assessment platform to design a multidimensional evaluation framework (including the four dimensions of perception, cognition, metacognition, and motivation) and analyzed log file data collected from 132 elementary students with regard to solving ICPs. The results revealed new problem-solving strategies among students in the high-achievement group, who spent more time constructing problem models. Due to their ability to exercise goal-oriented self-control, students in the high-achievement group were able to fully explore the information they needed to optimize their solutions. The results also revealed three types of behaviors that characterized differences in motivation, the most notable of which characterized students who succeeded after relentless attempts. This study also explains the interaction mechanism underlying mental processes based on the PSI framework. The findings suggested that educators can highlight differences between environmental stimuli and students' internal assumptions, encourage students to adopt strategies that disambiguate the task goal and object, and strengthen their ability to search for relevant information to improve their performance in solving ICPs. The results also provide a new paradigm for assessing problem-solving capabilities based on the PSI framework.

The Zhuang language test ("Vahcuengh Sawcuengh Suijbingz Gaujsi", VSSG) is the first minority language test in the People's Republic of China. It was designed with multiple goals including improving Zhuang language teaching, recruiting students for relevant majors of tertiary study, identifying proficiency for work-related applications, and piloting the standardisation of national minority languages. Informed by a use-oriented testing perspective that takes into account social consequences and value implications, we examine attitudes of stakeholders (i.e. testers in an official capacity and testees) toward the test and consider how well the VSSG meets its goals. Drawing on documents and interviews, our study suggests that the test falls short of its primary goals due to a mismatch between stakeholder attitudes, the social functions of the tested language, and the value attached to the minority language. As a result, the test is an ineffective agent for promoting the status of the Zhuang language in the ways intended by its designers and policymakers.

Teacher professional standards are a mechanism to safeguard quality teaching. In the context of Chinese early childhood education (ECE), this study developed a scale for self-assessing teacher competence against professional standards. The study adopted a three-phase design. In Phase 1, in accordance with Professional Standards for Kindergarten Teachers of China, a 60-item questionnaire was generated. In Phase 2, with a homogeneous convenience sample of 323 kindergartens teachers, the pretested 60-item questionnaire was subjected to rounds of exploratory factor analysis, which resulted in a 34-item scale. In Phase 3, with a sample of 1030 kindergartens teachers, confirmatory factor analysis was performed, which confirmed three measurement models including professional knowledge (8 items), professional practice (18 items), and professional disposition (8 items). The study exemplified how professional standards could be used as a tool for teacher self-assessment in ECE in a formalised manner.

Museums are traditionally considered public service settings with educational functions and practical learning resources for students. Early childhood teachers' intention to implement class visits to museums is still very low. This paper synthesizes the theory of planned behavior model (TPB) and core determinants of the technology acceptance model (TAM) to hypothesize an extended TPB model to explain preschool teachers' perceptions and intentions to implement museum visits. The results revealed that early childhood teachers' intention of implementing class visits to museums was significantly influenced by attitude, perceived usefulness, and perceived behavioral control. The implications of this study are provided.

This study aimed to examine the relationship between the classroom environment (CE) and university identification (UI) and the chain mediating effects of student engagement and academic achievement (AA). 4,463 Chinese university students were assessed using the classroom environment and UI scales, and measures of student engagement. Results show: (1) a significant positive correlation between a supportive CE, high student engagement, high AA, and high UI; (2) AA plays a mediating role between CE and UI, while student engagement mediates CE and UI; and (3) student engagement and AA play a chain mediating role between CE and UI. This study verified that a positive CE helps strengthen university students' UI, and student engagement, AA, and a series of intermediary roles had a chain mediating effect. Universities should create a positive CE and encourage building good interpersonal relationships between students and others to further increase AA and UI among students.