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The impact of teachers' beliefs on the implementation and effectiveness of Social and Emotional Learning (SEL) programs underscores the essential need for reliable measures of these beliefs. This study aims to explore and validate the psychometric properties of the Teacher Social and Emotional Learning Beliefs Scale (TSELBS) within the Chinese educational context, utilizing the Partial Credit Model of the Rasch family models. Through the analysis of responses from 893 Chinese teachers, our findings confirm the reliability, validity, and robust psychometric properties of the TSELBS, making it a valuable instrument for assessing educators' SEL beliefs. Additionally, our results indicate that the TSELBS demonstrates fairness across gender, educational levels, and areas. These outcomes emphasize the critical role of culturally sensitive methods in evaluating SEL beliefs and lay a foundational step for future cross-cultural research in this domain. This contribution advances the global conversation on SEL, facilitating further studies on similar validations across diverse cultural settings.

Background: Smart classroom environment has drawn worldwide attention, however, there is still a lack of studies that can explore and analyse potential factors, which affect students' satisfaction with smart classrooms in higher education. Objectives: To assess students' satisfaction with smart classrooms in higher education, this study proposed the smart classroom environment satisfaction model based on TAM and ACSI models. Methods: A sample of 1979 Chinese college students who studied in a smart classroom environment completed a survey assessing student satisfaction with the smart classroom environment. And a structural equation modelling analysis was used to further analyse students' preferences for smart classroom environments. Results and conclusions: The results showed that student satisfaction with smart classroom environment is significantly correlated with subjective perception factors after use, such as students' perceived value (PV), user experience and perceived expectations (PE). It indicated that user experience indirectly affected overall satisfaction (OS) through its positive impact on PV, while PE indirectly affected OS through its positive impact on user experience. Second, user experience had the greatest impact on student satisfaction, followed by PV and PE. This study is a theoretical supplement to future research on smart classroom environment in higher education, and can also provide reference for relevant government departments, universities and enterprises to build and manage smart classroom environment.

Since the outbreak of the COVID-19 pandemic, cases of discrimination and hate crimes against minority populations including international students have soared in the U.S. This study explores the relationship between international students' perceived discrimination and their self-reported overall health and the role of social support and positive emotions in such relationship. In total, 203 international students studying at two U.S. universities participated in an online survey. The results indicated that: (1) when international students perceive higher levels of discrimination, they experience lower levels of positive emotions and have lower levels of perceived social support; and (2) positive emotions were significantly associated with both psychological distress and physical health. Perceived social support was only significantly associated with physical health not psychological distress. We also provided meaningful implications for higher educational institutions that strive to enhance international students' overall health.

Reading plays a pivotal role in lifelong development, serving as an indispensable foundation for students to thrive. The present study therefore aimed to assess the English reading literacy of senior high school students. A self-developed questionnaire was administered to 427 students from three schools in Chongqing, China. The questionnaire encompassed three dimensions: reading ability, reading character, and teachers' assistance in enhancing the two domains. Results revealed that the participants exhibited moderate English reading literacy levels, with gender and parental education exerting significant influence on their English reading literacy. Furthermore, teachers primarily focused on improving academic performance rather than fostering well-rounded readership abilities, leading to slight variations regarding the concepts and methodologies employed for cultivating comprehensive literary competence. Individual attributes, family background, teacher-related factors, institutional dynamics, and societal factors significantly impacted the participants' English reading literacy levels. Consequently, corresponding strategies and suggestions were discussed.

Students' informal science learning experiences are believed to strongly influence their attitudes toward science and their abilities in the subject. Factors associated with students' informal science learning experiences include family socioeconomic status and perceived family support. However, little is known about whether perceived family support for children's formal and informal science learning differs significantly. The present study filled this gap by exploring how students' perceived family support for formal/ informal science learning affected the link between their socioeconomic status and their experiences of informal science learning. Survey data were collected from 486 Chinese grade 4-6 primary school students. Structural equation modeling demonstrated that the students' socioeconomic status and their informal science learning experiences were significantly and positively correlated. This association was chain-mediated through two categories of perceived family support. Specifically, students' socioeconomic status affected their informal science learning experiences through the separate mediating role of family support for formal science learning and the sequential mediation of perceived family support for formal and informal science learning. These results uncover the role that family support plays in students' science education; accordingly, parents are encouraged to help their children learn science both formally and informally.

Purpose: To explore preservice teachers' (PSTs) implementation of cooperative learning (CL) during their school-based student-teaching after undertaking a CL course in a Chinese physical education teacher education program. Method: An interpretive qualitative case study design gathered data from eight PSTs using classroom observations, semistructured interviews, reflective journals, instructional materials, and field notes. Interactive cycling coding was used to analyze the data. Findings: The two themes, "putting five key elements into practice" and "learning to facilitate with CL," convey how the PSTs implemented the procedures of CL and adapted CL to the contexts they were teaching in. Discussion and Conclusions: The eight PSTs appropriately implemented CL and contextualized CL practice in their classrooms. They shifted their teaching approaches away from direct instruction and toward more independent, pupil group-based tasks. This growth is particularly important in the Chinese physical education context, where policies advocate for CL yet student-centered teaching which is rarely seen in practice.

Entrepreneurial behavior has been substantially addressed in entrepreneurship literature, but the mechanisms by which social capital influences entrepreneurial behavior among college students remain unclear, especially the potential mediating and moderating interplay among them. Therefore, drawing on social capital theory and the Stimulus-Organism-Response (S-O-R) model, this study proposed a moderated mediation model of social capital on entrepreneurial behavior. Sample data were collected via questionnaires from entrepreneurial team members participating in the Innovation and Entrepreneurship Competition in Southwest China. Results showed that (1) social capital has a positive impact on entrepreneurial behavior; (2) entrepreneurial passion partially mediates the relationship between social capital and entrepreneurial behavior; and (3) entrepreneurial risk perception positively moderates the relationship between entrepreneurial passion and behavior and thus enhances the mediating effect of entrepreneurial passion. This study provides insights into the internal mechanism of social capital on entrepreneurial behavior and also offers practical guidance for individuals, universities, and governments.

Research Findings: This study explored the relationship between family-work conflict and autonomy support among Chinese kindergarten teachers. Autonomous motivation and ego depletion were considered as the mediator and moderator, respectively. A total of 859 kindergarten teachers were recruited and surveyed online. The results showed that (1) Family-work conflict was negatively associated with autonomy support; (2) Autonomous motivation partially mediated the relationship between family-work conflict and autonomy support; (3) The relationship between family-work conflict and autonomous motivation was found to be moderated by ego depletion. Practice or Policy: These findings highlight the contribution of resolving family-work conflict in improving kindergarten teachers' autonomy support. Effective policies should focus on enhancing autonomous motivation and mitigating the negative effects of ego depletion. These strategies are critical to fostering a supportive teaching environment that can benefit both teachers and young children.

Objective: This study examined the relationship between perceived discrimination and psychological distress among international students during the COVID-19 pandemic. Methods: A total of 188 international students from two large U.S. universities participated in the study. Perceived discrimination, psychological distress, and demographic information were assessed using self-reported questionnaires. Results: COVID-related variables and perceived discrimination were significantly associated with international students' psychological distress. Their COVID-related anxiety mediated the relationship between perceived discrimination and psychological distress. Conclusion: Initiatives to mitigate the perceived discrimination experienced by international students may improve their mental health.

The present study tested whether the switch costs of production-based language switching tasks by trilinguals are due to competition from outside language schemas or from within language systems. We recruited 90 Tibetan-Chinese-English trilinguals in 10th grade in a Tibetan middle school in China to name digits and number words using different stimuli valence. The study was divided into three experiments, one for each combination of two languages possible amongst Tibetan, Chinese and English. We observed the switch cost symmetrical patterns in the three experiments. The results suggest that the sources of switch cost are partially from outside competition between language schemas and partially from within language system. These results may contribute to our understanding of the language control mechanism between production-based and comprehension-based language switching tasks and language control mechanism of trilinguals with three orthographically different languages.

Self-directed learning with mobile technology (SDLMT) is critical to students' learning success. However, only minimal research has been conducted on the manner by which significant aspects (e.g., selfefficacy, student engagement) are related to SDLMT. This study analyzed the answers of 485 Chinese students (seventh to ninth grades) who were surveyed, and evaluated the relationships among self-efficacy (Internet selfefficacy and online communication self-efficacy), student engagement (behavioral, cognitive, emotional, and social engagement), and SDLMT. Structural equation model revealed that SDLMT was positively predicted by self-efficacy, and SDLMT was positively impacted by student engagement. Moreover, the mediation analysis was performed using the PROCESS plugin in SPSS and determined that after controlling for gender and grade, the relationship between self-efficacy and SDLMT was partially mediated by student engagement. Findings established the value of self-efficacy for SDLMT, and further emphasized the vital mediating role of student engagement. Hence, developing K-12 students' SDLMT entails enhancing self-efficacy and student engagement.

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.

Activity theory is of great importance in emphasizing the role of community and intermediary tools in the subject's internalization activities. From the perspective of activity theory, via systematically and comprehensively exploring kinds of different interactions between various elements (e.g. subject, community and tools) in classroom teaching, this study constructed a framework based on ICT-enhanced activity system, and proposed a teaching mode using the constructed framework. To verify its effectiveness in improving classroom interaction and satisfaction, the proposed teaching mode is applied to an engineering course. The experimental results showed that the proposed teaching mode can not only effectively combine theoretical learning with practical application, but also raise students' classroom interaction and satisfaction through rich teaching activities (including such as competitive answering, topic discussion and achievement sharing, etc.). As demonstrated in our experiment, compared with the traditional teaching modes, (i) 83.8% of the participants were more satisfied with the proposed mode, and 70.3% of them preferred that this mode could be maintained in the future teaching; (ii) better instructional design of engineering courses with the accompanying more satisfactions can be gained using the proposed teaching mode. Theoretical and practical contributions to the integration of ICT with engineering courses are offered.

Writing has been recognized as a core competency for postgraduate students. However, improving writing performance, particularly for first-year postgraduate students, remains an important and challenging task. This study aimed to explore the effects of student engagement in peer feedback on writing performance from cognitive, affective and behavioral perspectives. Specifically, the participants were 88 postgraduate students. With the support of an online writing and peer review system (Peerceptiv), participants were asked to write an essay, engage in the peer feedback process, and revise their essays. Correlation analysis and multiple regression analysis were utilized to analyze data on the quality of participants' essays, peer feedback procedures, and interviews. Results showed that cognitive engagement, affective engagement, and behavioral engagement were significantly associated with postgraduate students' writing performance. The analysis indicated that the helpfulness of provided comments was the strongest predictor of writing performance, followed by suggestion, integration, and positive affective engagement. These findings highlight the significance of student engagement in peer feedback to improve writing performance in higher education. Recommendations for future research on quality improvement in writing performance are suggested based on the findings.

To retrospectively explore the characteristics of plasma amino acids (PAAs) in children with autism spectrum disorder and their clinical association via case-control study. A total of 110 autistic and 55 healthy children were recruited from 2014 to 2018. The clinical phenotypes included severity of autism, cognition, adaptability, and regression. Compared with the control group, autistic children had significantly elevated glutamate, [gamma]-Amino-n-butyric acid, glutamine, sarcosine, [delta]-aminolevulinic acid, glycine and citrulline. In contrast, their plasma level of ethanolamine, phenylalanine, tryptophan, homocysteine, pyroglutamic acid, hydroxyproline, ornithine, histidine, lysine, and glutathione were significantly lower. Elevated neuroactive amino acids (glutamate) and decreased essential amino acids were mostly distinct characteristics of PAAs of autistic children. Increased level of tryptophan might be associated with severity of autism.

In physics education, a number of studies have developed assessments of teachers' knowledge of student understanding (KSU) of specific physics concepts with modified versions of existing concept inventories, in which teachers were asked to predict the popular incorrect answers from students. The results provide useful but indirect information to make inferences about teachers' knowledge of the misconceptions that students may be using in answering the questions. To improve the assessment of teachers' KSU, a new instrument is developed using a three-tier item design. The items were adapted from 17 questions from the Force Concept Inventory on force and motion. Each item was designed in three tiers, with tier 1 asking for teachers' own answers to the question to test their content knowledge, tier 2 asking for teachers' predictions of popular students' incorrect answers, and tier 3 asking for teachers' explanations of students' incorrect answers in an open-ended form. The three-tier design captures teachers' content knowledge, predictions, and explanations in a single item to allow explicit measures of teachers' own content knowledge and their KSU on students' misconceptions. The instrument was validated with preservice physics teachers, who were master-level graduate students in a normal university in China. The assessment results also suggest that the preservice teachers' KSU of force and motion was only moderately developed, and their content knowledge was uncorrelated with their KSU. In addition, a four-level progression scale of KSU was also developed, which categorized the preservice teachers into five proficiency groups.

In China, the innovative development of education for older people is an important response to the aging population, and an important way to meet the spiritual, cultural, and social needs of older people. Current academic research mainly focuses on the social factors that affect the participation of older people in education and there are few empirical studies on the individual psychological characteristics of older adult learning behavior. This study takes a positive psychology approach to the exploration of the factors influencing the participation of older adults in education in a number of universities of the Third Age in Fujian Province, China. The study is based on curriculum preferences and frequency of participation in extracurricular activities. The results show that the personality traits of extraversion and neuroticism, as well as gender, age, level of educational attainment, and family economic status significantly affect frequency of participation in extracurricular activities and the curriculum preferences of older learners. The results of this study suggest that we can strengthen personality matching to promote the learning enthusiasm of older people in education, and adhere to the demand-oriented to promote the Third age education curriculum personalized. Furthermore, we should increase the scope for popularizing Third age education, improve the accessibility of education for the older people, accelerate the integration of older adult education with the Internet, innovate the form of older adult education, and then promote the development of customized curricula.

However, although existing models for evaluating the effectiveness of universities provide a large number of modeling solutions, it is difficult to objectively evaluate dynamic coefficients based on the differences in precision ideological and political work systems of different types of universities in the evaluation process of innovative paths for precision ideological and political work. In this context, this article proposes an innovative path for the precision of ideological and political work in universities under the background of big data driving, and constructs a complex system discrete dynamic modeling technology. This model quantitatively describes the consistency between different precise ideological and political work models, the similarity of research strategies for precise ideological and political work, and expected evaluation indicators using multiple transformation dynamic coefficients. This study provides new ideas and methods for innovative research in the field of ideological and political work in universities.

English medium instruction (EMI) has now become a ubiquitous education phenomenon due to the driving force of globalization and the prospective socioeconomic benefits associated with English proficiency. Although expanding rapidly in higher education, EMI in secondary education is a much less researched area. Specifically, EMI teachers' agency in the implementation of EMI has remained relatively less known. This study, informed by an extended framework on teacher agency, seeks to investigate how such agency has been manifested while the EMI teachers address various tensions and contradictions in the course of implementing EMI. Drawing on qualitative interviews and classroom observations in an international high school in Shenzhen, China, it reveals that the participants have exhibited moderately high levels of agency by constructing themselves as translanguagers who orchestrate different languages and meaning-making resources, jugglers of the roles of content teachers and L2 teachers, as well as duty-bond multicultural educators who negotiate the international curriculum to accommodate local educational and cultural mandates. The study calls for reconceptualizing EMI as a translanguaging space for the teachers to act as culturally responsive agents qua multilingual educators featuring multiple identities.

Purpose: The purpose of this literature review was to investigate how cooperative learning (CL) has been conceptualized and implemented in Chinese physical education (PE). CL is one of the most influential and widespread areas of theory, research, and practice in western education. With the promotion of Chinese government policies, CL has become a popular field of research and was widely used as a pedagogical practice in Chinese. Design/Approach/Methods: Shulruf's five methodological steps were utilized as the process of screening and selecting relevant studies. Inductive analysis and constant comparison were conducted for analyzing the chosen literature. Findings: The analytic induction revealed four key themes: (a) historical development, (b) policy influence, (c) conceptualization of CL, and (d) implementation of CL. We found that the conceptualization of CL in Chinese PE was ambiguous, and the implementation of CL was predominantly documented by quantitative research methods. In addition, few studies were conducted at the elementary school level. Originality/Value: This is a comprehensive literature review on CL in Chinese PE. Findings and recommendations in this article will be beneficial for policymakers, scholars, and PE teachers to better understand and promote CL in China.

Different instructional strategies have been drawn to assist elementary school students in improving computational thinking (CT) skills and student engagement (SE) in unplugged programming activities. This paper aimed to explore how the interactive strategies of unplugged programming affect CT skills and SE. The study was conducted based on a quasi-experimental research method. The sample was composed of 104 sixth-grade students from northern China. The students in the experimental group learned with interactive unplugged programming, whereas those in the control group learned with non-interactive unplugged programming. Analysis of Covariance statistics and Partial Least Squares Structural Equation Modeling were adopted for data analysis. Results showed that the performance of the experimental group in CT skills and SE was considerably better than that of the control group. Moreover, the predictive relationships were more complex between CT skills and SE in the experimental group. In general, these findings confirmed the teaching value of interactive unplugged programming, and further emphasized the important role of students' CT skills in programming engagement. Therefore, through the application of interaction in instruction design, each student can be assigned a positive role to create a programming classroom that is more conducive to students.

This paper investigated project-based governance (PBG) in China's higher vocational education (HVE) with a main research question asking how PBG works in China's HVE. Using case study as a research strategy, the paper examines the application and effect of the PBG model on Chinese HVE within the analytical framework of PBG-based agency theory. Twenty-three faculty members from both administrative and academic departments in College Plateau (pseudonym) were recruited to participate in a person-to-person interviews. They were expected to share their observations and perspectives on the PBG model as applied to HVE. As supplementary materials, the Chinese government's policy documents and statistics, as well as institutional policy documents, were also looked at for a brief discussion of governance of China's HVE. The results showed that the PBG model has greatly challenged the traditional administrative, distribution and personnel systems, as well as the college-enterprise cooperation model, and academic performance of higher vocational colleges (HVCs). These changes have brought higher academic achievements and greater social resources to College Plateau. However, they have also caused many negative effects, such as homogeneity of organizations and the Matthew effect among HVCs.

A physiology laboratory course plays an important role in improving the scientific abilities of medical students. This study involved a teaching reform based on problem-based self-designed experiments in a physiology laboratory course. The study subjects were divided into two groups, i.e., students enrolled in 2019 were assigned to the traditional course control group (n = 146) and students enrolled in 2021 were assigned to the improved course test group (n = 128). Students in the test group were required to conduct self-designed experiments based on the questions for each experimental theme, in addition to completing the specified experimental items. At the end of the course, the differences in academic achievements between the two groups were compared. The results showed that compared to the control group, the students in the test group spent less time finishing the specified experimental items (P < 0.05). More students in the test group obtained good results in the operation assessment for the specified experiments (P < 0.05), and a significant increase in the number of winners in discipline-wise competitions, participants in scientific research projects, and academic publications was observed in the test group. Most of the students in the test group agreed that the self-designed experiment promoted their scientific thinking, helped them better understand theoretical knowledge, and improved their hands-on operation and team cooperation abilities. Our research showed that our teaching reform promoted students' self-directed learning and problem-solving abilities, stimulated their enthusiasm for scientific research, and was conducive to the cultivation of innovative medical talents.

As a famous contemporary educator and educational theorist in China, Jie Lu has always been concerned about people and their lives and moral conditions since the 1970s and 1980s. With this as the center, a systematic "human understanding" pedagogy and moral education were constructed. His thoughts reflect the times' distinctive characteristics, and scholars have widely praised his noble research quality and scholarly ideological state. Given this, this paper reviews Jie Lu's moral education thoughts based on the research on Jie Lu's education thoughts and feelings to make a more comprehensive and systematic review of Jie Lu's moral education thoughts.

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.

A significant proportion of universities throughout the world switched from conventional face-to-face course delivery to emergency remote teaching (ERT) in response to the pervasive COVID-19 outbreak. A series of challenges are faced by both teachers and students as a result of the rapid and abrupt switch to ERT. Within the context of ERT, physics courses encounter certain challenges in contrast to certain liberal arts courses. In particular, this study sought to determine whether physics students and nonphysics students had diverse levels of flow experience and cognitive load when applying ERT during the global pandemic period. Furthermore, this study examined whether ERT for physics students varied depending on gender and educational level. Following the completion of their ERT courses at the end of both the Spring semester of 2020 and the Fall semester of 2022, a total of 1073 participants, including both physics majors and nonphysics majors, participated in our research. From the result, physics students had better performance in the flow experience encompassing its three constructs: enjoyment, engagement, and control. Physics students demonstrated a higher germane cognitive load and a lower extraneous cognitive load when compared to nonphysics students. Moreover, a considerably higher extraneous cognitive load was observed among male physics students than among their female counterparts during the ERT. Nonetheless, physics students at undergraduate and graduate levels did not significantly differ in their flow experiences or cognitive load. Overall, physics majors had a more positive perception of their ERT learning experience, and the impact of ERT on physics students was significantly less detrimental.

Aim/Purpose: The purpose of this study is to explore the correlation between contract cheating and online education in China, which has become a major concern due to the extensive promotion of online education worldwide amid the COVID-19 pandemic. Background: Contract cheating, also known as academic ghostwriting, refers to the act of students outsourcing academic assignments to third parties, who complete the work on their behalf. With the development of online education, the incidence of contract cheating is rising progressively. Whilst numerous scholars have conducted extensive research on the causes, prevention, and handling of contract cheating, the issue persists and needs further localized understanding. Methodology: This study employs a mixed-methods approach. First, textual data on Sina Weibo, a popular Chinese social media platform, is collected and analyzed using VOSviewer and NVivo12 software. Field observation methods are also utilized for theme analysis and sentiment analysis. Second, the theoretical framework of organizational theory is applied to explain the impact of different modes of online education implementation on contract cheating. Finally, based on the findings, possible solutions to mitigate contract cheating are proposed. Contribution: This study contributes to the literature by providing a theoretical framework to explain the relationship between online education and contract cheating in China. The study's findings highlight the importance of the mode of online education implementation when addressing contract cheating. Findings: This study finds that online education does exacerbate contract cheating in China, and the extent of this phenomenon varies depending on the mode of online education implementation. This study also identifies the lack of academic integrity education and supervision as a major factor contributing to contract cheating. Recommendations for Practitioners: Reducing the costs of educational organizations in combating cheating through institutional arrangements, such as establishing effective channels of communication between teachers and schools and controlling teachers' workload outside of their primary responsibilities, can help curb contract cheating. Recommendations for Researchers: Both history and reality have demonstrated that possible solutions cannot rely solely on new technologies or single institutional arrangements. Contract cheating is essentially an unethical means of competing for scarce resources, and as long as resources remain scarce, this phenomenon will persist. Impact on Society: As a social phenomenon, contract cheating cannot be completely eradicated through top-down policy enforcement. Future Research: The stringent enforcement against contract cheating also involves the education regulatory and judicial departments, and their relationship is worthy of future research.

Under the background of insufficient scientific research funding, evaluating the level of scientific research from the perspective of sustainable development is necessary. The study aims to develop an evaluation index system based on the theories for sustainable competitive advantage (SCA), which could be used to evaluate the sustainable development trend of scientific research in universities. In this study, 42 world-class universities in China are used as examples to calculate their SCA performance in scientific research using the entropy and equal weights methods. The scores of scientific research in different universities in the Academic Ranking of World Universities (ARWU) in 2021 are used to verify the effectiveness of the evaluation index system. The results show that the evaluation index system can effectively predict the scientific research performance of universities in the future. It could be deduced from the results that universities with better scientific research performance meet the needs of the external market better and have more valuable, rare, imitable, and ambiguous resources but a lower level of scientific research dynamic ability. The evaluation index system makes up for the lack of emphasis on the potential scientific research capacity of the university in the current evaluation methods. It can help university administrators formulate relevant scientific research management regulations.

After the outbreak of the COVID-19 pandemic, China implemented the largest online education practice in human history. In the process, different teaching models coexist. Through a quasi-natural experiment, a total of 1,024 samples from Guiyang No.8 Middle School and another comparable school with the same conditions and students were enrolled for analysis, we discussed the impact of two online teaching methods, recorded video versus live broadcasting, on student performance, and the role teachers should play in online teaching. The study found that, compared with the self-study-based recorded video teaching, live broadcasting teaching with more teacher-student interaction is a more conducive to improving students' academic performance. In the process of online teaching, teachers should not only assume the role of transmitting knowledge, but also play the role of "leader" and "accompanier" through effective guidance and communication.

Professor Xiaoman Zhu is the theoretical initiator and the promoter of contemporary emotional education in China. Since the 1980s and 1990s, she has led the research on China's emotional education and has put forward many pioneering insights, forming a rich and systematic emotional education theory. She has been involved in guiding several experimental schools and research bases for a long time committed to the proper combination of emotional education theory and school education. She infiltrated it into moral education, teacher education, textbooks, courses, etc., and her theory has been widely recognized. This paper evaluates the source, theoretical basis, and practice of Xiaoman Zhu's emotional education as a whole, intending to construct a theoretical cognitive framework to describe Xiaoman Zhu's educational thought and theory in a more comprehensive manner.

Competitions and related activities are an essential part of mathematics education for gifted students. China has been one of the most successful countries in recent decades in the International Mathematical Olympiad. To illustrate the Chinese experience of mathematics competitions, in this paper we first present a historical sketch of Chinese mathematics competitions, then provide a comprehensive description of its pyramidal selection and training systems, including the introduction of main competitions for high school students, some examples of competition problems, and the training of students and tutors. Furthermore, to investigate the influence of mathematics competitions on contestants, an empirical study of 372 former contestants was conducted and is reported. The results showed that most of the contestants majored in mathematics or areas closely related to mathematics. Nearly half of the contestants intended to do mathematics research or work highly related to mathematics. A majority of the contestants held positive attitudes toward their mathematics competition experiences and affirmed the value of these experiences in cultivating personal interests and developing mathematics abilities. Some negative influences of competition experiences on contestants are also identified. Finally, problems existing in the development of Chinese mathematics competitions and future research directions are discussed.

Neither world leaders nor leading medical professionals would have anticipated the adverse impacts of the global health crisis resulting from the outbreak of the COVID-19 pandemic on multifaceted aspects of contemporary society. Set against the broader political economy context, this Special Issue focuses on examining the impacts of the present global health crisis on higher education development. Addressing the major objective of the Special Issue, this article chooses the theme of reimagining higher education in the post-COVID-19 era, critically examining Chinese students' desires and motivations for overseas learning. Based upon a few waves of surveys conducted since 2020, after the outbreak of the pandemic, this article assesses the impacts of the unprecedented global health crisis on Chinese students' future overseas study plans. Having experienced various forms of disruption during the COVID-19 period, this article also critically reimagines higher education development in the post-COVID-19 era.

There is an urgent need to address the critical demand for qualified Chinese language teachers against the background of China's seeking greater Sino--foreign cultural and educational cooperation. The literature on integrating technological pedagogical content knowledge (TPACK) in language teaching has been increasing in the last few years. However, most of these studies focus on English language teachers. The objective of this study was to examine pre-service teachers' understanding of TPACK for teaching Chinese as a second language (TCSL). This study investigated the TPACK factor structure of 286 pre-service TCSL teachers via exploratory factor analysis, which yielded a six-factor structure. The results revealed that the teachers could not distinguish the boundaries between technological pedagogical knowledge (TPK) and technological content knowledge (TCK); and TPK and synthesized TPACK. Further, confirmatory factor analysis using structural equation modeling substantiated the validity and reliability of the adapted 32-item TCSL-TPACK survey instrument. The study also found that the teachers were slightly satisfied with their overall TPACK but were least confident of their technological knowledge (TK), and the more experienced teachers exhibited higher confidence in all six factors. These findings not only remind educators and policymakers of the need to revise current teacher training programs but also persuade TCSL student teachers to explore methods that can help integrate technology into lesson designs.

This research examines whether prior research may not have detected cultural-specificity in the role of controlling and autonomy-supportive parenting in children's adjustment because of reliance on between-individual analyses. In two longitudinal studies (Ns = 825 and 934) of early adolescents, within-individual analyses were conducted to examine the reciprocal pathways between children's reports of parenting and their reports of their adjustment in the United States and China. Increments in controlling parenting predicted decrements in children's emotional and behavioral, but generally not academic, adjustment over time, with little evidence that this was stronger in the United States than in China. Decrements in children's emotional and behavioral, but generally not academic, adjustment predicted increments in controlling parenting over time similarly in the two countries. There were few overtime pathways involving autonomy-supportive parenting in either direction in either country.

Creativity has been identified as a critical educational goal and an essential 21st-century skill, which can be captured through learning capabilities, thinking skills, and academic achievement. Although the relationship between creativity performance and self-directed learning (SDL) was theoretically researched, few studies have thoroughly investigated the exact nature of this association from a practical perspective. Therefore, this study aimed to design an online self-directed learning environment (OSDLE) to improve students' creativity performance. The OSDLE was proposed with functions such as planning, learning, evaluation, and reflection, based on the three dimensions of personal attributes, process, and learning context. A quasi-experimental study was conducted in a university in Northeast China to explore the influence of the OSDLE on creativity performance. One hundred and six university students as study participants were randomly assigned to experimental and control groups. Participants in the experimental group learned in the OSDLE, whereas those in the control group learned in traditional classroom methods. The results indicated that the students using the OSDLE exhibited significant improvements in creativity performance. Furthermore, the SDL capabilities of the experimental group demonstrated gradual and continuous improvement. In addition, students' thinking skills and academic achievement in the experimental group were higher than those of the control group. The main findings together are discussed in depth.

This study aimed to investigate the differences between pre-service teachers' (PSTs) perceived TPACK given the different clusters of their epistemic beliefs collected via a questionnaire. The responses gathered from 807 Chinese PSTs were utilised to elicit such a relationship. All of the participants responded to the Pre-service Teachers' Epistemic Belief (PTEB) survey and the Technology, Pedagogy and Content Knowledge (TPACK) survey. The results of the cluster analysis revealed that the PSTs were characterised into three clusters according to their responses to the PTEB, labelled as the Positivist, Partial Constructivist and Constructivist clusters. The ANOVA revealed that the pre-service teachers in both the Positivist and Partial Constructivist clusters had stronger perceptions of their TPACK than did the Constructivist PSTs. The results imply that more nuanced approaches are needed to develop PSTs' TPACK with reference to their epistemic profiles. In addition, it seems that the epistemic nature of creating TPACK may need to be discussed explicitly to foster PSTs' epistemic developments.

The global spread of private tutoring of English (PTE) has become a driving force of the global marketisation of English. Drawing on critical discourse analysis, this study explores how tutors in the PTE sector, an under-researched group of teachers, construct their professional identities in the market-oriented educational, institutional, and socioeconomic settings. Findings show that they have constructed a range of hybrid identities, that is, tutors as exam experts, tutors as salespeople, and tutors as underdogs. These identities reflect multiple overlapping discourse in private supplementary tutoring (PST) underlined by the utilitarian discourse underlying exam-oriented education and the neoliberal discourse promoting the market logic of competition and profit-making. The instability and vulnerability of their identities have led to the tutors' deprofessionalisation and identity crisis. This paper also offers discussions on the space of shadow education and recommendations on policy making.

"Zhuangang" (literally means "transferring post") English teachers, usually in the primary schools of rural areas in China, refer to the English teachers who used to teach school subjects other than English. Some of them may at the same time still teach other subjects in addition to English. They are a part of the solutions to the shortage of English teachers due to the policy of popularizing English learning in primary schools in China in 2001. Although they account for a large percentage of primary English teachers especially in rural areas in China, relatively little research has been conducted to investigate the status of their professional development and identity. This study is aimed at finding out whether there is a significant difference between "zhuangang" and "non-zhuangang" English teachers in their perceptions of teacher identity and if it is the case, what may be the contributing reasons. A questionnaire was allocated and a significant difference (p = 0.005) was observed between "zhuangang" and "non-zhuangang" English teachers in their perceptions of teacher identity. Implications for enhancing their teacher identity and professional development are also discussed.

The purpose of this study was to examine the role of contexts in the memory of meaning in foreign vocabularies. The study was based on the cognitive processing hierarchy theory of Craik and Lockhart (1972), the memory trace theory of McClelland and Rumelhart (1986) and the memory trace theory of cognitive psychology. The subjects were non-English majors freshmen. The contexts used in the study were list, sentence and text. Through timely test and delay test, it was found that sentence performed better than text, which was different from expectation. After analysis and interview, some problems were found in this study.

In this study, we explore East Asian graduate students' socio-cultural and psychological adjustment in a U.S. Midwestern University. Eight participants were interviewed about their acculturation challenges as well as their effective coping strategies. Data were analyzed using open-coding techniques and five themes emerged: three themes summarized the challenges, including challenges due to cultural differences, lack of support in a foreign environment, and financial stress; and the other two themes that described the coping strategies were utilizing external resources and developing self-adjustment strategies.

Purpose: The purpose of this paper is to explore the experience of the weight of a backpack as represented in typical Chinese children's songs through a kind of phenomenological approach. Design/Approach/Methods: The core issue pertaining to Chinese children's songs about backpacks is how the weight sense of backpacks is generated and developed in the field of song phenomenology. Findings: The "whatness" of a backpack in typical songs has varied over the past six decades, meanwhile, the backpack and its songs conceal not only the secrets of childhood but also those of China's educational system. Originality/Value: The originality of this paper embodies the unique perspective to provide a new insight into the current scholarship of the micro-politics of song-singing and the weight sense of backpack.

This study was designed to investigate the associations among motives and physical activity behaviors and health in urban college students in China. Eight hundred and eighty-seven college students (521 females; M[subscript age] = 20.51, SD = ± 1.67) were recruited from four universities in South and South-central China. Participants' motives (i.e., interest/enjoyment, competence, appearance, fitness, social) toward to physical activity behaviors were measured by the established Motives for Physical Activities Measure (Ryan et al., 1997), while physical activity behaviors were assessed via the validated International Physical Activity Questionnaires for Chinese (Macfarlane et al., 2007). The data were collected in June 2016 and 2017. Participants' total metabolic equivalent (METs) was calculated as the outcome of physical activity behaviors. On average, participants reported 412 METs (SD = 290.82) of physical activity for the prior week. Correlation analysis suggested that all motive components were moderately or highly correlated with one another (r = 0.37 -0.74; p < 0.01), and these variables were significantly, yet modestly, related to physical activity behaviors (r = 0.12 -0.24; p < 0.05). Regression analyses further indicated that the whole model explained 24.5% of the variance [F (5, 394) = 5.02, p < 0.01] when using motives to predict physical activity behaviors. Interestingly, participants' interest/enjoyment was the only significant and positive predictor for their physical activity (ß= 0.23, p < 0.01). Findings suggest that Chinese college students were relatively physically active on a weekly basis. Students' interest/enjoy toward physical activity is a very important motive in promoting physical activity behavior among this population. Health professionals and educators are encouraged to offer a variety of interesting and enjoyable activities for Chinese college students with the goal of helping this population develop and maintain a physically active lifestyle.

Guided by the Transtheoretical Model (Prochaska & DiClemente, 1982), this study investigated the differences of physical activity levels and correlates (i.e., self-efficacy, decisional balance, process of change) across different stages of change levels among Chinese college students. The relationships between students' physical activity correlates and physical activity behavior was also examined. The participants were 887 college students (365 males; M[subscript age] = 20.51, SD = ± 1.67) recruited from four universities in south and south-canter China. Participants completed a battery of established questionnaires assessing their physical activity correlates (self-efficacy, decisional balance, process of change) and 1-week physical activity levels. Results suggested that Chinese college students in the high stage of change group reported significantly higher physical activity levels and correlates than those in the low stage of change group. Pearson correlation analyses suggested that students' self-efficacy was moderately related to other correlates and physical activity behavior. Yet, decisional balance and process of change were only modestly associated with physical activity levels for both groups. Regression analyses further revealed students' self-efficacy emerged as the only significant contributor of their daily PA levels across the two groups. However, decision balance and process of change failed to predict physical activity levels. The implications for practice and direction of future research were discussed.

The COVID-19 pandemic has moved university teaching and learning activities that conventionally take place in physical classrooms to online platforms. There is an urgent need to investigate university students' experience and perceptions of online learning during the pandemic so as to optimize online learning strategies in tertiary education during and after the pandemic. Based on self-determination theory and the social cognitive perspective, the present study investigated the relationship between perceived relatedness with instructors and classmates, online self-regulated learning (OSRL), perceived learning gains, and satisfaction of 572 Chinese undergraduate students. Through structural equation modeling (SEM) and bootstrapping, we found: (1) relatedness was positively associated with OSRL; (2) relatedness had no direct effect on either perceived learning gains or satisfaction; (3) OSRL has a full mediating effect on the relationship between relatedness and perceived learning gains; (4) there was a serial mediating effect of OSRL and perceived learning gains on the relationship between relatedness and satisfaction; and (5) task strategies and goal setting contributed most to OSRL's mediating effects. Our work provides university instructors, online course designers, and online platform providers with new insights into the importance of supporting undergraduate students' OSRL (particularly task strategies and goal setting) via developing social connections for improving their perceived learning gains and satisfaction in online learning environments.

This study examines how three Chinese as a second language (CSL) teachers in a Chinese university setting appropriated the communicative approach through influences from their past language experiences. Although communicative pedagogy has been in place for decades, research reports that it still largely challenges teachers' conceptions of teaching and learning in China. Research on these teachers' appropriation of the communicative approach with an explicit focus on their past experiences of language learning and use has been limited. Data for this study were collected from interviews and classroom observations with three CSL teachers, and the data analysis went through a three-stage process, including open coding, categorizing, and generating themes. The study found that teachers appropriated the communicative pedagogy through comparative reflections on three identified types of language experiences (i.e., positive experiences in class, negative experiences in class, and language acquisition in natural settings), highlighting a dialogic relationship among the triad. Implications for second language teachers' professional learning and teacher education are discussed.

The tangible and intangible needs of people with disabilities have been neglected in research agendas over the past decades, particularly in China. Bringing more benefits to people with disabilities and combining information delivery with Internet technology to improve their quality of life is impossible if their special needs are ignored. This study employed the crowdsourcing through social media method to investigate information needs of people who are disabled. The results indicate that using the popular social media platforms WeChat and QQ can be an effective means of reaching out to this group. Information needs can be mainly divided into internal and external needs. Leisure, tourism, and entertainment as well as assistive devices are major internal information needs, whereas work, entrepreneurship, and living services are the main external information needs.

Considering the demands, situations and trends in respect to global climate change, carbon neutrality and energy transition, the achievements and significance of the global green energy transition and the new energy revolution of China are summarized, and the "Energy Triangle" theory is proposed. The research indicates that the energy technology revolution is driving a dual transformation in global energy: the black "shale oil and gas revolution" in North America and the green "new energy revolution" in China. The green energy revolution of China has achieved significant milestones in wind-solar-hydrogen-energy storage technologies, leading the world in photovoltaic and wind power. The country has developed the world's largest, most comprehensive, and competitive new energy innovation, industrial and value chains, along with the largest clean power supply system globally. New quality productive forces represent the green productive forces. The green "new energy revolution" of China has accelerated the transformation of its energy structure and the global shift towards clean energy, promoting a new win-win model for the global green and low-carbon transition. Under the backdrop of a carbon-neutral goal-driven energy transition, the "Energy Triangle" theory within the framework of new quality productive forces explains the correlation and development of energy security, economic growth, and environmental sustainability throughout the evolution from fossil fuels to new energy systems, culminating in an energy revolution. Compared to the global energy resource endowment, the energy resources of China are characterized by abundant coal, limited oil and gas, and unlimited wind and photovoltaic energy. Moving forward, the energy strategies of China will focus on the advancement of technologies to clean coal for carbon emission reduction, increase gas output while stabilizing oil production, increase green energy while enhancing new energy, and achieve intelligent integration. Vigorously developing new energy is an essential step in maintaining the energy security of China, and establishing a carbon-neutral "super energy system" is a necessary choice. It is crucial to enhance the international competitiveness of China in new energy development, promote high-quality energy productive forces, support the country's transition to an "energy power", and strive for "energy independence". [ABSTRACT FROM AUTHOR]

The common narrow lane in ancient cities of North China, the hutong, has long been of interest to scholars. However, the limited onomastic research on hutong names is mostly confined to Beijing, leaving the toponymic landscape of other well-known ancient cities underexplored. In view of this gap, this study, based on 67 hutong names and 201 non-hutong names of Kaifeng, explores the phonetic, morphological, and semantic features of these hodonyms. It is our hope that the findings of this study will improve public awareness of toponyms and provide references for toponymic research in China. [ABSTRACT FROM AUTHOR]

The emotional participation of online learning is a process-oriented emotional indicator that measures learners' learning effects. Existing studies have shown there is little research on online-learning emotional participation, and even fewer have studied the online learning participation of ethnic college students. In order to study the online learning participation of ethnic college students, this paper tried to build the online-learning emotional participation theory model, which included four dimensions: learning interest, self-efficacy, self-worth and the sense of belonging. Based on the survey of 723 students from Yunnan Minzu University in China, we analysed the structural and quantitative relationships among the four dimensions of online-learning emotional participation of ethnic and Han college students respectively. The results show that there are significant differences in the online-learning emotional participation between ethnic and Han college students, especially their sense of belonging. Furthermore, in order to build a better online learning environment for ethnic college students and enhance their sense of belonging, an online learning community model is proposed.

This article aims to reveal the factors that affecting the impact of international collaboration papers in the field of social sciences and humanities. Based on resource-based theory and transaction cost theory, we analyzed the articles from a sample of 13,331 listed research papers come from the 42 world class universities in China using descriptive statistics, ordinary least square (OLS) regression, and came to the following conclusions: First, it is the quality rather than the quantity of international collaborator that affect the academic influence of the research outputs. Second, researchers from different backgrounds are conducive to improve the impact of research papers and the collaboration leading by Chinese university perform better. Yet, too much collaborators coming from different institutions would have an adverse impact, which may due to the increase cost of cooperation. Finally, collaborating researchers from developed countries or top universities will significantly improve the research performance because of the abundant resources behind them. Findings from this research suggest that setting up international collaboration should pay more attention to the level of the collaborator and consider the cost behind the whole process.