Search

The objective of the current study was to assess how a LEGO intervention, implemented by a grandparent and a parent at home, affected social interactions for four children (two girls, two boys; ages 6-7 years) on the autism spectrum in China. A multiple probe design across four families was used. Grandparents and parents were trained to use effective teaching strategies in structured LEGO play activities to engage in interactions with their children. Results indicated that all four children's spontaneous social initiations and responses were improved and maintained for at least 7 weeks following completion of the intervention. Increased social initiations and responses were generalized to family activities and free play at home.

Research capability is one of the essential capabilities of scholars for effectively conducting their work. Yet current research lacks a structured exploration and measurement scale for Chinese scholars on this matter. In the Chinese research context, this study conducted two questionnaires based on the Research Self-Efficacy Scale (RSES) among the teachers of "double first-class" universities in China and explored the structure elements of the research capabilities of Chinese scholars through statistical analysis. The study found that the research capability of Chinese scholars mainly contains four factors, including "Research Design Capability," "Analysis and Presentation Capability," "Implementation Capability," and "Cooperation and Communication Capability," based on which a scale consisting of 21 questions was developed. Our study can be used as a basis for subsequent investigations on the research capability of Chinese scholars.

Despite extensive exploration of parental autonomy support and psychological control, certain ambiguities exist regarding their relationships with children's intelligence mindsets and academic outcomes. Based on a sample of 484 Chinese elementary school students, we aimed to elucidate the distinct roles of parental autonomy support and psychological control in predicting children's academic engagement and achievement. Additionally, we examined the potential mediating effects of children's intelligence mindsets in these relationships. Our findings revealed children's growth mindset acted as a mediator in the link between parental autonomy support and children's behavioral engagement. Conversely, children's fixed mindset mediated the pathway from parental psychological control to children's disengagement. Moreover, a multi-group analysis unveiled that the impact of parental autonomy support was more pronounced among boys who also exhibited greater susceptibility to the adverse influence of a fixed mindset. This study contributes to our understanding of the psychological mechanisms and emphasizes the significance of parental autonomy support in cultivating children's growth mindset.

While creativity anxiety has been found to have negative relationships with various creative outcomes, whether creativity anxiety would also negatively influence creative cognitive styles (i.e. idea generation; idea selection) and the mechanisms underlying these impacts are still unknown. Based on the Self-Efficacy Theory (SET) and the Dual Pathway to Creativity Model (DPCM), we designed cross-sectional and cross-lagged models to examine the potential chain mediating effects of creative self-efficacy and novelty seeking in the influence of creative anxiety on creative cognitive styles. Five hundred and ninety-one participants were recruited to complete self-report measures of creativity anxiety, creative self-efficacy, novelty seeking, and creative cognitive styles at Time1, with 301 participants conducting a second wave of surveys within a year interval (Time 2). Results in both models showed that creativity anxiety negatively predicted idea generation and selection. More importantly, both mediation analyses showed that creativity anxiety negatively predicted idea generation indirectly through creative self-efficacy and then novelty seeking. However, creativity anxiety negatively predicted idea selection only through creative self-efficacy. This study provides empirical evidence for the negative effect of creativity anxiety on creative cognitive styles and illustrates that creative self-efficacy and novelty seeking could explain these impacts in different mediating patterns.

The introduction of online homework has revolutionized traditional assignment formats, providing students with access to abundant learning resources, a convenient platform for completing assignments, real-time interactive learning opportunities, and accurate feedback. However, there is a paucity of research exploring the perspectives of elementary school students on the use of online homework platforms. This study, rooted in the online learning experiences of elementary school users, introduces three variables--perceived playfulness, perceived interactivity, and flow experience--to extend the UTAUT model. The investigation explores the behavioral intention of elementary school students to use online homework platforms. Data were collected through a questionnaire survey involving 312 elementary school students, and structural equation modeling was employed to analyze 289 valid responses. The results indicate that flow experience, social influence, performance expectancy, and effort expectancy significantly influence the behavioral intention of elementary school students to use online homework platforms. Additionally, perceived playfulness and perceived interactivity indirectly impact students' behavioral intention through the mediation of flow experience. Furthermore, it was observed that students' effort expectancy affects their performance expectancy. In conclusion, this research contributes to a deeper understanding of Chinese elementary school students' behavioral intention to use online homework platforms by reflecting their status and requirements within the context of online homework. The findings provide valuable insight for optimizing and upgrading online homework platforms as well as their pedagogical application.

With the rise of international education in the Asia-Pacific, Chinese students have become a key demographic in Australian universities. However, cultural differences between China and Australia often challenge these students' adaptation. Drawing inspiration from the growing trend in the modern entertainment industry, researchers have explored game-based learning approaches to address solutions in various educational disciplines, including intercultural adaptation in international education. This study examined the effectiveness of using a game-based approach to help Chinese international students improve their intercultural adaptation at a top-ranking Australian university. Using a mixed-method investigation involving 158 university students in the 2019 academic year, this study revealed that participating in game-based orientation programs is beneficial for Chinese students to better understand their study requirements, expand communication pathways, and engage in local social life. The Sociocultural Adaptation Scale (SCAS) was used to define variables, with survey data analysed through the Mann-Whitney U test and interview data interpreted using coded variables. The major concerns for their intercultural adaptation difficulties in Australia relate to the development of academic skills, as well as the adjustment to the local socio-cultural system. Game-based orientation programs can assist them in fostering general academic skills and promoting cultural learning by creating more opportunities to understand and interact with the local socio-cultural context. These findings provide insights for educational administrators, providers, and designers to make further improvements to current university programs and offer more effective support, particularly in the post-COVID-19 recovery of Australian higher education.

Nearly half of children in China were affected by migration, and more than one-third of rural children had been left at home, classified as rural left-behind children (LBC). Despite numerous studies on migration and LBC, little research has investigated the issues of LBC by connecting their development with family features. This study aimed to identify associations between family features and children's academic performance and social-emotional development, focusing on differences between LBC and non-LBC. A quantitative method was applied, covering 548 primary school children in Shennongjia District, Hubei Province, China. Disparities between LBC and non-LBC were found in their social and emotional development, which disappeared among one-child families. Surprisingly, no significant differences were found in their academic performance, behavioral development, or certain demographic features, including gender, age, and family economic status. Furthermore, family features associated with children's development were found to be family structure, maternal factors such as maternal migration status and mothers' education, fathers' migration status, and the role of caregivers. Indeed, maternal migration status was identified as a vitally influential predictor of children's social-emotional development, while fathers' migration status was another influential predictor of children's emotional development. Drawing from ecological systems theory, this study underscored the importance of family in children's development and highlighted the compensatory function of schools and governments for disadvantaged contexts such as migration through educational policies and practices. Concurrently, it emphasized the imperative for heightened attention to the social and emotional well-being of LBC and comprehensive intervention support for stakeholders.

The redox reaction is a core concept of upper-secondary school chemistry curriculum. Accurate diagnosis of students' conceptual understanding of the redox reaction from a cognitive structure perspective is critical for enhancing their understanding of chemical concepts. This study utilized Bayesian networks to investigate the cognitive structures of Chinese students regarding the redox reaction. A total of 409 upper-secondary school students participated, with 227 in 11th grade and 182 in 12th grade. Seven cognitive attributes related to the redox reaction were identified, and their hierarchical relationships were mapped. The research process of cognitive diagnosis assessment of redox reaction based on Bayesian network was developed. The results indicated that Bayesian networks can effectively assess students' cognitive structures of the redox reaction. Key attributes identified in students' cognitive structures were "electron transfer", "oxidation reaction/reduction reaction" and "oxidability/reducibility". Furthermore, a comparison of the cognitive structures between 11th and 12th graders showed that 12th graders had a more advanced understanding with fewer conceptual gaps, while 11th graders demonstrated less developed cognitive pathways, which may be attributed to a lack of deep conceptual understanding.

The differences in literacy education practices between China and the United States are often attributed to their different educational, sociocultural, and historical contexts. However, this sweeping view offers little to help literacy educators in both countries understand the beliefs behind literacy instructional practices and how different or similar these beliefs are. This study examines key characteristics of how Chinese (n=40) and U.S. (n=44) literacy teachers (Pre-K-8th grade) articulate their beliefs about literacy education, delineating their differences and similarities. An inductive content analysis of teachers' self-reported written narratives about their beliefs and practices in literacy education, along with double coding, reveal that the teachers' espoused disciplinary beliefs focus on similar themes for the most part. However, their lenses were markedly different, tinted by both the substance and style of their literacy instruction contexts, as well as their cultural epistemological foundations. Inconsistencies between teachers' beliefs and practices manifested differently in the two groups, but they reflected similar sources. Understanding these varying and nuanced beliefs in cross-cultural contexts can inform teacher education and education reform and counter the insularity of educational research. [The page range (27-53) listed on the PDF is incorrect. The correct page range is 29-55.]

Developing effective oral business English (OBE) curricula requires clearly understanding student needs. This study evaluated the speaking needs of Chinese English as a Foreign Language (EFL) undergraduates majoring in business English for specific purposes (ESP), aiming to inform the design of a teaching module that bridges the gap between current speaking abilities and the escalating demand for advanced communication skills in business contexts. A needs analysis questionnaire, reflecting the first phase of the ADDIE model (analysis, design, development, implementation, evaluation), was administered to 398 randomly selected participants using a quantitative, cross-sectional survey design. Results revealed that while students struggle with speaking errors and lack communication confidence, they favor interactive activities such as presentations, discussions, and role-plays. Concerns about current OBE pedagogy and materials highlight a need for more collaborative learning and teacher support. Statistical analysis using independent-samples t-test and one-way ANOVA showed no significant differences in speaking needs based on gender, age, years of English study, or English proficiency. However, a significant difference was reported between fourth-year and third-year students. This study offers some insights for developing more effective interventions to address the specific needs of Chinese business English undergraduates in Chinese ESP education.

Teachers' discourse is instrumental in facilitating the emergence of students' scientific discourse. Many studies have shown that teachers' cognitive demand levels and discursive moves are the main factors in eliciting students' scientific discourse, but few focus on whole-class (non-grouped) teaching settings. This research explored the correlation between teachers' discourse strategies (the cognitive demand of questions and discursive moves) and students' scientific discourse quality in whole-class teaching without intervention. Applying the chi-square test, correspondence analysis, and content analysis, the study revealed the correlation structure between teachers' discourse strategies and students' scientific discourse quality. The teachers' lower (remembering and understanding) cognitive demand questions, primarily elicited students' low-quality (everyday discourse and elementary) scientific discourse responses. High (analyzing and creating) cognitive demand questions, primarily elicited students' high-quality (moderate and advanced) scientific discourse responses. The teachers' discursive moves also elicited students' high-quality scientific discourse, particularly following the teacher's high cognitive demand questions. High-control discursive moves (e.g., "providing opinion") elicited students' moderate scientific discourse responses, and low-control discursive moves ("allocation and organization") elicited students' moderate and advanced scientific discourse responses. Based on these findings, suggestions were made for science teachers.

In 2023, China leads the world in the number of Open Online Courses (OOC, over 64500) and learners (over 1.88 billion). In this article, we provide a brief review of the development of OOCs in China and outline the current situation of Chinese OOC focusing on learning platforms, course size and structure, and micro-credential courses. We also summarize the development and application of OOC in China focusing on national policy guidance, the organizational structure of OOCs, different modes of OOC development, and the establishment of a standardized quality assurance system. We also discuss the OOC credit recognition, blended learning, and multi-school collaborative teaching. Finally, we consider the future development trend of OOCs in China from the perspective of improving digital teaching literacy of instructors and expanding international exchange and cooperation.

The present study investigated the profiles of motivational regulation strategies for writing (MRSW) and examined the relationship between learners' use of MRSW and their English writing performance across different profiles. L2 Writing Strategies for Motivational Regulation Questionnaire (L2WSMRQ) was administered to examine the potential profiles with a total of 604 senior high school students. Latent profile analysis yielded three subgroups of motivational regulation strategies for writing: limited, modest and competent regulators. The results of multi-group structural equation modeling revealed the significant effects of motivational regulation strategies on English writing in all three profiles. More importantly, the present study found that the relation between motivational regulation strategies and English writing performance varied across the three profiles. The most salient effect that motivational regulation strategies had was on the learners in the modest MRSW profiles, followed by the competent and limited MRSW profile, displaying a low-high-low pattern. These findings may provide pedagogical implications for EFL teachers.

The appraisal theories of emotions and existing studies have indicated the relationships between emotions and goals. However, little research has investigated the role of teachers' student-oriented goals for their emotions. This study examined how teachers' teaching-related emotions relate to their student-oriented goals directly or indirectly through personal achievement goals. A sample of 676 senior secondary mathematics teachers in China (78.6% were female, 56.2% were more than 41 years old, and 64.3% had 15-year or above teaching experiences) voluntarily completed an online questionnaire, and confirmatory factor analysis and structural equation modeling were performed to analyze the data. The results showed that teachers' student-oriented mastery goals were positive predictors of their enjoyment/satisfaction and negative predictors of anger/anxiety. By contrast, teachers' student-oriented performance goals predicted their enjoyment negatively and anger/anxiety positively. The indirect effects of student-oriented goals on teacher emotions through personal achievement goals were also significant. This study specifies the mechanisms underlying the relationships between teachers' goals and emotions, substantiating and advancing the existing theories and the reciprocal model of teacher emotions.

The purpose of the study was to evaluate the effects of tact and match-to-sample instructions on the increase and maintenance of intraverbal responses to subcategorical questions (i.e., naming multiple items in a subcategory of a category). Three Chinese children on the autism spectrum (2 boys, 1 girl, aged 6-8 years old) participated in this study. Results indicated that intraverbal responses to subcategorical questions emerged or increased for most subcategories for all three participants following the completion of instruction without direct training.

Language disorder (LD), as a public health concern, has received increasing attention from researchers. This study provides an overview of the knowledge domain of LD research and unveils the thematic patterns and emerging trends. A total of 8,649 articles on LD from 2003 to 2022 were collected from WoS and CiteSpace was employed for data analysis. The study focuses on temporal and geographic distribution, top journals, categories, authors, and co-citation analyses of references. The findings indicate that: (1) LD is of most concern in the fields of linguistics, rehabilitation, audiology and speech-language pathology, psychology, and neuroscience; (2) there is a dominance of the USA and England in LD publications; (3) the main thematic patterns include identification of language problems, neurogenetic mechanisms, diagnostic markers, cognitive mechanisms, auditory processing, and motor speech disorder; (4) the emerging trends include criteria and terminology for language problems, cognitive mechanisms, neurobiological factors, diagnostic markers, the population design, and longitudinal design. Future trends suggest a continued interdisciplinary approach into potential origins of LD, integrating new theoretical insights from linguistics, psychology, neuroscience and genetics, and this integration is enhanced by the application of digital technologies and artificial intelligence for improved diagnostic and therapeutic strategies. This scientometric analysis provides valuable insights into the evolving landscape of LD research, underscoring the need for more intense collaboration and further investigations in the field of LD.

Research in the field of language attrition suggests that the use of a foreign language (FL) diminishes among language learners when it ceases to be actively employed. The present study aimed to investigate whether similar patterns of lexical attrition occurred among FL teachers, who were generally considered to possess a strong resistance to FL attrition. Specifically, this study sought to explore issues related to lexical attrition in the FL competence of English as a Foreign Language (EFL) teachers within Chinese educational contexts. A questionnaire consisting of 34 items and a self-report scale on vocabulary were administered to a sample of 105 EFL teachers from 43 junior high schools in China, accompanied by interviews with 10 participants. The results revealed that five factors, namely teachers' language contact, initial language proficiency, teachers' concerns about maintaining language proficiency, teachers' attitudes toward language learning, and artificially-intervened language use, accounted for 42% of the total variance and significantly influenced EFL teachers' lexical attrition. Notably, initial language proficiency and language contact emerged as the most influential predictors of lexical attrition among teachers. These findings indicated that EFL teachers' lexical attrition closely resembled that observed in other FL learner groups in China, which might have adverse implications for FL education in diverse ways. This research would provide valuable insights for improving the professional development of EFL teachers and enhancing FL education in such contexts.

The Guangdong-Hong Kong-Macao Greater Bay Area is becoming a new world economic centre, but research on the law of academic talent mobility in the Greater Bay Area is still scarce at present. This study builds an overall analysis framework, introduces the curriculum vitae analysis method, and systematically collects resumes of academics from universities in Guangdong, Hong Kong, and Macao. Through this, we try to find the stock, distribution, study origin and inflow of academic talents in the Greater Bay Area, the internal mobility of academic talents in the Greater Bay Area, and the global mobility network of academic talents in the Greater Bay Area. Academic mobility is a significant topic in higher education research, closely related to higher education's competitiveness and attractiveness. This research is of positive significance for clarifying the basic situation of academic talents in the Greater Bay Area, scientifically carrying out talent planning during the new stage of China's national economic and social development, and scientifically attracting talents based on the law of talent mobility.

Objective: To examine the manifestation of cognitive control deficit of children with different levels of hyperactivity, an "at risk" dimension for ADHD. Method: A group of children with high hyperactivity (N = 40) and another group of children with low levels of hyperactivity (N = 38) performed a modified stop-signal anticipation task, a revised Go/NoGo task, and the AX-continuous performance test (AX-CPT). Results: Children with higher levels of hyperactivity displayed: (1) significantly prolonged stop signal reaction time (SSRT) in the modified stop-signal anticipation task; (2) no notable differences in commission errors in the revised Go/NoGo task; (3) increased reaction time (RT) in stop-signal task and Go/NoGo task with increased probabilities of stop or NoGo signal; and (4) positive proactive behavioral index scores in AXCPT. Conclusion: The results suggested that children with heightened hyperactivity exhibited impaired reactive control, especially for responses already underway, but preserved proactive control. Further studies concerning these children are warranted.

Digital technology is profoundly transforming various aspects of life, thus highlighting the need to enhance digital literacy on a national scale. In primary and secondary schools, artificial intelligence (AI) education plays a pivotal role in fostering digital literacy. To comprehensively investigate the variables influencing AI education in primary and secondary schools, a dynamic system model was constructed based on the CIPP (Context, Input, Process, and Product) education evaluation model. We employed a mixed-method research approach, combining both qualitative and quantitative methods, to thoroughly investigate the influencing factors and perform predictive and simulation experiments. Firstly, we construct a system framework for AI education in primary and secondary schools based on CIPP model, utilizing qualitative methods such as literature review and expert interviews to identify influencing factors and define the system's boundaries. Secondly, we collect 814 questionnaire responses from 12 primary and secondary schools and employ Structural Equation Modeling (SEM) for quantitative analysis to explore the relationships between these influencing factors. Finally, these relationships are utilized to construct a System Dynamics model, allowing for an in-depth exploration of the development trends in AI education in primary and secondary schools through predictive analysis and control simulation. Controlled simulations allow us to predict and validate factors that influence the level of AI education development, aiding in the identification of high-leverage elements. Our findings underscore that AI education in Chinese primary and secondary schools is still in its initial stage with insufficient developmental momentum. Through controlled simulation results, it is found that the development of AI education in primary and secondary schools is influenced by both external systems and internal student systems, with national policy serving as the fundamental driving force. Among these influencing factors, societal factors play a predominant role in the external environment, followed by school factors, while the students' level of learning engagement is identified as the most crucial factor within the internal system. Based on the results of prediction and simulation studies, recommendations for improvement are proposed, including policy reforms and collaboration between schools and enterprises.

With the introduction and implementation of core literacy, scientific thinking (ST) has become an essential goal and key dimension of science teaching. At present, there is no agreement on how to cultivate students' ST. This study took 238 sixth grade students from a public primary school in urban China as research sample, built a theoretical model of scientific thinking development based on the theory of the Bronfenbrenner' ecological systems theory, and used multiple data to explore and analyze the impact path of ST development of primary school students using the fuzzy sets of qualitative comparative analysis method (fsQCA). The development of urban primary school students' ST is the result of multiple factors at the level of individual drive, family environment, school teaching, and social resources. The result of data analysis showed that the influence path of ST development of urban primary school students driven by multiple factors includes three paths: parent participation leading, scientific practice leading, and home-school-community integration. We have interpreted the influence mechanism of each path in detail and put forward the enlightenment for science education policy and practice.

The mental health problems have been increasingly threatening the development of adolescence in China, it is very necessary to explore the protective factors preventing adolescents' negative mental health. Previous studies suggested that growth mindset benefits mental health. However, the internal psychological mechanism underlying this relationship is still unclear. This study investigated the relation between growth mindset and negative mental health among Chinese adolescence, and simultaneously tested the mediating effect of psychological resilience and the moderating role of gender in the mediation process of this relation. A total of 1204 middle school students (624 male students and 580 female students) in China completed measures on growth mindset, psychological resilience, and negative mental health. The results revealed that growth mindset not only directly predicted negative mental health, but also indirectly predicted negative mental health through the mediating path of psychological resilience. Moreover, the mediating effect of psychological resilience in the relationship between growth mindset and negative mental health was moderated for females and not males. These findings indicated that intervention focus on growth mindset could improve psychological resilience and prevent negative mental health among middle school students.

Previous studies have suggested that bullying may be contagious in adolescents. The present study examined whether ego depletion mediated the association between peer bullying and participant bullying and whether the mediating process was moderated by participant trait self-control. A sample of 2217 Chinese high school students (16.92 ± 0.94 years; 1068 boys and 1084 girls) were invited to fill in the questionnaires. The results reveal that after controlling for gender, grade and neuroticism, ego depletion partially mediates the positive relationship between peer bullying and participant bullying. Further, participant trait self-control moderates the relationship between peer bullying and participant bullying and that between peer bullying and participant ego depletion. That is, the strength of the contagion effect is lower in adolescents with high trait self-control compared to those with low trait self-control. In conclusion, this study provides empirical evidence of the contagion of bullying in adolescents. Limitations and implications for research and practice are discussed.

Several studies have demonstrated the relevance of job demands-resources theory in examining the subjective well-being of Chinese university teachers. Nevertheless, the specific impact and mechanisms of various dimensions of job demands and resources on faculty members' subjective well-being are not well understood. This study seeks to identify the primary predictors of subjective well-being and to explore the connection between specific job demands-resources and subjective well-being through an examination of the sequential mediation of work stress and work-life balance. Questionnaires were completed by a total of 2302 faculty members from 302 universities in China. Correlation analysis and path analysis were employed to examine the relationships between job demands-resources and subjective well-being, as well as their influencing mechanisms. Job demands measured by work hours have a significant negative impact on the subjective well-being of university faculty, with teaching hours emerging as the primary negative predictor. Conversely, job resources have a significantly positive effect on faculty's subjective well-being, particularly decision participation, job security and extensive training, which serve as positive predictors. The relationship between job demands and faculty's subjective well-being is mediated by their work stress, and is further serially mediated by their work stress and work-life balance. Similar patterns are observed in the influence mechanism of job resources on subjective well-being.

The "campus loans" crisis has highlighted the importance of financial literacy among Chinese college students. Based on an analysis of 2,266 valid questionnaires, this study utilized survey data and logistic regression to examine the correlations between demographic and behavioral factors and financial literacy among students. The results indicated that, compared to their international counterparts, Chinese students generally possess less financial knowledge. However, they exhibit stronger financial attitudes and behaviors. A significant gender disparity was observed, with female students outperforming male students in financial literacy. Students attending more prestigious universities, particularly those majoring in economics, management, science, and engineering, and those dedicating more time to financial education, showed higher levels of financial literacy. Additionally, positive social interactions were associated with enhanced financial literacy. The study also identifies a "Surrounding People Effect," where the presence of financially knowledgeable peers, friends, and family correlates with improved financial literacy among college students. These findings offer critical insights for developing targeted policies to enhance financial literacy among Chinese college students.

The present study sought to understand the nature and level of foreign language (FL) anxiety among primary school students and the relationship between FL anxiety and FL achievement. Changes in FL anxiety across groups of three primary school years were also examined. A total of 631 (324 male, 307 female) primary school students aged 9-11 years completed the Foreign Language Classroom Anxiety Scale (FLCAS) that measured students' FL anxiety. Our participants' FL achievements as measured by low-stakes regular assessments and high-stakes formal examinations were also collected. On average, primary school students reported levels of FL anxiety comparable to those of adults observed in previous studies. Factor analysis on FLCAS generated four components of FL anxiety: communication apprehension, fear of negative evaluation, test anxiety and negative attitude towards classroom. Correlation analyses showed that students' FL anxiety was inversely correlated with their FL achievements. The correlation was stronger for formal examinations with higher stakes as compared to regular assessments with lower stakes. Finally, the correlation strengthened as a function of higher instructional level. Results are discussed in relation to previous research. Implications to FL education are also considered.

Guangxi is a border area where ethnic minorities are distributed, with poor economic development foundation, slow growth, relatively traditional, high turnover rate and outdated education. The purpose of the study was to evaluate the impact and to identify the path of principals' transformational leadership on teachers' teaching effectiveness in ethnic autonomous region of China. A regression analysis survey design was adopted to collect the data from the teachers of elementary schools. Based on 5-point Likert Scale of 771 questionnaires from Guangxi Province of China, the survey concluded: (1) principals' transformational leadership, teachers' organizational commitment, and teachers' teaching effectiveness differed significantly by gender and age, (2) principals' transformational leadership significantly influenced teachers' teaching effectiveness, in addition, teachers' organization commitment can partially mediate the effects, (3) gender can moderate the path of principals' transformational leadership to teachers' organization commitment, specifically, male teachers carry more weight. The study findings may serve as a guide for further research on management and leadership of leaders and members in educational organizations.

A national survey of basic education teaching-research institutions was conducted as the first nationwide comprehensive survey that involved teaching-research officers and institutions in China. The structures and functions of the provincial, prefectural, and county teaching-research institutions, as well as their role differentiation, were analyzed. The future position and development of teaching-research institutions remain important for teachers' professional development, as well as the development of teaching and research.

Digital citizenship participation refers to the utilization of digital technology by individuals or groups for the purpose of engaging in networked participatory behaviors. It involves four interconnected elements: individual, policy, political, and social participation. This study surveyed 446 college students from a private university in China and conducted interviews to explore their digital citizenship participation. It is found that college students' digital citizen participation is characterized by "strong individual interest-driven participation", "weak political concern", and "good digital citizen literacy". In order to improve college students' participation as digital citizens, it is crucial to cultivate digital literacy by applying the core competency framework of digital citizenship as a guiding principle. To create a sustainable path for students' participation, a four-pronged approach is proposed involving multi-stakeholders, namely society, government, schools, and teachers.

Learning engagement is malleable to environmental change. An important learning environment created by teacher-student interactions is perceived teacher autonomy support, which may trigger learning engagement directly and/or indirectly by enhancing academic self-efficacy. In this study, we apply a network approach to explore the relationships between the specific facets of perceived teacher autonomy support, academic self-efficacy and learning engagement, and a sample consisting of 215 students in the fifth and sixth grades from a primary school in Changchun of China is used. Node centrality indicators and the accuracy and stability of the network are also calculated. The results reveal that there are no edges between the three facets of perceived teacher autonomy support and the three facets of learning engagement, and the shortest path connecting the two constructs is through academic ability self-efficacy. Furthermore, learning support, academic ability self-efficacy, and dedication have the top three strengths in the network, which indicates that the three facets are more closely related to other facets of the network.

In conventional ancient Chinese poetry learning, students tend to be under-motivated and fail to understand many aspects of poetry. As generative artificial intelligence (GAI) has been applied to education, image-GAI (iGAI) provides great opportunities for students to generate visualized images based on their descriptions of poems, and to situate students in a context similar to what a poem describes. In addition, the progressive prompt is a strategy that can progressively provide students with clues and guidance in technology-enhanced learning environments. Hence, this study proposed a progressive prompts-based image-GAI (PP-iGAI) approach to support students' ancient Chinese poetry learning. To evaluate its effectiveness, the present study employed a quasi-experiment design and recruited 80 fifth-grade elementary school students to engage in one of two conditions: one class was assigned as the experimental group and adopted the PP-iGAI approach, while the other class was assigned as the control group and used the conventional prompt-based iGAI (C-iGAI) approach. The results revealed that the PP-iGAI approach could better promote students' learning achievement, extrinsic motivation, problem-solving awareness, critical thinking, and learning performance. In addition, no significant differences were found in the two groups' cognitive load. Moreover, the results of the interview disclosed the learning perceptions and experiences of both groups. Accordingly, the present study can provide a reference not only for ancient Chinese poetry learning but also for the application of GAI in educational fields for future research.

Although questionnaire surveys are widely applied in second-language research, there is still little research on the application of questionnaire among early career researchers. Problems such as the lack of details concerning why the questionnaire survey is adopted, how the questionnaire is constructed, and how the survey is administered and reported are prevalent in student teachers' research proposals or theses, which greatly impairs the quality of their academic work. However, few studies have been conducted to address these problems. This study aims to explore the real situation of the questionnaire survey application by examining student teachers' perceptions of a questionnaire survey and their application of this research method to their theses. Using a mixed-method approach, the study collected quantitative and qualitative data from 138 student teachers, including 103 fresh undergraduates and 35 post-graduates. Quantitative data analysis used descriptive statistics, while qualitative data analysis used semi-structured interviews and content analysis. The study found that: (1) student teachers had some basic but unsystematic perceptions of the questionnaire survey. They had insufficient awareness of the rules of writing good questions, piloting questionnaires, sampling strategies, doing reliability, and validity analysis, etc. (2) Most student teachers developed questionnaires based on existing questionnaires without explaining reasons and adjustments. They introduced questionnaire design in their theses in an incomplete way, with piloting, selecting sample strategies, and statistical analysis methods often missing. Thus, some pedagogical implications can be drawn to improve student teachers' awareness and competencies of the questionnaire survey.

Speech listeners focus on a speaker's face to acquire different information in social communication. Fixation on the mouth associates with language processing and attention to the eyes is mainly driven by social/emotional cues. Here, we investigated how selective attention to the eyes and mouth would vary with language-emotion interaction during speech processing when unbalanced Chinese-English bilinguals [Chinese, the first language (L1); English, a later-learned language (LX) of upper-intermediate proficiency] viewed a speaker narrating stories of different valence in their L1 and LX. Results showed that when listening to negative stories in Chinese relative to English, bilinguals attended to the eyes more, indicating that LX emotionality is weaker than that in L1, reducing gaze to the eyes where human adults primarily seek for emotional cues. In Chinese, compared with neutral speech, both positive and negative stories increased mouth attention and this effect was not observed in English, suggesting a particularly important role of the mouth in processing emotional information in speech and confirming emotionality reduction in LX. Our study reveals for the first time how linguistic and emotional cues integrated in speech alters attention allocation on speakers' face to facilitate both speech comprehension and emotional perception in social communication.

This study explores self-assessment (SA) practices and perceptions among primary school English as a foreign language (EFL) teachers in China. Data were collected through a qualitative web-based questionnaire from 97 EFL teachers in primary public schools across Shanghai, Shenzhen, and Jiangsu. The results indicated a general consensus among teachers on the value of SA for improving student learning and teaching practice. However, current implementation practices appeared less promising, with many teachers employing it infrequently and primarily using it as a measurement tool. Factors influencing their SA implementation were also identified, including students' age and learning ability, effective assessment criteria, large class sizes, exam-oriented culture, sufficient professional knowledge and skills, and parental support. This study suggests that despite most teachers having a positive perception of SA, there is room for improvement in their practices, with a need to promote more regular and formative use of SA. Also, this study underscores the importance of addressing factors affecting the implementation of SA into teaching practices in the Chinese educational context.

The impact of aggressive humor on workplace dynamics has been extensively examined; however, its implications for university students remain underexplored. Drawing on frustration--aggression theory, this study aims to uncover the consequences of peer-aggressive humor and its relationship with cyberbullying behavior. We employed a 2 (peer aggressive humor: present vs. absent) * 2 (perceived peer norms regarding tolerating aggressive humor: high vs. low) between-subject experimental design and random sampling techniques via Credamo and MTurk to recruit university students from China and the United States as participants. Data analysis was conducted using SPSS 21 PROCESS macros to validate the proposed research model. The results revealed that the effects of peer-aggressive humor are contingent upon students' perceptions of peer norms. When students perceived a high tolerance for aggressive humor among their peers, they became frustrated after experiencing peer aggressive humor, consequently intensifying their inclination to engage in cyberbullying perpetration. Conversely, when students perceived peer norms of low tolerance for aggressive humor, they were less likely to feel frustrated and less inclined to perpetrate cyberbullying. These findings suggest that educators should consider the potential consequences of peer aggressive humor, emphasizing the role of negative emotions, and guiding the establishment of peer norms. As such, it contributes to the broader understanding of strategies aimed at mitigating cyberbullying incidents among students.

Collaborative problem-solving (CPS) has been widely used in K-12, higher education, and informal learning to enhance the quality of student learning. Understanding the relationship between learning engagement and group performance is crucial for CPS pedagogy and analytics. However, few empirical studies investigated individual engagement role profiles in CPS and the impact of individual engagement, as reflected in within-group configurations of role profiles, on learning performance. In this study, deep learning was employed to evaluate learner engagement, cluster analysis was performed to identify engagement role profiles, and the qualitative cases were used to in-depth compare within-group configurations of role profiles in higher- and lower-achieving groups. The results showed that six distinct role profiles with varying levels of cognitive and socio-emotional engagement have been identified: free-rider, normal-constructer, immersed-engager, balanced-engager, questioning-refuter, and active-constructer. In addition, high-achieving groups were generally characterized by dominant role profiles of active-constructers and balanced-engagers, while lower-achieving groups were characterized by dominant role profiles of free-riders. Based on these findings, some implications for promoting high-quality collaborative learning through optimal design and structure of CPS activities are discussed.

This study examines the development of children's social skills during the crucial transition from kindergarten to grade school. It explores the long-term connection between parenting styles and children's social skills. This study conducted a three-year longitudinal survey involving 121 children and their parents. The results show that early authoritative parenting styles were significant positive associated with children's social skills in second grade, and early authoritarian parenting styles were significant negative associated with children's social skills in second grade. Child-parent relationship closeness and receptive language skills mediate the association between early parenting styles and second-grade children's social skills. We propose that improving the closeness of the child-parent relationship and enhancing children's receptive language skills could effectively enhance children's social skills. This provides theoretical support for intervention programmes aimed at improving children's social skills.

Previous research has documented that students' reading comprehension performance in learning English as a foreign language (EFL) differs greatly between mobile-assisted and paper-based reading. The present study extends previous work by investigating whether reading cognitive load differs between mobile-assisted and paper-based EFL reading processes and exploring whether cognitive load mediates the relationship between reading medium and EFL reading comprehension performance. The instruments used are reading comprehension tests and questionnaire surveys administered to a sample of 191 first-year college students. A repeated-measures analysis of variance (ANOVA) indicates that cognitive load is significantly greater for mobile-assisted EFL reading than for paper-based EFL reading. In addition, structural equation modeling analyses indicate that cognitive load fully mediates the relationships between medium and reading comprehension performance; these mediation effects are independent of the level of English language proficiency. These results imply that cognitive load is a pivotal factor influencing students' reading comprehension across media. Reasons for differences in reading cognitive load and its role as a mediator are discussed. Recommendations for promoting students' reading experience on mobile phones are provided.

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.

This paper proposes to use depth perception to represent raters' decision in holistic evaluation of ESL essays, as an alternative medium to conventional form of numerical scores. The researchers verified the new method's accuracy and inter/intra-rater reliability by inviting 24 ESL teachers to perform different representations when rating 60 essays written by Chinese ESL learners. During numerical representation, the raters expressed their evaluation in the form of numbers, while with the DP-based method, the raters expressed their evaluation by marking distances with nail tags on a wood ruler with hidden scale marks. Then the researchers translated the distance results into numbers and compared the accuracy and inter/intra-rater consistency of the two approaches by referring to these essays' criteria scores from eight expert raters. The results showed that DP-based method could improve raters' performance, producing more similar results to experts' scores, with higher consistency both among different raters and within the same individual rater.

Considering the real-world dilemma of leaders' high long-term orientation and employees' insufficient innovative behaviors in practice, this study systematically explored the relationship between leaders' long-term orientation and employees' innovative behaviors using challenge and threat appraisals as the mediating variables and promotion focus as the moderating variable. An empirical analysis was performed on 348 two-stage leader-employee matching questionnaires collected from emerging industries in China. Leaders' long-term orientation was positively related to employees' innovative behaviors overall, and had positive and negative indirect relationships with employees' innovative behaviors via employees' challenge and threat appraisals, respectively. Employees' promotion focus positively moderated the relationship between leaders' long-term orientation and employees' challenge appraisal, negatively moderated the relationship between leaders' long-term orientation and employees' threat appraisals, and further moderated the mediating role of challenge or threat appraisal in the relationship between leaders' long-term orientation and employees' innovative behaviors. This study revealed the relationship between leaders' long-term orientation on employees' innovative behaviors and its boundaries. It expands theoretical research on leaders' long-term orientation and employees' innovative behaviors.

Three experiments explored how retrieval practice and corrective feedback affect a third language (L3) vocabulary learning. In the first two experiments, Chinese-English bilinguals without prior French language experience studied English (Second Language, L2)--French (L3) word pairs in repeated studying or retrieval practice without (Experiment 1)/with (Experiment 2) corrective feedback. A final recognition test was administered after a 30-min retention interval. Experiment 3 was identical to Experiment 2 in all respects, except that Chinese (First Language, L1)--French (L3) word pairs were used as study materials. Experiment 1 found that repeated studying led to greater accuracy and faster response time on the final test than retrieval practice without feedback. However, the opposite results were found in Experiment 2: retrieval practice with feedback yielded superior performance compared with repeated studying. The benefit of retrieval practice plus feedback was also found in Experiment 3, while it produced larger gains than Experiment 2. These results demonstrate that retrieval practice plus feedback is a powerful learning strategy, and L1-L3 learning is more effective than L2-L3 learning for L3 vocabulary learning. Our findings support the bifurcation model of the retrieval practice effect.

The manner in which educators use commands, a form of language that serves to guide and regulate behaviour, constitutes an essential component of children's learning experiences in relation to language and social interactions. This study investigated nine Chinese and nine Japanese educators' use of commanding language in educator-child free play interactions. Totally, 4296 clauses generated by the educators were analysed, drawn on systemic functional linguistic theory that classifies command based on its semantic feature. The results show that Chinese educators generally uttered more commanding language than Japanese educators. The proportion of direct & non-suggestive commands (revealing speakers' authority) dominated in both cohorts, yet Chinese educators rated significantly higher than Japanese educators. The proportion of indirect and suggestive commands (carrying negotiation tones) in Japanese educators' language was significantly higher than Chinese educators. The effect of child age on the educators' commanding language was identified. Compared to the Chinese educators, Japanese educators uttered much less commands when interacting with children under four years, however, the gap was narrowed when communicating with children above four years. The findings illustrate how the educators create culturally-different language experiences for children in daily interactions, which has implications for worldwide preschool education in multicultural contexts.

Due to the digital revolution, online education based on the B2B2C (Business to Business to Consumer) model is growing Understanding students' expectations, concerns, and experiences of these courses are crucial to the successful of education. Based on the research framework of value co-creation and value co-destruction and the theory of social practice, this paper adopts online content analysis to study the comment data of Tencent Classroom to establish a theoretical framework of practical value for students' experience in B2B2C online education. Six categories of value experience are identified, namely, technical effect, online teaching, learning interaction, course support, recommendation, and thanking. Then, based on the practice types of co-creation, co-destruction, co-recovery, and co-reduction, the research reveals value formation in the online teaching experience. Subsequently, the formation of experiential value in the response situation is discussed, and the practice experience of value co-creation and value co-destruction is recognized. This study explores the online education experience of B2B2C mode, which helps to deepen the management of B2B2C mode education. At the same time, this study establishes a thematic framework of value co-creation and co-destruction for online education experience research and provides a new theoretical perspective of management science for related research.

Although the educational potential of social media has been widely acknowledged, it remains unclear whether social media use might present opportunities for the development of math identity. This study drew on the socialization framework of math identity to examine the relationships between social media use for math learning, bicultural identity integration, ethnic-math beliefs and math identity among ethnic minority high school students in China. Structural equation modelling results showed that (a) social media use was positively related to math identity; (b) high bicultural identity integration was positively associated with math identity, while biased ethnic-math beliefs were negatively related to math identity and (c) social media use suppressed the socialization process of math identity, weakening the maladaptive roles of low bicultural identity integration and biased ethnic-math beliefs in shaping math identity. Our findings highlight the beneficial role of social media use in student math learning. Theoretical and practical implications are discussed.