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Enhancing student engagement yields a multitude of benefits for students. It not only improves their satisfaction but also increases their motivation, enriches their learning experience, reduces their sense of isolation and ultimately enhances their academic performance. However, Chinese students in transnational education are known for being silent in the classroom. With overwhelming and consistent research findings in the pedagogical literature that participation in class discussion and asking questions are crucial activities that cultivate independent learning skills and develop the ability to apply knowledge, how to get Chinese students to speak up in class has clearly become an issue of concern to educators. Informed by the UK professional standards framework (UKPSF) and underpinned by Brookfield's four lenses model, this action research examined and confirmed the positive effect of using both personal‐related and course content‐related icebreaker questions at the beginning of the class to increase Chinese students' engagement. It also identified different effects these two types of questions might have on students' engagement and the potential concerns associated. [ABSTRACT FROM AUTHOR]

As mathematics anxiety could result in students' low performance and impact their well-being, it is necessary for both researchers and educators to understand what causes mathematics anxiety and what moderates these effects. Based on the control-value theory, the present study proposed a framework that students' mathematics anxiety was triggered by their control and value appraisals, and teacher behaviours could play moderating roles in the process. By analysing data of the Shanghai China sample of PISA 2012, and applying multivariable regression model, results showed that (1) action control appraisal, outcome control appraisal, and intrinsic value appraisal could negatively predict mathematics anxiety, while extrinsic value appraisal could enhance mathematics anxiety; and (2) teacher support, formative assessment, and teacher-directed instruction significantly moderated the effects of appraisal antecedents on mathematics anxiety and helped reduce students' mathematics anxiety. [ABSTRACT FROM AUTHOR]

This paper presents data derived from a larger study related to the expectations and experiences of international students from the People's Republic of China with regard to studying in Australian secondary schools. The study involved 116 international students, and data were collected in two phases using questionnaires and semi-structured interviews. Findings suggest that English language experiences are a key concern and students do not always develop English language skills as expected during their period of study in Australia. To reduce dissonance between expectations and experiences of English language learning in Australia, it is recommended that substantial, ongoing English language support is embedded within the core curriculum for international students in Australian secondary schools. [ABSTRACT FROM AUTHOR]

Began with Computer-Assisted Language Learning (CALL) in the 1960s and extended to the widespread use of various Mobile-Assisted Language Learning (MALL) tools in education, language learning has embraced technology early on, achieved noticeable results, and found extensive practical use. However, due to the challenges in accessing user data from various language learning platforms, the measurement and assessment of language-related variables continue to rely on self-reporting and peer evaluations. This reliance hampers researchers to observe language learning from alternative perspectives, especially when it comes to analyzing raw behavioral data. To explore potential correlations between different learning modes, this study analyzed 2 million samples from Chinese students using an English language learning application. The study quantified the effectiveness of English vocabulary learning using the economic concept of return on investment (ROI) as an evaluation metric and identified four distinct learning strategies. It observed significant differences in learning ROI among learners who adopted different strategies. Based on this analysis, we recommend the following suggestions for improving language learning ROI: when memorizing new vocabulary, investing excessive amounts of time may be counterproductive; a more effective approach is to "eat less but more often," which means arranging review sessions at a reasonable pace and shortening the interval between each review. [ABSTRACT FROM AUTHOR]

International student mobility has traditionally witnessed a global South-North pattern. In recent years, a shift has occurred as the appeal of alternative geographies waxes, with Malaysia being an exemplar of inbound student mobility destination. To facilitate a deep probe of the under-researched global South-South student mobility, this study utilized a qualitative method to delve into 10 Chinese doctoral students' emic perceptions of their sojourn in Malaysia. Guided by a theoretical framework incorporating decolonization and recolonization, this study unpacks how these sociohistorical forces penetrate into and shape the students' preparation and navigation of a doctoral sojourn. Findings of the study reveal that while taking advantage of the Southern niche to yield commensurate benefits, thereby delegitimizing the Western supremacy, the students' make-do mentality and self-subjugating resistance inadvertently reinforce the Western dominance. Besides, these macro effects generate interlocking and conflicting affective consequences, instilling simultaneously positivity and inclusivity, inferiority, and anxiety. Altogether, decolonization and recolonization are concretely registered at the emotional level and bear a broader social significance. This article concludes with an alert and a call to address covert yet compelling inequalities in international student mobility. [ABSTRACT FROM AUTHOR]

Given the preeminent role of students' reading motivation in their academic success in reading, which determines the quality and intensity of cognition and behaviors, it is important to investigate the predicative effects of different aspects of reading motivation on students' learning strategies particularly in a foreign language learning context where students usually learn the target language mainly through reading. This study investigated reading motivation and learning strategies as well as the relationships between them among junior and senior Chinese secondary school students. Data were gathered from 405 English as a foreign language (EFL) students from a junior and a senior secondary school in southern China who completed two questionnaires used to measure their reading motivation and learning strategies. Confirmatory factor analyses results supported the fit of the two questionnaires in assessing students' motivational and learning strategy processes in an EFL context. The study found that while the students were largely motivated to engage in English reading extrinsically, these students were also found to adopt control and elaboration strategies frequently in their learning, which somewhat contradicts the stereotypical view of Chinese students as rote learners in the literature. The study revealed significant differences in reading motivation and learning strategies between junior and senior secondary students, which can be interpreted in terms of a competitive and pragmatic learning culture where examinations play an essential role in determining student admission into higher education. Findings of this study contribute to the theoretical and pedagogical discussions on reading motivation and learning strategies in learning EFL. Practitioner points: There were significant positive relationships between reading motivation and learning strategies.There were significant differences in reading motivation and learning strategies between junior and senior secondary students.Reading efficacy significantly predicted use of control strategies. [ABSTRACT FROM AUTHOR]

This study explored the relationship between the Big Five personality traits (BFPTs) and the self-regulation strategy of spontaneous mental contrasting (S.MC) among Chinese university students. Study 1 employed a cross-sectional correlational design. We hypothesized that positive relationships exist for conscientiousness, extraversion, and low neuroticism with spontaneous mental contrasting, whereas agreeableness and openness are unrelated to spontaneous mental contrasting regarding the Chinese context. The results did not support the hypotheses. However, Study 1 indicated that two sub-traits (compassion and responsibility) correlated positively with spontaneous mental contrasting. An experimental study (Study 2) was conducted to confirm these results. The results revealed that the two prosocial traits (compassion and responsibility) significantly predict spontaneous mental contrasting compared to neutral condition. These findings support the results of a prior study, which found that those who experienced more social responsibility toward others typically used spontaneous mental contrasting to achieve their social responsibility goals. These findings extended these results, as the participants in this study exhibited increased spontaneous mental contrasting with their academic goals when induced by responsibility and compassion. The results of this study imply that the prosocial traits increased the use of spontaneous mental contrasting and future interventional designs should integrate these traits. [ABSTRACT FROM AUTHOR]

K-12 artificial intelligence (AI) education requires cultivating students' computational thinking in the school curriculum so as to transfer their computational thinking to diverse problems and authentic contexts. However, students may be limited by traditional computational thinking development activities because they may have a lower degree of computational thinking efficacy for persistent learning of AI when encountering difficulties (computational thinking efficacy in learning AI). Accordingly, this study aimed to explore the relationships among Chinese secondary school students' computational thinking efficacy in learning AI, their AI literacy, and approaches to learning AI. Structural equation modeling was adopted to examine the mediation effect. Data were gathered from 509 Chinese secondary school students, and the confirmatory factor analyses showed that the measures had high reliability and validity. The results revealed that AI literacy was positively related to students' computational thinking efficacy in learning AI, which was mediated by more sophisticated approaches to learning AI, contributing to the current understanding of learning AI. It is crucial to focus on students' AI literacy and deep approaches (e.g., engaging in authentic AI contexts with systematic learning activities for in-depth understanding of AI knowledge) rather than surface approaches (e.g., memorizing AI knowledge) to develop their high-level computational thinking efficacy in learning AI. Implications for designing the AI curriculum are discussed. [ABSTRACT FROM AUTHOR]

The Chinese National Matriculation English Test (NMET) has a test purpose of producing beneficial washback to promote senior high school English teaching and learning. This article presents a large-scale nationwide survey research on student perceptions of the NMET's before-test washback on their English learning outcomes in senior high school and the influence of the factor of home province on their views. The research participants were 20,062 first-year undergraduates from 103 universities in the Chinese mainland, and findings showed that the NMET facilitated their senior high school English learning outcomes in the surveyed skills both tested and not tested in the NMET. However, there were noticeable differences between students' expectations and realities. It was also found that home province was a significant predictor of student perceptions, though the strengths of the relationships varied. Furthermore, in order for more beneficial NMET washback, the students suggested making the NMET speaking and listening subtests mandatory across all provincial regions and administering a nationally unified NMET form. This study calls on future researchers to hold a close lens to the complexity and dynamism of the NMET washback over time and across situations. [ABSTRACT FROM AUTHOR]

Given the intricate and competitive global academic landscape and Chinese female PhDs' critical situation of being marginalized and otherized, this study aims to examine the academic career decision‐making experiences of three unmarried and childless Chinese female PhD graduates. Collaborative autoethnography is employed to delve into the three authors' experiences and reflections regarding the influential factors impacting their job‐seeking and decision‐making process as recent graduates, who earned their PhD degrees in 2022 from three popular destinations for international students in East Asia, namely Hong Kong, South Korea and Japan. Research findings indicate that various contextual and individual factors have shaped the authors' decision‐making and diverse career options were adopted to strike a 'happy medium' between long‐term career aspirations and increased competition for academic positions. This study provides implications for policymakers and university administrators to attract highly skilled female international professionals and overseas‐educated Chinese female PhDs considering a professional career in academia. [ABSTRACT FROM AUTHOR]

Whilst China has become home to the second largest doctoral education system in the world, with over 20% of its doctoral graduates taking up postdoctoral researcher positions inside and outside of China, a lack of information regarding the expectations of these doctoral graduates in pursuing postdocs has resulted in a failure to meet their expectations, leading to insufficient institutional support for their career development. In order to improve this situation and provide more tailored institutional support for Chinese postdocs, we conducted interviews with 30 doctoral graduates from elite Chinese universities from February 2020 to December 2021 to understand their expectations for and experiences of postdocs. The data identified four expected‐to‐accumulated capitals during postdoc experiences: personal scientific capital, discipline‐related social capital, institution‐related social capital and family‐related social capital. Among these, the primary consideration for engaging in postdocs is to enhance personal scientific capital in both qualitative and quantitative aspects. Chinese doctoral graduates who choose domestic postdocs have higher expectations for increasing institution‐based social capital, while those who go abroad expect to develop discipline‐related social capital within the international academic community. Understanding these expectations will be instrumental in developing optimal approaches to providing institutional support for the career development of Chinese postdocs. [ABSTRACT FROM AUTHOR]

Transnational routes such as direct-entry have become a more attractive option for Chinese students, due to the pandemic-imposed travel restrictions in China. The rise of Chinese direct-entry students can potentially lead to a significant increase in demand for academic and non-academic support not only after their arrival, but also before their departure from China. By applying Schlossberg's transition theory, this paper seeks to develop a good understanding of the academic and social belonging of Chinese direct-entry students in the UK through re-analysing the portraits (written narratives) of a previous research project. The findings indicate that these students were feeling disconnected from the academic and social communities. The factors affecting their sense of belonging are described using the 4S framework, namely self, strategies, situation and support. The paper ends with recommendations to key university stakeholders on how the partner institutions in China and the UK can help enhance a sense of academic and social belongingness of Chinese direct-entry students. [ABSTRACT FROM AUTHOR]

Among many factors that affect students' English reading performance, reading anxiety, which is an important emotional factor in English learning, has gradually attracted attention in recent years. There is enough evidence that anxiety, as a kind of negative emotion, can significantly affect students' reading performance. However, the current researches mainly focus on the differences in students' reading performance caused by anxiety. Relatively few studies have been carried out on the correlation between reading anxiety, anxiety causes and coping strategies. Therefore, this paper aims to explore the causes and coping strategies of English reading anxiety based on quantitative and qualitative research. The research refers to Saito's Foreign Language Reading Anxiety Scale to design a questionnaire and measure the degree of Chinese college students' English reading anxiety. Based on the broaden-and-build theory and combined with the interview results, it is concluded that Chinese college undergraduates have English reading anxiety in general. Nevertheless, by establishing pleasant reading resources and adopting effective coping strategies, learners can reduce English reading anxiety, thus improving reading ability and enhancing reading interest. [ABSTRACT FROM AUTHOR]

This paper aimed to examine the changes in the representations of nature of science (NOS) in Chinese senior high school chemistry textbooks under the influence of the new curriculum ideas. The study was conducted based on an analytical framework in which the aspects of NOS, the approaches to address NOS, and the content relation of NOS aspects were involved. Two series of the new and old chemistry textbooks of required course modules were selected as analysis targets. The results revealed that chemistry textbooks paid more attention to classical views of NOS than contemporary views of NOS. The aspects of NOS were unevenly presented in different chapters of textbooks. The new textbooks covered the NOS aspects more comprehensively and frequently than the old ones. Regarding the approaches, the implicit approach was dominant. Compared with old ones, the proportions of the explicit-reflective and historical-explicit-reflective approaches have increased in new textbooks, but were still not high. Lastly, the content relation of NOS aspects were more of content-embedded than content-generic both in new and in old textbooks. At the end of this paper, the implications of the findings and the suggestions for the further studies were discussed. [ABSTRACT FROM AUTHOR]

Chinese students studying abroad have been increasing rapidly in the past decades and become a significant financial contribution to receiving countries. Accordingly, understanding their enrollment choice is essential to facilitate college marketing and admission strategies. Though the decision process is believed to be different from domestic students, empirical analysis of Chinese students’ enrollment choices is still lacking. This paper fills the void by examining the influential factors of Chinese students’ enrollment choice with novel student-level data. We find that in addition to factors domestic students typically consider, such as financial aid and academic quality, Chinese students particularly emphasize college ranking, reputation, and location in their decision process. Furthermore, unlike domestic students who usually prefer colleges with proximity to home, Chinese students’ location preference is linked to job prosperity. We also find that the impact of the factors varies for students from different regions of China, which can be attributable to uneven economic development within the country. [ABSTRACT FROM AUTHOR]

International students make significant contributions to UK higher education and studying in the UK brings various potential benefits to international students. An in-depth exploration of the academic journey of Chinese international master’s students, the largest body of overseas students in the UK, is needed to provide better insight into how to best support this cohort. In this longitudinal study, interviews with 34 participants were conducted using a photo-elicitation technique and diagrams. Interpretative Phenomenological Analysis was employed for data analysis. Nine superordinate themes emerged which comprise academic, social, linguistic, and psychological aspects of students’ experience. These themes were brought together in a model, adapted from Malow’s Hierarchy of Needs, to provide a longitudinal representation of the student experience transitioning in, through, and out of their journey abroad. This study illustrates the various needs of this cohort by sequence and importance, and highlights English proficiency and social connections as two influential factors. [ABSTRACT FROM AUTHOR]

The theory of academic exchanges emphasises the importance of international cooperation to improve the quality of education, stimulate innovation and promote cultural diversity. China and Russia are two major world powers with rich history and culture. The exchange of international students between the countries is an important aspect of the friendly format of cooperation in higher education. During such exchange, students can improve their foreign language skills, enrich their personal life experience, ensure high competitiveness in employment, and expand their knowledge and skills in the field of their profession. This paper analyses the current situation and predicts future directions of educational exchange through various prisms, including the experience of academic student exchange between universities in the two countries. It analyses the attitudes of Chinese students studying at SPbSU towards higher education in Russia. The author notes that academic exchanges and foreign learning experiences provide opportunities for international students to broaden their horizons and fulfil their emotional needs in study and life. Students from both countries have the opportunity to immerse themselves in a different cultural and academic environment, improve their intercultural communication skills and broaden their global perspectives. It also focuses on the opinion of Chinese students about the quality of higher education in Russia. Academic exchanges of students are of great importance for the state, as they act as instruments of forming «soft power» in another country, strengthen diplomatic relations between countries, form a positive image of the state, attract investments, etc. Thus, academic exchanges are a way for countries to develop cooperation at various levels - from educational to economic. Thus, academic exchanges are a way for countries to develop co-operation at various levels - from educational to economic. Purpose. To investigate the current state of the concept of academic student exchange between China and Russia, to study the significance of this international co-operation for the development of the higher education system. Methodology. The paper uses collection and analysis of information sources, historical method, comparison and generalisation, survey with the help of the author's questionnaire. SPSS Statistics 23 software is used to analyse empirical data. Results. The result of the work is the identification of the peculiarities of the sphere of academic exchange of students between China and Russia, the determination of the importance of this cooperation for the development of the higher education system at the international level. The author concludes that cooperation in the development of innovations in key areas of education contributes to the smoothing of cultural differences between the countries, and expands opportunities for students of both countries in higher education. Practical implications. The results of the study can be used in the educational sphere of international cooperation. Teachers and specialists involved in planning the educational process in the university sphere have the opportunity to create an innovative approach to improve the academic exchange programme for students, taking into account the socio-cultural criteria analysed in the article.

The article is devoted to the study of the ethnocultural component of the educational process of Chinese philology students. The purpose of the study is to build a professionally oriented model for preparing foreign students for intercultural communication in Russian. The research material consisted of video and audio recordings of educational work in Russian in the conditions of Russian preparatory faculties. Research methods – analysis of theoretical models presented in modern literature on teaching the Russian language in Chinese audiences; generalization of one’s own practical experience; modeling the educational process with the inclusion of an ethnocultural component in the model. As a result of the study, the authors come to the following conclusions: as an optimal methodological basis, one should choose a variable model of personal-activity learning, based on anthropological, communicative and cognitive principles in a complex, which will allow to include in training, on the one hand, ethnocultural component, on the other hand, will not disrupt the processes of comprehensive learning and the formation of a linguistic personality as an integral phenomenon. As an integrative component, the model presents a metatext that is relevant for Chinese philology students, based on the standardized intention «General characteristics of an object». As a result, students, relying on ethnocultural potential and the ability to build communication in Russian, by the end of the first semester master the A2+ level and are ready to work in the second semester to study special philological disciplines directly in Russian.

The following article is devoted to the exploration of the relationship between teachers and students of China, whereas the typical traits of communication between Chinese teachers and students are not sufficiently explored to date. The aim of the research consists in consideration of the “teacher – student” relationships originality in comprehensive schools of the PRC. The tasks of the study are to analyze the influence of the Chinese philosophy in formation of the educational relations in China, to consider the place of a teacher and a student in the Chinese educational process, and to describe the level of communication between teachers and students of the PRC. The meta-analysis of the historical, philosophical, and psychological-pedagogical scientific works was served as the main method of the research. Results of the study. The analysis of the fundamental Chinese philosophical traditions and the official documents of PRC about the roles of the teacher and the students showed the social importance of the teacher`s role as a mentor, a leader, and an elder brother of the student, due to which we can observe the high level of respect among the students, what can also be followed by some degree of the fearfulness to teacher. The consideration of psychological-pedagogical scientific works of the foreign specialists had approved the following statements because the physical distance between a teacher and his students, and the structure of a classroom can create the certain differences between the subjects of education activity. Meanwhile modern Chinese educators endeavour to reduce the level of students` tension, building the academic and educational activities, which are based on the individual characteristics of students, and showing them the high level of attention and empathy.

The article presents the results of a search sociological study conducted in September-October 2023 on the problem of impact of online learning practices on the social adaptation of foreign students in a Russian university. The empirical objects were Chinese citizens studying at Lomonosov Moscow State University and currently located on the territory of Russia. In the research, the online questionnaire method provided answers to questions about the attitude of Chinese students to organisation of the educational process, to the practices of their interaction and communication in small study groups. It has been empirically proven that the attitude of Chinese students to any form of education depends on how much the issue of overcoming the language barrier and building intercultural communication has been resolved in a particular educational practice. At the same time, a positive attitude towards online learning is associated by Chinese students with the opportunity to study without having to stay in the territory of the Russian Federation, and a negative one is associated with communication problems, in particular, with the lack of direct communication with a teacher or supervisor. It was revealed that the most psychologically comfortable leaning forms for Chinese students are online classes. There is significant evidence of this category of students’ preference for a separate position, being inside their foreign cultural group and social circle. A more general project on the study of social well-being of students with special educational needs, has been specifically identified as a promising direction for the development of the research topic.

AbstractChinese student mobility has diversified with the rise of educational hubs in Asia. However, the literature primarily focuses on student mobility to Anglophone universities. This study conceptualises Chinese students studying in South Korea as participating in a positional competition, wherein the concepts of middling mobility and emerging cultural capital are introduced. Through the lens of positional competition, this study investigates the engagement of middling mobile students seeking positional advantage by studying in Korea. It further explores the competitive edge gained by the emerging cultural capital acquired from Korea within the Chinese labour market. The promise and precarity inherent in middling mobility and emerging cultural capital are illuminated through the juxtaposed narratives of Chinese students, parents, educational consultants, and human resources managers. This study supplements the landscape of Chinese students in global higher education and enriches our understanding of student mobility and cultural capital from a positional competition perspective. [ABSTRACT FROM AUTHOR]

Currently, work-family conflict of college teachers is a common issue, especially when their children are in the preschool stage, which will directly affect the children’s problem behaviors. This study aims to explore the relationship between parental work-family conflict and children’s problem behaviors, and the mediating role of parental phubbing and children’s problematic media use among Chinese college teachers. A total of 234 college teachers and their preschool children (Meanage= 60.29 months) participated in this study. The results indicate that (1) there is a significant positive correlation between college teachers’ work-family conflict and their children’s problem behaviors; (2) there is a significant mediating effect of problematic media use between work-family conflict and preschool children’s problem behaviors; and (3) Parental phubbing and children’s problematic media use play a chain mediating role between work-family conflict and children’s problem behaviors. The results reveal the influencing mechanism of work-family conflict on preschool children’s problem behaviors. [ABSTRACT FROM AUTHOR]

Dialogic teaching – in which teachers and students address controversial issues – has become increasingly common in school education to promote civic participation in deliberative democracy. This study addresses this question: when leading whole-class discussions on controversial issues, what discursive moves could teachers adopt to enact two-sided discussions that address conflicting perspectives? The present study analyzed data from an intervention study promoting dialogic teaching of controversial issues in the Morality and Law subject in fourth-grade (9- to 10-year-olds) elementary classrooms in China. We identified and analyzed episodes from transcripts of video-recorded classroom interactions in which the teachers employed a variety of discursive moves to encourage students to consider, negotiate, and debate opposing positions. Our analyses revealed that the teachers did not directly instruct students to consider opposing perspectives but guided their exchange of multiple perspectives. The teachers also partnered with students in the knowledge construction process by directly questioning, countering, or critiquing students' arguments. Implications for encouraging teachers' spontaneity and improvisation during dialogic teaching, as well as for using challenging, controversial topics to promote two-sided whole-class discussions, are addressed. [ABSTRACT FROM AUTHOR]

Feedback on writing, we argue, consists of a series of micro-events which encourage students to make sense of task requirements, negotiate assessment decisions, and reorganize their performance. While students' interpretations of 'effective feedback' have been widely discussed and problematized, less attention has been devoted to how they improve their sense-making and navigate different feedback experiences. Drawing on interview and textual data from two Chinese students studying their master's degrees at a British university, this study explores how the students used coursework feedback to improve their writing. We show how they worked to create internal knowledge structures with the assistance of external resources. We see this as the students' mediated performance resulting from their engagement with feedback and reinforcing self-coordination at intrapersonal and interpersonal levels. We believe our analysis contributes to a better understanding of the influence of feedback by highlighting how it shapes, and is shaped by, ongoing interpretations of disciplinary, task-specific requirements. [ABSTRACT FROM AUTHOR]

Background: Mathematics homework is highly prevalent in East Asia. Teachers and parents expect mathematics homework to improve students' performance; however, studies have not clearly defined the effectiveness of the assignment of different amounts of homework. Aims: This study analyses the differential effect of homework amount on various facets of Chinese students' mathematics achievement using a longitudinal design. It aims, thereby, to contribute to the existing knowledge of homework effectiveness and mathematics learning and to provide insights for student development. Sample: The sample included 2383 grade 9 students from a mid‐sized city with a moderate level of economic and educational development in central China. Methods: We administered a student‐reported questionnaire, collected school reports of mathematics achievements to track retrospective longitudinal variations in mathematics over half a year and analysed the differential effectiveness of homework on mathematics achievement at four hierarchical cognitive levels with Hierarchical Linear Model. Results: The results indicated that assigning more homework at the class level could enhance students' mathematics achievement at a low cognitive level, although this effectiveness tended to disappear when the set homework time reached about 1.5–2 h. We did not find evidence that assigning more homework enhances students' mathematics achievement at higher cognitive levels. Conclusions: Overall, this study provides evidence on the effectiveness of homework and offers implications for educational practice and future research. [ABSTRACT FROM AUTHOR]

Background: Learning is a self‐regulated loop where learning strategies and achievements are interrelated. In reading, although some studies have explored the relationship between different learning strategies (memorization, elaboration and control) and reading achievement, little is known about how they interact over time. Even though the longitudinal relationship was revealed in some studies, most of the evidence was based on the whole population, regardless of gender differences. Aims: This study was designed to examine the longitudinal relationship between memorization, elaboration, control strategies and reading achievement, as well as the gender difference in the longitudinal relationship. Sample: The sample consisted of 3878 Chinese students (2025 boys, 1853 girls) who were surveyed in Grade 4 and Grade 6. Methods: A cross‐lagged model was conducted to examine the longitudinal relationship between memorization, elaboration, control strategies and reading achievement while controlling for gender, age and parents' educational levels. Multigroup cross‐lagged models were conducted to examine gender differences in the longitudinal relationship between these variables. Results: Memorization and elaboration strategies were reciprocally related. Both predicted subsequent control strategies, but not vice versa. Only memorization strategies positively predicted subsequent reading achievement, while prior reading achievement positively predicted the subsequent three strategies. The effects of prior reading achievement on subsequent learning strategies were stronger for boys. Conclusions: Memorization strategies play a prominent role in promoting deeper strategies and reading achievement in Chinese primary schools, which might relate to culture and developmental stages. Higher achievement or positive feedback from learning results might be motivation for using different strategies, especially for boys. [ABSTRACT FROM AUTHOR]

AbstractMental contrasting is a motivational behavior change strategy necessary for strong goal commitment. Meanwhile, general causality orientations are motivational patterns that represent individuals’ motivation for behavior change and the reason for their goal commitment. The current study explored whether causality orientations predict spontaneous mental contrasting in Chinese university students. Study 1 investigated whether academic autonomy, control, and amotivated orientations correlate with spontaneous mental contrasting about an important academic goal. The findings of Study 1 reveal that autonomy orientation did not correlate with mental contrasting, whereas control and amotivated orientations were negatively correlated with mental contrasting. Study 2 investigated whether priming autonomy and control orientations, in addition to the neutral condition, would induce spontaneous mental contrasting about an academic goal related to the students’ research topic. The results of Study 2 revealed that the autonomy condition orientation did not differ significantly from the controlled orientation condition. However, when compared to the neutral condition, the autonomy condition significantly predicted mental contrasting, whereas the controlled orientation condition did not show any significant difference. In Study 2, the autonomy-oriented participants generated more spontaneous mental contrast than the control orientation and neutral conditions. The findings show that controlled and amotivated orientations predicted negative mental contrasting. As a result, controlled and amotivated students must learn how to use mental contrasting to achieve high levels of goal commitment and achievement. Lastly, the study discussed its implications, limitations, and suggestions for future research. [ABSTRACT FROM AUTHOR]

A growing practice of engaging students as partners (SaP) has been conducted to nurture values-based pedagogical relationships. Yet, SaP is contested with little known about how Chinese students understand their relationships with teachers in a sector shifting toward student-centred approaches. To advance the collective understanding of SaP practices in China, we interviewed 30 postgraduate students who reflected on their learner-teacher relationships as undergraduate and postgraduate students while considering the possibilities of SaP practices. While some SaP practices emerged, students evoked the language of family to describe meaningful interactions with teachers. They raised pragmatic (large student numbers), epistemological (knowledge accumulation before knowledge construction), and cultural (hierarchical construct of power and authority) concerns about the possibilities of pedagogical partnerships. We argue that the willingness of university communities to raise questions about assumed learner-teacher hierarchy, power dynamics and identities will shape how student-centred and SaP practices unfold in Chinese universities. [ABSTRACT FROM AUTHOR]

Previous research on the relationship between parenting style and social anxiety in Chinese youth has been inconsistent, which has made it difficult to consider whether improving parenting may serve as a preventative intervention for social anxiety. The current study aimed to clarify these inconsistencies by examining the strength of the association between positive/negative parenting style and social anxiety among Chinese students and the role of certain moderators in those associations. A meta-analysis was conducted on 53 studies with a total sample of 26,024 Chinese mainland students. Separate analyses were conducted for positive parenting style and social anxiety (N = 24,081), and negative parenting style and social anxiety (N = 24,933). Findings suggest a small negative association exists between positive parenting style and social anxiety, and a small positive association exists between negative parenting style and child social anxiety. Analyses suggested type of social anxiety measures, developmental stage, and gender all moderated the relationships between parenting style and social anxiety. Results clarify the direction of the relationship between parenting and social anxiety amongst Chinese youth and point to particular implications and future directions for policy, practice, and research. [ABSTRACT FROM AUTHOR]

This study explores the correlation between spiritual well-being and game addiction among Chinese youths in Hong Kong. To examine such a relationship, cross-sectional data (N = 401) were taken from a sample of 209 Chinese university students in 2021 and 192 Chinese university students in 2022. They are between 18–21 years old. The participants answered the Spiritual Well-being Questionnaire to gauge their spiritual well-being in the personal-communal, environmental and transcendental domains. Then, the respondents accomplished the Game Addiction Scale 21 to assess the extent of their gaming use in seven dimensions, namely, salience, tolerance, mood modification, relapse, withdrawal, conflict and problems of game addiction. The study revealed a negative correlation between the three domains of spiritual well-being and the seven dimensions of game addiction. Moreover, multiple regression analysis showed that the personal-communal and environmental domains of spiritual well-being accounted for 59.0% and 10% of the variance in students' overall game addiction, respectively. The personal-communal domain was found to be the strongest predictor of game addiction. As an effective preventive strategy and treatment, the spiritual well-being and health of adolescents should be enhanced. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to offer multi-dimensional insight into notions of value sought by Chinese international students (CIS), the UK higher education sectors largest overseas student body. Value in the context of student recruitment is often discussed one dimensionally, often as an input-output calculation. Following calls for higher education institutions to better understand the needs and expectations of international students and to adopt strategic management and marketing theory we examine the push and pull factors for Chinese international students drawing on concepts from within the Service-Dominant Logic paradigm such as ‘value-in-context’ and ‘value-in-social-context’ to offer a more nuanced view of value sought. We conduct a qualitative study of 20 Chinese international students, a mix of undergraduate and postgraduate and from a range of subject areas. Our findings highlight a number of different value types sought by Chinese international students each of which can be linked to the development of identity and the key consumer value types of ‘esteem’ and ‘status’. With a greater understanding of the value sought by Chinese international students universities will be better able to develop their recruitment strategies and their provision and support for Chinese international students in order to more effectively co-create that value. [ABSTRACT FROM AUTHOR]

This research investigated the impact of processing instruction (PI) on the acquisition of the English third-person singular present tense by Chinese English-as-a-foreign-language (EFL) learners and whether this effect would extend to the acquisition of other language components. This study featured the pretest-immediate-posttest design and participants were required to participate in all tests (pretest, immediate posttest, delayed posttest). Two classes were assigned to receive PI and Traditional Instruction (TI) respectively, while another class served as the control group. A language background check was conducted 2 weeks before the main experiment. And after three consecutive class hours, there is an immediate posttest and a delayed posttest in 2weeks. By comparing the results of the three tests, the study measured and compared the primary effects, secondary transfer-of-training (TOT) effects, and cumulative TOT effects of PI and TI. The findings showed that both PI and TI had significant effects, although they differed in the extent and duration of improvement in acquisition effectiveness. PI was found to be superior to TI, which could be reflected in primary and two TOT effects except the interpretation tasks related to passive voice. This study suggests that PI can be utilized in grammar teaching due to its efficacy in teaching specific linguistic structures and its transfer-of-training effects on other grammar rules. [ABSTRACT FROM AUTHOR]

The purpose of this study was to reveal features of instructors' explanations in online EMI lectures in China. Through a mixed methods case study, the researcher examined the distribution and linguistic realizations of different types of explanations in the lectures of two online EMI courses and how the instructors and students perceived the explanations. The results showed that instructors' explanations were prevalent in the lectures of both courses with expositions being the most dominant type regardless of subject contents whereas the other explanation types such as comparisons, clarifications, additions, justifications, solutions and generalizations being subject-specific. Moreover, both instructors were capable of using various linguistic devices for different types of explanations despite some linguistic mistakes in explanations. The results also showed that instructors chose particular types of explanations mainly because of the specific teaching aims and methods of the course, and that students were positive about instructors' use of different types of explanations in the lectures except for the suggestions that one of the instructors' pronunciation be improved and more visual means be used to aid explanations. The study has implications for future research on enhancing EMI instructors' explanatory capacity and addressing students' linguistic discomfort with EMI lectures in a broader sense. [ABSTRACT FROM AUTHOR]

The Chinese Maze Murders, a Chinese culture-based detective novel transcreated by Dutch sinologist Robert Hans van Gulik, represents Chinese cultures multimodally and reconciles Chinese-English cultural gaps effectively. Figuring out what crosscultural functions and contributions of illustration-text multimodal combinations in The Chinese Maze Murders make would be inspiring for effectively promoting and applying multimodal ways in Chinese-English cultural translation. Yet, there is a scarcity of translation studies investigating it directly. This multimodal corpus-based study first identifies the different culturerepresenting features of the illustration-text multimodal combinations in the Chinese and English versions of The Chinese Maze Murders quantitatively, and then proposes the fundamental functions and contributions of illustration-text combinations that could facilitate cross-cultural translation qualitatively. The corpus textual statistics show that the Chinese version comprises 23.04% material cultural elements and 76.96% non-material cultural elements. While the English version comprises 36.58% material cultural elements and 63.42% non-material cultural elements. The different type-allocation of textually represented cultural elements in two language versions is regarded as an operating result of the mechanism of illustration-text multimodal combinations. Based on further retroductive corpus statistics-derived example analysis, it is argued that illustration-text multimodal combinations could facilitate cross-cultural translation in (a) transforming abstract cultural elements into concrete cultural elements, (b) integrating cultural elements as "meaning wholes," and (c) visualizing cultural implications. This study sheds new light on the cultural functions of illustration-text multimodal combinations in translation, which provides practical implications for mitigating the cultural incommensurability of Chinese-English translation. [ABSTRACT FROM AUTHOR]

In Chinese universities, most English majors are taught by teachers, and students attend classes and do homework. Students are often passive in their study, which can make them lose study interest, negatively affect their study and cause boredom in class. Although previous studies have studied the class-related boredom of some English courses, they have not compared the level of it between different English courses. Besides, in previous studies, study interest and perceived autonomy support, two factors that affect class-related boredom, have received a lot of attention, while student enthusiasm has not received enough attention. Based on Control Value Theory, this study examines the degree of class-related boredom experienced by English majors in various English courses from the three factors including study interest, perceived autonomy support and student enthusiasm in an effort to diminish it in a more focused manner. The respondents are 884 English majors (94.1% female) from a university in Shanxi Province, China. And SPSS 26.0 is used for descriptive statistics and multiple linear regression analysis. Studies show that Advanced English Listening has the lowest degree of class-related boredom, but Basic English has the highest one. This study also finds that study interest, perceived autonomy support and student enthusiasm in English major courses are significantly negatively correlated with class-related boredom. [ABSTRACT FROM AUTHOR]

Metaphor of modality in the Hallidayan linguistic framework is manifested through a transition from implicit modal expressions to explicit modal expressions, encompassing metaphor of modalization and metaphor of modulation. This article conducts a corpus-based investigation to examine the prevalence of metaphors of modalization in English academic writing. The study, which relies on data from the British National Corpus (BNC), reveals that modal expressions are more frequently used in less technical texts (i.e., in spoken texts rather than in written texts with regard to mode, in fiction texts rather than in academic texts with regard to genre, and in hard science texts rather than in soft science texts with regard to discipline). Furthermore, explicit subjective and explicit objective modal expressions exhibit opposite distribution patterns across modes, genres, and academic disciplines. Based on this general distribution pattern, this study then examines three distinct groups of PhD dissertations. It becomes evident that Chinese English as a Foreign Language (EFL) writers employ significantly fewer subjective projecting clauses compared to proficient native English writers in their academic writing. This difference arises from the rigorous training Chinese EFL learners receive, emphasizing the avoidance of authorial identity in academic writing. This study hereby concludes that while English academic writing may be becoming less formal, author involvement should not be encouraged in relatively more technical academic texts. [ABSTRACT FROM AUTHOR]

The aim of the present study is to examine the link between proactive personality (PP) and entrepreneurial intention (EI) and to investigate the mediating role of entrepreneurial attitude (EA) and the moderating role of perceived educational support (PES). A total of 764 university students were recruited using a stratified cluster sampling from two Chinese universities. Participants completed a battery of self-reported online questionnaires, including the proactive personality scale, entrepreneurial attitude scale, perceived educational support scale, and entrepreneurial intention scale. Descriptive and correlation analysis was conducted by SPSS 21.0. SPSS macro program PROCESS (Model 4) was used to test the mediating effect and PROCESS (Model 7) to verify the moderated mediation effect. The results showed that PP had a positive effect on EI (B = 0.842, SE = 0.042, p\.001). EA exerted a partial mediating effect between PP and EI (the indirect effect was 0.633, which accounted for 75.27% of the total effect). Moderated mediation analysis suggested that PES moderated the indirect effect of PP on students' EI via their EA. The present study is the first attempt to provide a single model to decipher the interlink of PP, EA, PES, and EI simultaneously. The findings could contribute to the current literature on entrepreneurship by focusing on "how" and "when" university students' PP may enhance their EIs. More specifically, the mediating role of EA, the stronger effect of EA, and the moderating role of PES in predicting university students' EIs were reported. [ABSTRACT FROM AUTHOR]

Motivation and anxiety are two crucial factors influencing learning outcomes, yet limited empirical research on expectancyvalue theory can be found within previous literature about Chinese undergraduate students studying English as a foreign language (EFL). Moreover, few studies have examined the interaction between motivation and skill-specific anxiety. Thus, the present study explored dimensions of task values of English learning, the relationship between expectancy, values and English language speaking anxiety (ELSA) among Chinese undergraduate EFL learners and their predictive power on spoken English proficiency. Two hundred twenty-three Chinese undergraduates completed a questionnaire about their spoken English proficiency, expectancy-value and ELSA items. The following results came to light: (1) task values in English learning had four facets; (2) different types of value were significantly positively correlated with each other, both expectancy and ELSA were significantly linked to cost value, and expectancy bore a significantly negative correlation with ELSA; (3) expectancy, ELSA and attainment and cost value separately predicted learning achievement, whereas only expectancy and value additively predicted learning achievement, where expectancy exerted a greater impact. These findings suggest that teachers should guide students to aim high and provide more opportunities for spoken English practice. [ABSTRACT FROM AUTHOR]

This article reports on an experimental study on the acquisition of prepositional relative clauses in second language European Portuguese by Chinese native speakers. It focuses on the role of resumption, mandatory in prepositional relative clauses in Chinese (the native language of the learners) and non-conventional in European Portuguese (the target language). Results of an oral production task and two online acceptability judgment tasks indicated that resumption does not transfer from the native language, and that Chinese learners of European Portuguese employ movement structures to produce and process relative clauses. Additionally, results showed that resumptive pronouns do not rescue or ameliorate ungrammatical extractions from islands, contrary to what is traditionally assumed in grammatical theory. This finding was kept constant across participants, native and non-native. Overall, we conclude that second language speakers are able to select and reassemble movement features in their non-native language and use similar processing mechanisms as native speakers to analyse island configurations. [ABSTRACT FROM AUTHOR]

Cognitive diagnostic assessment (CDA) intends to identify learners' strengths and weaknesses in latent cognitive attributes to provide personalized remedial instructions. Previous CDA studies on English as a Foreign Language (EFL)/English as a Second Language (ESL) writing have adopted dichotomous cognitive diagnostic models (CDMs) to analyze data from checklists using simple yes/no judgments. Compared to descriptors with multiple levels, descriptors with only yes/no judgments were considered too absolute, potentially resulting in misjudgment of learners' writing ability. However, few studies have used polytomous CDMs to analyze graded response data from rating scales to diagnose writing ability. This study applied polytomous CDMs to diagnose 1166 EFL learners' writing performance scored with a three-level rating scale. The sG-DINA model was selected after comparing model-data fit statistics of multiple polytomous CDMs. The results of classification accuracy indices and item discrimination indices further demonstrated that sG-DINA had good performance on identifying learners' strengths and weaknesses. The generated diagnostic information at group and individual levels was further synthesized into a personalized diagnostic report, although its usefulness still requires further investigation. The findings provided evidence for the feasibility of applying polytomous CDM in EFL writing assessment. [ABSTRACT FROM AUTHOR]

The current study reported an empirical investigation that tested the collective and individual effects of morphological awareness and cognate awareness on Japanese word learning among Chinese learners of Japanese. 131 Chinese learners of Japanese participated in this study. They completed morphological awareness measurements (morpheme segmentation, morpheme analysis and homophone awareness), cognate awareness measurements that tapped into three different types of bilingual cognates, as well as two word-learning measurements (definitional knowledge and lexical inference). Drawing upon multivariate regression analysis, the study demonstrated that cognate awareness contributed to L2 Japanese word learning. Awareness of false cognates yielded stronger predictions in both outcome measurements. Regarding morphological awareness, the study indicated that morphological awareness had a unique contribution to L2 Japanese word learning above and beyond cognate awareness. More specifically, the findings underscored the importance of morpheme analysis and homophone awareness in Japanese word learning. [ABSTRACT FROM AUTHOR]

Amidst the challenges posed by the Covid-19 pandemic, this study investigates the impact of Problem-based Language Learning (PBLL) using DingTalk on enhancing Business English Writing skills among Chinese undergraduates. Employing a mixed-method approach, the research involved two phases. In the quantitative phase, a twelve-week quasi-experimental study was conducted. The control group received traditional Business English Writing instruction, while the experimental group utilized the PBLL + DingTalk method. Analysis of pre-test and post-test scores using SPSS 27.0 revealed a significant improvement in the experimental group's writing abilities, with their post-test scores averaging 5.3275 points higher than the control group. In the qualitative phase, semi-structured interviews were conducted with students from the experimental group. Participants expressed high engagement, motivation, and satisfaction with the PBLL + DingTalk approach, highlighting its effectiveness in interactive problem-solving and technology integration. This study demonstrates the effectiveness of PBLL + DingTalk in improving Business English Writing skills among Chinese undergraduates, even during challenging circumstances like the Covid-19 pandemic. The combination of quantitative results and qualitative insights underscores its practical impact and relevance for language educators, emphasizing the importance of innovative teaching methods in adapting to evolving educational landscapes. [ABSTRACT FROM AUTHOR]

Despite growing interest in exploring the application of chatbots in language education, studies on the process of chatbot-assisted language learning are scant. This qualitative study uses activity theory to understand how English as a foreign language students engage with a chatbot, Argumate, when composing argumentative essays. Five Chinese undergraduate students performed an argumentative writing task with the assistance of Argumate. Screen recordings capturing the students' writing processes, chat logs between the students and Argumate, the students' argumentative essays, and their responses to a post-task questionnaire survey were collected and analysed. The results indicated that the students formed a learning community with Argumate in which they used various mediating tools, including online information sources, notes, translation tools, and typing assistants, to facilitate their interaction with the chatbot. Additionally, the student–Argumate collaborative writing was shaped by rules associated with meeting task requirements and following argumentative writing conventions. At the same time, the students' need for additional scaffolds beyond those offered by Argumate posed challenges to their collaboration. Our findings contribute to a better understanding of the complex interplay among students, chatbots, and other key elements in the activity system of chatbot-assisted writing and generate insights into the application of chatbots to writing pedagogy. [ABSTRACT FROM AUTHOR]

The communicative approach to teaching Russian as a foreign language (RFL) implies that the main goal - the acquisition of communication skills - can only be achieved in a stimulative communicative environment. Meanwhile, the online format, which is currently becoming popular, is characterized by limited interaction between the participants of the educational process. Thus, the problem of developing methodological foundations for a productive communicative environment in the process of online teaching is becoming acute for the methodology of teaching RFL. The aim of this study is to describe the features of educational communication, determined by Chinese cultural and educational traditions, on the material of monolingual groups from China studying Russian in Russian universities, and to develop a methodological framework for creating a productive communicative environment for synchronous RFL online lessons, considering the specifics of students' communicative behavior. The study material included 10 synchronous online RFL lessons with a total duration of 15 hours and 51 minutes. Monolingual groups of Chinese students (A2-B2) participated in the lessons. A content analysis method using Atlas.ti software was applied to process the results. Coding was based on a deductive approach with elements of inductive approach; the coding system was based on the category of social presence, operationalized and adapted to the specifics of RFL learning. The prevalence of several communication behavior patterns among Chinese students, which conflict with the current methodological principles, was shown. At the same time, deviations from conventional behavior of Chinese students at the analyzed RFL classes were observed. This suggested that despite the strong influence of cultural attitudes, the parameters of the communicative environment of an online lesson may vary depending on the teacher's efforts. It is argued that the formation of communicative environment of a synchronous online RFL lesson requires that the teacher possesses the ability to manage the interactivity of communication, to form an atmosphere of cooperation and cohesion in the online group, to maintain emotionality of online communication. The study contributes to the development of digital language teaching, forming a scientific basis for creating methodological technologies of a productive educational environment in RFL online teaching.

Yang Zhao,1 Ruizhe Wang,2 Hebin Li,3 Chong Chen,4 Bowen Zhou,5 Xinying Weng,3 Yidi Hua,6 Yaqi Jia,7 Yajun Wu,8 Ying Li9 1Faculty of Law, Qingdao University, Qingdao, People’s Republic of China; 2HeXie Management Research Center, Xi’an Jiaotong-Liverpool University, Suzhou, People’s Republic of China; 3Department of Social and Behavioural Sciences, City University of Hong Kong, Hong Kong, People’s Republic of China; 4CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, People’s Republic of China; 5Department of Social Work, Hong Kong Baptist University, Hong Kong, People’s Republic of China; 6School of Humanities and Social Science, The Hong Kong University of Science and Technology, Hong Kong, People’s Republic of China; 7Entrepreneurs College, Xi’an Jiaotong-Liverpool University, Suzhou, People’s Republic of China; 8Department of Applied Psychology, Guangdong University of Foreign Studies, Guangzhou, People’s Republic of China; 9School of Urban Governance and Public Affairs, Suzhou City University, Suzhou, People’s Republic of ChinaCorrespondence: Ying Li, Email yingli.szcityu@gmail.comIntroduction: This longitudinal study aims to investigate the relationship between fear of COVID-19, support-seeking behaviors, and perceived social support among Chinese college students during two distinct periods of the COVID-19 pandemic: the period of strict control (time 1) and the period following a relaxation of restrictions (time 2).Methods: A total of 408 Chinese college students participated in this study. Data collection included demographic information, measures of fear of COVID-19, support-seeking behaviors, and perceived social support.Results: Fear of COVID-19 at time 1 showed a significant positive association with fear of COVID-19 at time 2. The relationship between support-seeking behavior at time 1 and fear of COVID-19 at time 2 was significantly mediated through a chain mediation effect of support-seeking behavior at time 1 and perceived social support at time 2.Discussion: This study contributes to the growing body of evidence on the psychological impacts of the COVID-19 pandemic and underscores the significance of social support in mitigating fear of COVID-19. It calls for a re-evaluation of public health policies considering their potential psychological effects and introduces new opportunities for developing psychosocial interventions.Keywords: fear of COVID-19, social support, Chinese students, COVID-19 policy, longitudinal study

Globalization of education generates new forms of social hierarchies. Different groups with the capacity to mobilize internationally for higher education abroad are implementing differentiated strategies. What about the Chinese, who are now the largest community of foreign students from non-French speaking countries in France? In the vast majority of cases, this stay is only a temporary step to prepare their future career in China. However, the valorization of their French diplomas in China is less studied than their reason for leaving for French higher education. In fact, these diplomas are in competition not only with diplomas of Chinese universities but also with those of all other countries. In this context, this article aims to observe the (re)production of intergenerational inequalities among Chinese graduates from different social backgrounds after their studies in France.

Possession of hope and meaning in life is critical for mental health, especially in times of adversity. In previous research, the most frequently used measure to assess hope has been the Dispositional Hope Scale. However, there has been debate over some aspects of the scale's factor structure. Similarly, meaning in life has been assessed mainly using the Meaning in Life Questionnaire -- but as yet the short form of this measure has not been validated for use in a Chinese context. The current study therefore examined the factor structures of Dispositional Hope Scale (DHS) and Meaning in Life Questionnaire-Short Form (MLQ-SF) in two samples of Chinese students in Hong Kong -- 540 regular students and 389 gifted students. The students completed a questionnaire that collected basic information on demographics and the DHS and MLQ-SF. Results of confirmatory factor analyses suggested that a 2-factor model provided an adequate fit to both the DHS and MLQ-SF. Both scales revealed scalar measurement invariance across regular and gifted students. Gifted students showed significantly higher latent means than regular students in agency, pathway, and presence of meaning in life (Cohen d = 0.16-0.40). The DHS factors were significantly and positively correlated with MLQSF factors (r = 0.30-0.58). Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Student self-assessment research underscores the significance of honestly recognizing strengths and weaknesses, facilitating self-regulated learning and progress. The Integrated Quality Assessment (IQA) in China combines self-assessment with other data to evaluate achievement, serving dual purposes: promoting students' awareness of their strengths and weaknesses, and providing summative scores and grades that contribute to the allocation of scholarships and other valued outcomes. This association creates tension in Chinese students' self-assessment intentions due to the high-stakes consequences. Using a large-scale, cross-sectional survey of 2,063 Chinese undergraduate students, the factors influencing students' self-assessment intentions were examined. Structural equation modeling revealed that positive perceptions of academic integrity and conceptions of IQA as improvement predicted learning-oriented self-assessment intentions, while increased perceptions of peer misconduct and negative conceptions of IQA significantly predicted impression management intentions. [ABSTRACT FROM AUTHOR]