Search

Purposes: Student athletes from different cultures might differ in the ways that they experience competitive anxiety, and their coaches with dissimilar cultural backgrounds might also present distinct behavioral traits in coaching. The study assessed and compared the competitive anxiety experienced by Chinese student athletes (in a collectivist culture) and American student athletes (in an individualist culture) by using a new competitive anxiety model and examined how their distinct ways of experiencing competitive anxiety might relate to the leading behaviors of Chinese and American coaches. Method: Relevant measures were administered to 258 Chinese student athletes and 214 American student athletes to assess their competitive anxiety and perceived leading behaviors of their coaches. Results: Chinese student athletes scored significantly higher on social expectation anxiety and somatic anxiety in comparison with American student athletes. Chinese student athletes perceived higher levels of training and instruction, and autocratic behaviors of coaches, and American student athletes perceived higher levels of democratic behaviors of coaches. Conclusions: This study revealed the different ways of experiencing certain aspects of competitive anxiety between Chinese and American student athletes, which could be at least partially explained by the distinct leading behaviors of Chinese and American coaches perceived by student athletes in the research. [ABSTRACT FROM AUTHOR]

Students who are bullied not only affect academic performance, but also produce a range of psychological problems. The purpose of the present study was to investigate the association between school bullying and academic burnout among Chinese students, assuming school climate to play a moderating role in the aforementioned relationship. This study provides corresponding intervention strategies and reference data for the prevention and treatment of bullying in schools. The data was obtained by a cross-sectional survey of 20,730 Chinese students from 23rd May to 23rd June 2022. Multiple linear regressions and Latent Profile Analysis (LPA) were used to examine the hypotheses. This study revealed that all dimensions of school bullying and school bullying level (β = −0.09; 95 % CI, −4.946, −3.833) were associated with academic burnout. Verbal bullying (β = 0.15; 95 % CI, 1.689, 1.972) had the strongest association with academic burnout, followed by social (β = 0.14; 95 % CI, 1.496, 1.779) and physical bullying (β = 0.13; 95 % CI, 1.451, 1.734), while cyber bullying (β = 0.08; 95 % CI, 0.847, 1.127) had the weakest association with academic burnout. In addition, school climate can moderate the association between school bullying and academic burnout. Students who experienced school bullying and in bad school climate showed elevated levels of academic. This study used cross-sectional data, preventing us from drawing conclusions about causation. The findings suggested that creating a harmonious school climate and reducing school bullying may effectively alleviate academic burnout caused by school climate and school bullying. • Latent profile analysis was conducted to explore the patterns of school bullying. • Verbal bullying had the strongest association with academic burnout. • School climate can moderate the association between school bullying and academic burnout. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between publication pressure and questionable research practices (QRPs), focusing on moral disengagement (MD) and lab research ethics climate. A survey of 269 Chinese PhD students revealed that (1) publication pressure is significantly positively correlated with QRPs and MD; (2) MD mediates the relationship between publication pressure and QRPs; lab research ethics climate moderates both (3) the relationship between publication pressure and MD, and (4) the mediating role of MD between publication pressure and QRPs. Responsible conduct of research education should emphasize potential ethical conflicts in publication, the impact of cognitive patterns of MD, and lab-based interventions for QRPs. [ABSTRACT FROM AUTHOR]

Professionals and academics have recently placed a greater emphasis on comprehending the elements that go into improving students' psychological wellbeing. Students frequently face major obstacles as a result of the rigorous nature of academic life, which can result in problems like tension, depression and other psychological health concerns. These complications have a long-lasting influence on their future aspirations in addition to affecting their academic achievement. This study determined the effects of music learning on students' academic performance and psychological well-being. The mediating role of self-efficacy and self-esteem are also examined in this study. The data is collected from 326 students in Chinese universities and applied structural equation modeling for empirical analysis. The findings show that music education improves the students' psychological well-being, which in turn improves their academic performance. Additionally, psychological health is a major factor in improving the academic performance. There is significant mediating impact of self-efficacy and self-esteem in relationship between mental well-being and music education. To improve students' psychological health, it is suggested that policy makers should consider the integration of music education into academic settings. [ABSTRACT FROM AUTHOR]

The present study tested the mediating role of problematic TikTok use in the relationship between academic stress and academic procrastination, as well as any gender differences. A total of 590 Chinese university students, aged between 17 and 24 years, completed questionnaires measuring their levels of academic stress and academic procrastination at Time 1 (T1), reported on problematic TikTok use at Time 2 (T2) six months later, and academic procrastination at Time 3 (T3) another six months later, while also providing demographic information. The results revealed significant positive associations between T1 academic stress, T1 academic procrastination, T2 problematic TikTok use, and T3 academic procrastination. Moreover, after controlling for age, urban-rural background, family income, TikTok use time, and T1 academic procrastination, T2 problematic TikTok use was found to mediate the longitudinal relationship between T1 academic stress and T3 academic procrastination. Furthermore, gender played a significant moderating role, with the mediating effect being observed only among male university students. The present study is one of the first to explore how problematic TikTok use and gender contribute to the longitudinal effects of academic stress on academic procrastination. The results offer valuable insights into strategies for preventing and managing problematic TikTok use and academic procrastination among university students. [ABSTRACT FROM AUTHOR]

Background: The development of a stable society is closely linked to a prevalent sense of social fairness. Participating in physical activities, which are inherently social, plays a crucial role in fostering mental stability within social contexts. Objective: This study aims to examine how physical exercise influences the sense of social fairness among college students, focusing on the potential mediating effects of perceived social support and life satisfaction. Methods: The study surveyed 496 Chinese college students using several scales: the Physical Activity Rating Scale-3 (PARS-3), Perceived Social Support Scale (PSSS), Satisfaction with Life Scale (SWLS), and Social Justice Scale (SJS). Results: (1) A positive correlation was found between physical exercise and sense of social fairness (r=0.151, p < 0.01). A significant direct effect of physical exercise on sense of social fairness was also observed (β=0.151, t=3.971, p < 0.01). (2) Physical exercise was a positive predictor of perceived social support (β=0.113, t=4.062, p < 01), which in turn positively influenced both life satisfaction (β=0.333, t=18.047, p < 0.01) and sense of social fairness (β=0.485, t=6.931, p < 0.01). Additionally, life satisfaction had a positive effect on sense of social fairness (β=0.431, t=3.247, p < 0.01). (3) Both perceived social support and life satisfaction significantly mediated the relationship between physical exercise and sense of social fairness through two pathways: physical exercise → perceived social support → sense of social fairness (mediating effect: 0.055); and physical exercise → perceived social support → life satisfaction → sense of social fairness (mediating effect: 0.016). Conclusion: (1) Physical exercise enhances both perceived social support and the sense of social fairness among college students, suggesting that it not only directly contributes to an enhanced sense of social fairness but also fosters supportive social relationships. (2) The influence of physical exercise on the sense of social fairness operates both directly and indirectly through the mediating roles of perceived social support and, sequentially, life satisfaction. [ABSTRACT FROM AUTHOR]

This perspective article delves into a novel integration of Yin-Yang theory—an ancient Chinese philosophical cornerstone—with the sophisticated realm of immunology. Given the intricate concepts inherent in immunology, many students find it challenging to comprehend the delicate mechanisms governing immune equilibrium and regulation. Given the deep-rooted understanding of Yin-Yang theory among Chinese students, we advocate for an educational strategy that contextualizes the concept of immune equilibrium within the framework of Yin-Yang, thereby offering a more intuitive and engaging learning experience. This method not only capitalizes on the cultural significance of Yin- Yang, but also corresponds to its principles of equilibrium and harmony, thus mirroring the homeostatic essence of immune responses. This article critically assesses this technique’s capacity to bolster immune comprehension amongst Chinese students, while also considering its limitations. Despite these limitations, the fusion of these seemingly divergent fields holds substantial promise for augmenting immunology education, promoting critical thinking, and advancing cross-cultural academic discourse. The amalgamation of age-old philosophical insights with modern scientific exploration prompts a reassessment of educational methodologies within immunology, underscoring a novel pedagogical approach that bridges traditional wisdom with contemporary scientific education. [ABSTRACT FROM AUTHOR]

Given the importance of creativity in higher education, it is imperative to explore the strategies that can be employed at universities to foster student creativity. With this objective in mind, our aim in this study was to investigate the impact of the teacher–student relationship on student creativity, with a specific focus on the mediating role of student engagement. To collect data, we had 526 Chinese college students complete a survey. The hypotheses were tested through structural equation modeling. The results indicated that a positive teacher–student relationship was positively connected with student creativity indirectly through the mediation of student engagement. This research enhances understanding of the underlying mechanism that links the teacher–student relationship to student creativity and provides practical implications for promoting creativity among college students. [ABSTRACT FROM AUTHOR]

Objectives: This study investigates the relationship between locomotive syndrome (LS) and mental disorder (depression) in young Chinese college students. Methods: Our study population (n = 165; mean age of 19.82 ±1.90 years) comprises college student residents at Tsinghua University in Beijing, China. Three screening methods were used to evaluate LS: 25-question Geriatric Locomotive Function Scale (GLFS-25), a two-step test, and a stand-up test. Depression was screened by the Chinese version of the Zung Self-Rating Depression Scale (ZSDS). Results: The prevalence of LS and depression was 20.1% and 30.9%, respectively. The LS group had lower grip strength and higher ZSDS scores than the non-LS group. Conclusion: Young Chinese college students have a relatively high prevalence of LS, and LS and GLFS-25 scores were significantly related to depression. The present results suggest that management strategies for LS should consider depressive symptoms among young adults. [ABSTRACT FROM AUTHOR]

Past research on ethnocultural minority students indicates that persistent inequities require greater attention to the multiple learning supports needed to enhance school success. The present study was designed to extend research in this area by exploring school climate and emotional engagement among minority ethnocultural Chinese students in Malaysian secondary schools. We employed quantitative surveys with 724 students (M age = 16.1 years; 47.9% female), followed by qualitative interviews with a subset of 25 students (M age = 16.1 years; 52% female). Path analysis indicated that feelings of safety, socio-emotional support from teachers and peers, and student voice were predictors of emotional engagement for Chinese students, which further predicted cognitive engagement, academic performance, and school behavior. Thematic analysis further revealed that language and communication barriers and bullying negatively impacted students' sense of safety and engagement. Caring, respectful relationships with teachers led to students having opportunities to direct their own learning and make decisions on schoolwide activities, promoting students' feelings of engagement. Support from peers increased students' emotional engagement by reducing school-related stressors. The findings suggest that a mutually respectful, caring school climate and opportunities for student voice can enhance critical school experiences for ethnocultural minority high school students. [ABSTRACT FROM AUTHOR]

Gaze describes the experiential way that tourists perceive destinations during trips. Destination-related risks are inevitable in tourism; however, little attention has been given to the tourist gaze based on travel risk. Our research addresses this disparity by proposing and exploring the concept of tourist risk gaze. In Study 1, findings suggest that this type of gaze involves three interrelated aspects: risk information gaze, risky attraction gaze, and risky behavior gaze. In Study 2, we invited 50 Chinese university students to participate in an eye-tracking experiment to test tourist risk gaze. Participants displayed distinct visual attention patterns toward these three aspects when tourists encountered them during trips. This research offers a new lens through which to consider the tourist gaze and risk perception. It also introduces a novel eye-tracking method to analyze travel risk and the tourist gaze. [ABSTRACT FROM AUTHOR]

While research on postgraduate thesis writing has investigated how students cope with institutional assessment criteria, this study explores how students form their own criteria for self-assessment through the writing process, aiming to account for the development of their independent thinking in academic socialisation. Based on in-depth interviews with 10 Chinese master's students, the study found that their self-assessment criteria not only represented solutions to problems identified by their supervisors and examiners, but also embodied aims established by students themselves. Those criteria were not fixed textual properties of a 'good' thesis, but were dynamic representations of textual and social realities constituting students' lifeworlds. Viewed from this perspective, self-assessment is a situated process whereby students re-experience and re-interpret multiple sets of realities juxtaposed against their writing. Pedagogically, the study implies that postgraduate thesis supervision could facilitate the expansion of students' self-assessment criteria to develop their capacity for making independent judgements. [ABSTRACT FROM AUTHOR]

As the popularity of electric bicycles (e-bikes) continues to surge, the number of accidents involving them has commensurately increased. A significant factor contributing to the high fatality rate in these accidents is the low usage of helmets among e-bike riders. Helmets have been proven to reduce the severity of injuries, yet their usage remains unexpectedly low. This issue is particularly pronounced among college students, the primary buyer group for e-bikes. Regrettably, there is a lack of research exploring their intentions to wear helmets. Understanding determinants of their intentions to wear helmets is crucial in promoting safe e-bike travel. Therefore, the present study aims to develop an integrated theoretical model that combines the Theory of Planned Behavior (TPB) and the Health Belief Model (HBM) to examine the factors influencing e-bike riders' helmet-wearing intentions among college students. Additionally, two variables—descriptive norms and law enforcement—are incorporated. The results indicate that the integrated model accounts for 76% of the variance in helmet-wearing intention, surpassing single-theory models. Specifically, the TPB accounts for 65%, while the HBM explains 53%. Notably, law enforcement emerges as the most influential factor, highlighting the crucial role of enforcing regulations and promoting awareness. Other significant factors include subjective and descriptive norms, attitudes, perceived benefits, perceived susceptibility, perceived barriers, and perceived severity. These findings provide valuable insights for policy development and targeted interventions aimed at improving helmet wear rates among e-bike riders, especially among the college student population. [ABSTRACT FROM AUTHOR]

Objective: Online aggression (OA) in Chinese university students is a public health concern. Drawing on the general aggression model (GAM), this study examines the extent to which nonviolent and violent stressful life events predict OA through altering moral cognition (i.e., moral disengagement). It also examines whether the two types of stressful life events interactively predict moral disengagement and whether violent stressful life events moderate the link between moral disengagement and OA. Method: Participants were 569 Chinese university students (Mage = 21.94 years, 42.5% males). They participated in a three-wave study, with 3-month spanning each wave, to self-report nonviolent stressful life events at Time 1 (T1), violent stressful life events and moral disengagement at T1 and Time 2 (T2), and OA at T1 and Time 3. Results: Results of path analysis showed that after controlling for the baseline levels of respective variables, T2 moral disengagement mediated the associations between T1 violent, but not nonviolent, stressful life events and Time 3 OA. The interactive effect between the two types of stressful life events at T1 on moral disengagement at T2 was insignificant; neither was the interactive effect between T2 moral disengagement and T2 violent stressful life events on Time 3 OA. The significance of results did not change after adjusting students' gender, age, and family socioeconomic status. Conclusion: These findings support the utility of GAM in explaining how OA develops in Chinese young people, implying that some situational inputs appear more important than others in these developmental processes. The results also shed light on strategies to prevent Chinese university students' OA. [ABSTRACT FROM AUTHOR]

Based on the design feature framework of Chinese–English (C–E) learners' dictionaries (with some modifications made) proposed by Zhang and Hu (2023) , this study aims to review the design features of the microstructures of two popular C–E learners' dictionaries published in China. The results show: 1) the two dictionaries do not distinguish between Chinese and foreign users, nor do they specify target users' language proficiency; 2) some information items and their contents are not appropriately included and treated, even contrary to the primary function of the two dictionaries; 3) the ordering principles of senses, English equivalents and examples are not pertinent to the primary function of the two dictionaries, or even without any principles at all. The cause of the problems in the two dictionaries lies in the neglect of the study and application of systematic design feature frameworks. Therefore, in compiling C–E learners' dictionaries, lexicographers should strengthen the study and application of systematic design feature frameworks. [ABSTRACT FROM AUTHOR]

This collaborative self-study chronicled the evolution of our foundations of education course over three semesters as we attempted to make it more inclusive of our Chinese international students' beliefs and lived experiences. Rooted in frameworks centered on intercultural competence and teacher educator tensions, an analysis of reflective journals and discussions about our experiences teaching Chinese international students revealed messages of cultural minimization within our course as well as tension between our democratic beliefs and acceptance of cultural difference. From this analysis, we made several curricular-instructional changes to our course. Interviews with students who experienced the changes revealed our (need for continued) growth as culturally competent teacher educators. The study offers implications for teacher educators and demonstrates the necessity of self-study in helping teachers of educational foundations realize its democratic promise. Tensions were unearthed between our democratic aims and our Chinese students' needs Teacher educators' foundational education course became more inclusive Areas of needed growth for teacher educators' cultural competence were discovered [ABSTRACT FROM AUTHOR]

Purpose: To enhance the understanding of the antecedents of students' career adaptability, this study employs the crossover model to explore the potential transfer of career adaptability from headteachers to students and the underlying mechanisms involved. Design/methodology/approach: This study examined the proposed moderated mediation model using matched survey data collected from 37 headteachers and 1,598 students in Chinese higher vocational colleges. Findings: Headteachers' career adaptability is positively related to students' career adaptability via students' psychological capital. An increased frequency of headteacher–student interactions strengthened the indirect relationship between headteachers' career adaptability and students' career adaptability. Originality/value: The findings suggest that, under certain conditions, headteachers' career adaptability could be transferred to students via students' psychological capital. [ABSTRACT FROM AUTHOR]

This study delved into the comparison of students' performance and attitudes toward Mathematics in Junior High School when taught in English and Mandarin, aiming to discern the influence of language on student outcomes. By drawing upon Don Elger's Performance Theory and Daniel Katz's Functionalist Theory of Attitudes, the research explored how instructional language shapes student attitudes and performance in Mathematics. Utilizing a descriptive correlational analysis approach, data from structured questionnaires and academic grades were scrutinized using statistical methods such as t-tests, weighted mean, standard deviation, and the Pearson Product-Moment Coefficient of Correlation to unveil patterns and relationships between instructional language, attitude, and academic achievement in Mathematics. The findings revealed significant insights: (1) No significant difference was observed in the performance of students in Mathematics taught in English versus Mandarin; (2) Significant disparities emerged in the attitudes of students toward Mathematics when taught in English versus Mandarin; (3) Negligible and insignificant correlations were found between students' performance and attitude in Mathematics taught in Mandarin; and (4) Low but significant correlations were observed between students' performance and attitude in Mathematics taught in English. These findings underscored the pivotal role of attitude in academic performance, aligning with the Functionalist Theory of Attitudes, which posits that individuals seek to maximize rewards and minimize penalties in their environment. Furthermore, the results supported the Theory of Performance, suggesting that educators, regardless of the instructional language, should enhance teaching methodologies to enhance students' proficiency in Mathematics. [ABSTRACT FROM AUTHOR]

The goal of second language (L2) learning is spontaneous, unreflective L2 use, relying primarily on implicit L2 knowledge. While most research has compared the methods and effects of explicit and implicit instruction, less attention has been given to individual differences (IDs) and their impact on implicit L2 knowledge. A sparse body of research has addressed the relationship between IDs and implicit L2 knowledge considering age effects and age-related language analytic ability, with conative and affective factors receiving scant attention. This paper, grounded in the control-value theory, advocates a holistic view to comprehensively investigate how language analytic ability, language learning motivation, learner beliefs, and foreign language anxiety can contribute to implicit L2 knowledge among Chinese postgraduate students. The findings indicate that cognitive, conative, and affective factors have direct or indirect effects on implicit L2 knowledge. Implications for L2 teaching and research are discussed in detail. [ABSTRACT FROM AUTHOR]

How we view the passage of past time determines how we face time itself as well as our futures, which has a strong impact particularly during the highly creative and malleable college years. Chinese culture cherishes time deeply, and for centuries there has been a tradition of "educating children and youth to inspect the passage of time." However, in today's age of information and intelligence, time has shown a trend toward fragmentation. How do contemporary Chinese college students view the passage of time, and what structures or content does it contain? The answer to this question remains uncertain, necessitating further exploration. Following Flavell's theory of metacognitive knowledge (MK), we adopted a semi-structured interview method and used the results to first outline the basic structure of Chinese college students' view of time passing, identifying four major aspects: priming aftereffect, life touching, positive promotion, and negative inhibition. Then, using the initial four-dimensional structure as a starting point, we developed the Metacognitive Knowledge of Time Passing Scale (MKTPS), and carried out exploratory factor analysis and confirmatory factor analysis to test its fit. The results showed that the fourfactor scale and its 22 items had a good fit to the data. Third, the reliability and validity of the self-developed scale were tested. The results show that the internal consistency, split-half, and retest reliability of the MKTPS are good (all rs > 0.60). The construct validity of the MKTPS is also good (rbetween subscales is 0.33-0.60, rbetween subscales and total scale is 0.64-0.87), the convergent validity with Zimbardo's negative past time perspective is high (r = 0.37), and the discriminant validity with Zimbardo's future time perspective is significant (r = 0.18). Regarding criterion correlation validity, the total scores of the MKTPS have a significantly higher positive correlation with those of the time management disposition (TMD) scale (r = 0.45). Future points for studying the view of time passing in adults of all ages and across cultures field and shortcomings of the current study are also discussed. [ABSTRACT FROM AUTHOR]

The current study aimed to explore whether attachment style could predict the fluctuation of weekly mindfulness. A weekly diary design was adopted across one baseline week and five follow-up weeks. Data from 622 Chinese college students were subjected to latent growth modeling. Results showed attachment anxiety negatively predicted the intercept of acting with awareness, present moment attention, and nonjudging while positively predicting the slope of acting with awareness. Attachment avoidance negatively predicted the intercept of acting with awareness and present moment attention and positively predicted the slope of acting with awareness. These suggest that attachment style may impact the fluctuation of weekly mindfulness. Furthermore, both attachment avoidance and anxiety impact the rate of change of acting with awareness across five weeks. These support the idea that compared to securely attached people, insecurely attached people's attention may fluctuate more according to their stress level, shifting between external tasks, other people, or themselves. [ABSTRACT FROM AUTHOR]

The notion of "poverty of stimulus" in the realms of linguistics and philosophy persists as a pertinent concern, given that language acquisition constitutes a pivotal facet of human culture and communication. The purpose of this study is to evaluate the proficiency of students in their endeavours to learn the Chinese language, focusing on syntactic attributes, under the influence of the concept of "poverty of the stimulus." The study incorporates a cohort of 320 participants comprising students engaged in specialized Chinese language courses across three prominent Chinese universities. The sample was distributed as follows: 55 from the high proficiency group, 115 from the intermediate group, and 150 from the beginner level group. The mean age of the participants is approximately 28 years with a standard deviation of 1.73, 1.73, and 11.83 respectively. The findings illuminate substantial variability in outcomes among students about various factors, including academic achievement, practical application, cultural literacy, and educational attainment. Additionally, the standard errors of the mean for these factors are observed to be significant, underscoring the substantial heterogeneity in responses (SEM = 0.0194; SEM = 0.0185; SEM = 0.0186; SEM = 0.0184). It is estimated that the factor of 'Social Connection' exhibits a relatively low standard deviation (SD = 0.2443) and a small standard error of the mean (SEM = 0.0136), indicating reduced variability in results and greater consensus in student responses concerning social connections, in comparison to other factors related to student development. It has been determined that 'Social Connection' emerges as the most significant motivational factor for students, exerting a decisive influence on their success in learning the Chinese language, particularly in its syntactic dimension. The findings of this study hold potential utility for educators in the field of philological disciplines, who are engaged in refining the pedagogical techniques for teaching the Chinese language and other foreign languages. Furthermore, this research remains pertinent to the students themselves who are contemplating the pursuit of Chinese or any other foreign language studies, aiding them in gaining a deeper understanding of their motivation and how to manage it effectively. [ABSTRACT FROM AUTHOR]

Expressive flexibility, the ability to enhance and suppress emotional expressions according to contexts, is essential for successful social interactions. While previous research has focused on the outcomes of expressive flexibility, which revealed that greater expressive flexibility was closely related to both psychopathology and mental well-being, little is known about the underlying mechanisms of individual differences in expressive flexibility. The present study investigated the association between trait anxiety and expressive flexibility, as well as the atemporal mediating effect of regulatory strategies, namely cognitive reappraisal and expressive suppression, on this relationship. The sample consisted of 1122 Chinese college students (mean age = 19.97, SD = 2.25, 51.70% men). Results revealed that trait anxiety was negatively associated with both enhancement and suppression abilities of expressive flexibility. Furthermore, cognitive reappraisal atemporally mediated the association between trait anxiety and expressive flexibility, whereas expressive suppression failed to mediate these links. Surprisingly, expressive suppression was positively associated with enhancement and suppression abilities in Chinese participants. These findings suggest that a high level of trait anxiety might contribute to impaired expressive flexibility, highlighting cognitive reappraisal's protective function in these interactions. Moreover, expressive suppression might be adaptive for expressive flexibility among young Chinese participants. [ABSTRACT FROM AUTHOR]

This paper argues for the value of system networks as a diagnostic tool in L2 writing education. We report on an investigation of Chinese students learning to write in English over a period of a year in Year 9 of high school, characterizing their choices in the system of modality in different writing tasks over that period, and we also report on an extension of this investigation based on two additional sampling points, Year 12 of high school and Year 3 of university. Our findings indicate that even when we sample L2 texts from three different periods in education, the expansion in the use of the meaning potential embodied in the system of modality is quite limited – as long as we focus on texts from one register. We have also seen from Xuan’s (2015. A longitudinal study of Chinese high school students learning English based on systemic functional text analysis. The Hong Kong Polytechnic University PhD thesis) study of Year 9 writing tasks from a few different registers that there was no clear sense of progression throughout the year. The results show that careful selection and ordering of texts from registers that afford learners with complementary opportunities over time to engage with and master different parts of the resources of the system of modality can be recommended in L2 writing education. [ABSTRACT FROM AUTHOR]

AbstractOnline education transforms many aspects of teaching and learning in higher education. International students studying abroad already face considerable stress and negative emotions, and the transition to online learning can further intensify their learning anxiety. This study systematically investigated the factors associated with international students’ online learning anxiety by integrating demographic, adjustment, and online learning readiness-related factors. A sample of 380 Chinese students studying in South Korea was investigated. A three-step hierarchical multivariate regression revealed that doctoral students demonstrated significantly lower learning anxiety levels compared to freshmen. Adjustment-related factors explained significant additional variance in online learning anxiety, with length of stay, social support and language proficiency emerging as significant predictors. Online learning readiness-related factors were found to be the most powerful predictors in explaining learning anxiety, with self-directed learning, learner control, computer/internet self-efficacy and online communication self-efficacy being significant predictors. The findings were discussed, and future research implications were suggested. [ABSTRACT FROM AUTHOR]

Background: Doomscrolling behavior is very common among college students. The purpose of this study was to evaluate the reliability and validity of the Chinese version of the Doomscrolling Scale, thus providing a scientific basis for its application among Chinese university students. Methods: The Chinese version of Doomscrolling Scale was developed through translation and revision of the original scale, conducting item and factor analysis, and validating it with validation factor analysis. The psychometric properties of the Doomscrolling Scale were assessed in 2885 Chinese university students. Results: The internal consistency coefficients, two-month test-retest reliability, and split-half reliability of the Chinese version of the Doomscrolling Scale (including the 15-item and the 4-item short version) were high, and the mono-factorial scales fitted well to the theoretical model. Scores on the Chinese version of the Doomscrolling Scale were significantly associated with depression, anxiety, and smartphone addiction. The structural equation model indicates that doomscrolling can mediate the bidirectional relationship between insomnia disorder and depression. Conclusions: The revised Chinese version of the Doomscrolling Scale is valid and reliable, which can facilitate research in this field. The association between doomscrolling and various mental disorders has been confirmed, and further research should be conducted to investigate its mechanisms of action. [ABSTRACT FROM AUTHOR]

BACKGROUND: The lifestyle of most people was forced to change due to the COVID-19 pandemic. Perhaps after the pandemic, we will find that these subtle changes in life and from the depths of our hearts are thorough and profound. They may form our conceptual consensus and behavioral habits, becoming part of our long-term personal consciousness. This study explored the impacts of the COVID-19 pandemic on the future life behavior intentions of medical and health-related students studying at universities in China. METHODS: Electronic questionnaires were distributed to students studying at 3 universities in China. A total of 251 valid questionnaires were obtained, and the chi-squared test was used to compare the corresponding groups. RESULTS: In the future, students plan to pay more attention to wearing masks and maintaining social distance in public places, do more online shopping, have more meals at home or in the canteen, engage in less international travel, and have fewer gatherings with friends. However, compared with Chinese students, more non-Chinese students plan to increase domestic and international travel and reduce online learning. Furthermore, only among non-Chinese students did gender, urban or rural origin, and family economic conditions influence how the COVID-19 pandemic affected their future life behaviors. CONCLUSION: The COVID-19 pandemic changed the future life behavior intentions of medical and health-related students. The future behaviors of these students will impact the entire society. This study will help the government and policymakers predict and prepare for general lifestyle changes in our society. [ABSTRACT FROM AUTHOR]

Background: Fully online learning has become a common option in many universities worldwide in the post-COVID-19 era. The study aimed to evaluate the dimensions and characteristics of the fully online learning self-efficacy among Chinese undergraduate medical and nonmedical students. Methods: A cross-sectional study was conducted from January to August 2023 at Xihua University in China. A stratified cluster sampling method was used to enroll participants of undergraduate students. The Chinese version of the online learning self-efficacy scale (OLSES) was used to collect the demographic information. Cronbach's alpha coefficient, exploratory factor analyses, confirmatory factor analyses, and linear regression analyses were conducted in the study. Results: A total of 203 college students were included in the study. One hundred and twenty (59.1%) of the participants were medical students and 83 (40.9%) were nonmedical students, and most of them (64.5%) were from rural areas. The Cronbach's alpha coefficients were determined to be 0.90, 0.86, 0.87, and 0.95 for the learning in a fully online environment, time management, technology use subscales, and the whole scale, respectively. Exploratory factor analysis revealed the justifiability of factor analysis. In the confirmatory factor analysis, the majority of the goodness-of-fit indices reached an acceptable threshold (χ2/df = 3.14, RMR = 0.06, RMSEA = 0.10, NFI = 0.84, RFI = 0.80, IFI = 0.89, TLI = 0.85, CFI = 0.90). More than half of the students reported insufficient self-efficacy for learning in a fully online environment and time management, whereas 55.7% showed good self-efficacy for technology use. Although more medical students than non-medical students had higher self-efficacy scores in the three domains of self-efficacy, the proportion of students with good self-efficacy was slightly lower among medical students than non-medical students, with no significant differences between the medical students and nonmedical students. Conclusions: Most Chinese university students' that participated to our study found self-efficacy for fully online learning as insufficient (results on the three domains, ranging from 36.5 to 55.7%) and had a good level of fully online learning self-efficacy. Medical students and nonmedical students are not differences in the self-efficacy of fully online learning. Thus, pedagogues should take measures to help students including medical and nonmedical improve their self-efficacy in online environment learning, time management and technology use, ultimately enhancing their academic success. [ABSTRACT FROM AUTHOR]

Although mobile phones can provide temporary sensory pleasure to satisfy people's psychological needs, prolonged use of mobile phones may lead to unpleasant and even empty feelings. Thus, this study constructed a chain mediating model to examine the relationship between mobile phone addiction and emptiness among Chinese college students. A sample of 557 college students completed reliable self-reported questionnaires for all constructs. This study found that mobile phone addiction could positively predict emptiness and negatively predict attention control and self-concept clarity. Besides, both attention control and self-concept clarity could mediate the association between mobile phone addiction and emptiness. Meanwhile, attention control and self-concept clarity could play a chain mediating role in mobile phone addiction and emptiness. Research suggests that as university students increasingly use mobile phones, their attention resources are heavily depleted, making it hard to integrate personal information accurately. This may lead to a loss of self-concept and emptiness. Recognizing the adverse impact of excessive mobile phone use on students' well-being, it's crucial to emphasize attention control and wise resource utilization, encouraging positive self-development. [ABSTRACT FROM AUTHOR]

Non-suicidal Self-injury (NSSI) has an association with psychological issues, increasing the risk of suicide. Social exclusion is a common and negative phenomenon, arising as a great risk factor for individuals' physical and mental health. College students are in a development period featuring challenges and opportunities, making them vulnerable to social exclusion and NSSI. In this context, this study explored the mechanism of rumination between social exclusion and NSSI among college students and its significance as a mediator. Participants were 674 Chinese college students selected using random cluster sampling. The questionnaires included the Social Exclusion Questionnaire for Undergraduates (SEQU), the Adolescent Self-Injury Scale (ASIS), and the Ruminative Responses Scale (RRS). Additionally, Bootstrap analysis was used to evaluate the mediating role of rumination between social exclusion and NSSI among college students. The results indicate significant positive correlations among social exclusion, NSSI, and rumination (r = 0.171,0.383,0.243, all p < 0.001). This suggests that college students' social exclusion can directly affect the occurrence of NSSI and indirectly influence NSSI through the mediating role of rumination (β = 0.20,t = 4.97,p < 0.001). [ABSTRACT FROM AUTHOR]

Bedtime procrastination is a pervasive phenomenon among college students, which has a negative effect on their sleep quality, attention, memory in class, and overall academic performance. Therefore, it is crucial to explore the significant factors related to bedtime procrastination. This study aimed to investigate the association between different performance goal orientation and bedtime procrastination, as well as the mediating roles of academic stress and self-control. A sample of 2044 Chinese college students were recruited to complete questionnaires assessing performance goal orientation, academic stress, self-control and bedtime procrastination. Results showed that: (1) Performance approach goal was negatively associated with bedtime procrastination, and performance avoidance goal was positively associated with bedtime procrastination; (2) Performance approach goal was negatively associated bedtime procrastination through academic stress and self-control independently, as well as through the serial mediation effect of academic stress and self-control; (3) Performance avoidance goal was positively associated bedtime procrastination through academic stress and self-control independently, and also through the serial mediation effect of academic stress and self-control. This study not only clarifies the association between different performance goal orientation and bedtime procrastination, but also provides a new perspective for the intervention of bedtime procrastination. [ABSTRACT FROM AUTHOR]

Guided by the perfectionism social disconnection model (PSDM), this study focused on understanding the perfectionism-suicidality link by including appearance-based rejection sensitivity and loneliness as mediators. In this study, the potential direct and indirect roles of self-oriented perfectionism and socially prescribed perfectionism on suicidal ideation were examined. A convenient sample of 1483 Chinese university students (42.9% male, Mage = 19.14; SDage = 1.03) completed self-report measures of the constructs above. The hypothesized model was tested through path analyses using a bootstrapping approach for the direct, indirect, and total effects. The results indicated that (a) socially prescribed–but not self-oriented– perfectionism has a significant direct path to suicidal ideation; (b) loneliness significantly mediated the association between the two kinds of perfectionism and suicidal ideation; and (c) appearance-based rejection sensitivity and loneliness serially mediated the association between socially prescribed perfectionism/ self-oriented perfectionism and suicidal ideation. The limitations, such as cross-sectional design, use of self-report instruments, and nonclinical samples, call for further investigation. Our findings provide important empirical data guiding future prevention programs for suicide in young adults from a new perspective and suggest that individuals high in perfectionism, particularly socially prescribed perfectionism, can be identified and recruited for early intervention. [ABSTRACT FROM AUTHOR]

Background: Amidst the expansion of student enrollment in higher education, the well-being and retention rates of students have emerged as important concerns. Resilience, especially academic resilience, a multidimensional construct that can lead to academic success in adversity, is pivotal in enabling students to successfully cope with academic challenges. While the Academic Resilience Scale-30 (ARS-30) has been validated as an effective instrument in various languages, its applicability for Chinese students in higher education remains unexplored. Objective: This study aims to translate and validate the ARS-30 in Chinese, assessing its reliability and validity among Chinese college students in higher education. Methods: A convenience sample of 1,542 students participated in this study. The inventory included the demographic form, Chinese version of ARS-30 (C-ARS-30), 10-item Connor Davidson Resilience Scale (CD-RISC-10), and General Self-Efficacy Scale (GSES). The assessment of validity was conducted by analyzing content validity, construct validity, convergent and discriminant validity, as well as criterion-related validity. Construct validity was evaluated through Confirmatory Factor Analysis (CFA), Exploratory Factor Analysis (EFA) and Exploratory Structural Equation Modeling (ESEM). Reliability analysis was performed using Cronbach's alpha and test-retest reliability. Results: The C-ARS-30 demonstrated commendable content validity, with the CVI value of items ranging from 0.833 to 1.000, and a total scale CVI of 0.986. ESEM analysis revealed a solid four-factor structure, maintaining the scale's 30 items with excellent fit indices (χ2/df = 2.647, CFI = 0.937, TLI = 0.915, RMSEA = 0.057, SRMR = 0.027). The total score of C-ARS-30 exhibited positive correlations with the CD-RISC-10 (r = 0.542) and the GSES (r = 0.488). The scale demonstrated high internal consistency (Cronbach's a = 0.930) and test-retest reliability (0.794, p < 0.01). Conclusion: The C-ARS-30 is a reliable and valid instrument for assessing academic resilience among Chinese college students, offering a valuable tool for educational and psychological evaluations. [ABSTRACT FROM AUTHOR]

A mounting number of individuals engage in the simultaneous learning of multiple foreign languages. Prior research has underscored the advantages of bilingualism on foreign language aptitude (FLA). However, the impact of multilingual experience on the constituents of FLA, namely explicit language aptitude (ELA) and implicit language aptitude (ILA), along with the cognitive mechanisms underlying these effects, remain less explored. This study seeks to fill this gap by examining the potential multilingual influence on FLA constituents and the possible mediating role of cognitive abilities such as selective attention and working memory. Our research involved 82 Chinese college students, aged between 17 and 24, equally distributed into two cohorts: Chinese-English bilinguals and Chinese-English-Japanese trilinguals (41 per group). The results showed that bilinguals outperformed trilingual learners in terms of ILA performance, with selective attention fully mediating the relationship between multilingualism and ILA. This work is pioneering in identifying the crucial role of selective attention in linking multilingualism and ILA, thereby advancing our understanding of the cognitive underpinnings of the relative bilingual efficiency in language aptitude. The insights are invaluable for educational practice, suggesting that language learning programmes should be designed to optimise cognitive resources in multilingual learners. [ABSTRACT FROM AUTHOR]

This study adopted Q methodology to construct a holistic configuration of Chinese university students’ understandings of plagiarism. Twenty-five Chinese undergraduate students sorted 48 statements on plagiarism. Following the Q sorting, eight participants took part in a follow-up interview to justify their sorting. The study identified three distinct profiles of viewpoints on plagiarism: (a) highly condemnatory and punitive with a focus on practical causes, (b) moderately condemnatory with an emphasis on learning, (c) highly condemnatory with a focus on honor and self-accountability. These viewpoints are discussed with reference to the moral, developmental, and regulatory discourses on plagiarism in the literature. [ABSTRACT FROM AUTHOR]

Introduction: This study aims to investigate whether exercise adherence and positive mental character significantly affect subjective well-being among Chinese college students during the COVID-19 pandemic and whether positive mental character plays a mediating role. Methods: The study employed questionnaires, including the Exercise Adherence Scale, the Positive Mental Character Scale, and the Subjective Well-Being Scale, which were administered to students across seven universities in Henan Province, China. A total of 1,001 participants were analyzed in the final sample. Data were analyzed using SPSS 21.0 for descriptive statistics, independent samples T-test, correlation, and regression analyses. Furthermore, structural equation model with AMOS was conducted to examine the potential mediating effect of positive mental characteristics on the relationship between exercise adherence and subjective well-being. Results: The results indicated significant differences in exercise adherence, positive mental character, and subjective well-being between male and female participants, with males scoring higher in all three domains. Among Chinese university students during the COVID-19 pandemic, there was a significant correlation among exercise adherence, positive mental character, and subjective well-being. Exercise adherence was found to have a significant and positive impact on both positive mental character and subjective well-being. Additionally, it was found that positive mental character had a significant positive association with subjective well-being. The mediating role of positive mental character in the relationship between exercise adherence and subjective wellbeing was partially supported. Discussion: Exercise adherence among Chinese college students had a significant positive association on both positive mental character and subjective well-being throughout the COVID-19 pandemic. The exercise adherence can directly or indirectly enhance subjective well-being through its association with positive mental character. Therefore, positive mental and subjective well-being can be enhanced by consistent physical activity even during a pandemic. [ABSTRACT FROM AUTHOR]

Background: Poor sleep quality has emerged as a prevalent health issue among college students. This study aims to explore the mechanism of sleep quality among college students by constructing a moderated mediation model. Methods: The Peer Support Scale, Physical Exercise Atmosphere Scale, eHealth Literacy Scale and Pittsburgh Sleep Quality Index were used to conduct a survey and analysis on 1,085 questionnaires, which were distributed among students from four universities in the northwest, northeast and central regions of China. Results: (1) A significant pairwise correlation exists between peer support, physical exercise atmosphere, eHealth literacy and sleep quality (P < 0.001); (2) Physical exercise atmosphere plays a mediating role between peer support and sleep quality, with a mediating effect accounting for 28.08%; (3) eHealth literacy can significantlymoderate the strength of the relationships between peer support and exercise atmosphere, between peer support and sleep quality, and between physical exercise atmosphere and sleep quality. This study revealed the relationship between peer support and sleep quality among college students and its influencing mechanism, and provided theoretical and practical basis for improving college students' sleep quality from the perspectives of peer support, physical exercise atmosphere, and eHealth literacy. [ABSTRACT FROM AUTHOR]

Positive interpersonal adaptation helps to maintain college students' interpersonal relationships and promote their social adaptation. Previous studies have found that positive family functioning and regulatory emotional self-efficacy facilitate interpersonal adaptation. The present study examined whether regulatory emotional self-efficacy mediated the relationship between family functioning and interpersonal adaptation and whether this mediating process was moderated by gender. Altogether, 895 (55.5% males, 17–23 years old) college students from different universities in China were interviewed. The results showed that family functioning significantly and positively predicted interpersonal adaptation. Mediation analysis indicated that regulatory emotional self-efficacy partially mediated the relationship between family functioning and interpersonal adaptation. Tests of moderated mediation further revealed that gender played a moderating role in the pathway between family functioning and regulatory emotional self-efficacy. Specifically, male students' family functioning influenced on their regulatory emotional self-efficacy more than female students. The results of the study imply the need to pay attention to gender differences and to enhance the emotional connection in the process of educating adolescents at the family level. This has positive implications for the future social life and the concrete implementation of family education policies. [ABSTRACT FROM AUTHOR]

Previous research demonstrated the relationship between mindfulness and academic performance among adolescents. However, there is a lack of research distinguishing between the five facets of mindfulness (observing, describing, acting with awareness, non-judgment and non-reactivity) and their associated underlying mechanisms through motivation. The present study investigated whether autonomous and controlled motivation would mediate the relationship between the five facets of mindfulness and two indicators of academic performance - academic engagement and procrastination among adolescents. A sample of 713 Chinese students were recruited to complete a series of self-reported measures quantifying mindfulness, academic engagement, academic procrastination, and autonomous and controlled motivation. Results indicated that four out of five mindfulness facets– observing (r = 0.198), describing (r = 0.329), acting with awareness (r = 0.365), and non-reactivity (r = 0.187)– were positively correlated with academic engagement (ps < 0.001), whereas non-judgment showed a negative correlation (r=-0.115, p = 0.002). In terms of relationship with academic procrastination, three mindfulness facets– observing (r=-0.115, p = 0.002), describing (r=-0.289, p < 0.001) and acting with awareness (r=-0.365, p < 0.001) exhibited a negative association. Furthermore, autonomous and controlled motivation together mediated the relationships between four facets of mindfulness and academic engagement as well as academic procrastination. However, there was a non-significant mediating effect of controlled motivation in relation between describing and academic performance. Overall, the mediating effect of autonomous motivation was stronger than controlled motivation. Results also indicated that acting with awareness was a relatively more robust protective factor for academic engagement and academic procrastination. Hence, mindfulness intervention programs developed to improve academic performance among adolescents may benefit from targeting on autonomous motivation and the mindfulness facet of acting with awareness. [ABSTRACT FROM AUTHOR]

Digital audio workstations can be used to develop creative thinking in music students while practicing music production. This research aimed to study the effectiveness of the Pyramix software for the development of creative thinking and musical self-efficacy of Chinese music students. It enrolled 200 students with a mean age of 21.8 years. The effectiveness was determined through the comparison of pre-and post-test results in the experimental and control groups. Self-report measures were employed in the study: the Torrance Test of Creative Thinking (TTCT) for assessing creative thinking and the Musical Performance Self-Efficacy Scale (MPSES) for evaluating musical self-efficacy. In the experimental group, there was an increase in creative thinking in all five subscales during the post-test: originality, elaboration, abstractness, and resistance to premature completion increased by 19.26%, 18.23%, 11.04%, 10.40%, and 15.09%, respectively. The differences were significant and confirmed the effectiveness of using stations to develop creative thinking. However, their use did not have a positive effect on musical self-efficacy in terms of mastery experience, vicarious experience, and verbal/social persuasion. Intergroup differences were not significant; only the physiological state significantly increased by 8.72. This research is significant because it gives information on the effect of digital audio workstations in music education on the development of students' creative-thinking skills through the contribution to existing music knowledge and literature. The findings may be of interest to researchers and educational institution managers, who are interested in enhancing creativity skills. [ABSTRACT FROM AUTHOR]

Objectives: This study investigated the prevalence of suicidal ideation (SI) among Chinese medical students and its associated risk factors. Methods: A total of 6643 medical students (2383 males/4260 females) were recruited from a medical college in Hebei Province, China. Demographic data were collected via a self-administered questionnaire. The Childhood Trauma Questionnaire Short Form (CTQ-SF) was used to evaluate childhood maltreatment (CM), and the Adolescent Self-Rating Life Events Checklist (ASLEC) was used to evaluate the stressful life events. Suicidal ideation was assessed using the Beck Scale for Suicide Ideation (BSSI). Univariate and multivariate logistic regression models were used to analyze the factors affecting SI. Results: The prevalence of SI in medical students was 11.5% (763/6643). Multivariate logistic regression analysis revealed that SI was significantly associated with younger age, a female sex, being lovelorn, being introverted, experiencing CM during childhood, and experiencing stressful life events within the past 12 months. Of the five subtypes of CM, emotional abuse may have the strongest effect on SI (OR=2.76, 95% CI: 1.72-4.42). The joint effects of CM and stressful life events were significantly associated with an increased risk of SI (OR=5.39, 95% CI: 4.15-6.98). Conclusion: The prevalence of SI among medical students is high, and medical students who have experienced CM and stressful life events have a higher tendency towards SI. Screening for both CM and stressful life events may be an effective way of identifying individuals at high risk of SI. [ABSTRACT FROM AUTHOR]

Introduction: To improve the physical fitness of college students, numerous Chinese universities have mandated students to use sports apps for running on campus. However, this has led to widespread resistance among students. Methods: To gain a deep understanding of the potential reasons for student resistance, we have developed a conceptual model based on psychological reactance theory. Specifically, we conducted a questionnaire survey involving 449 Chinese college students, using partial least squares structural equation modeling to test and analyze the research model and its related hypotheses. Results: Our results reveal that: (1) Psychological reactance poses a potential reason for students' resistance to mandatory use of sports apps, and it has a significant negative impact on students' attitudes and behavioral intentions. (2) Students' perceived threat to freedom and reactance proneness are two important antecedents of psychological reactance, which can account for 51% (R2 = 0.51) of the variance in psychological reactance. Furthermore, the results indicate that students' reactance proneness has a positive impact on perceived threats to freedom. (3) The mandatory use of sports apps leads students to have two different conditions: mandated-acceptance and mandated-rejection, both of which have a positive impact on the antecedents of psychological reactance. Discussion: These findings provide insights into the psychological processes underlying students' resistance to mandatory use of sports apps, facilitating the application of sports apps in intervention measures that improve health and fitness. Furthermore, this study is the first to apply psychological reactance theory to mandatory exercise behavior, contributing to the reactance literature. [ABSTRACT FROM AUTHOR]

Background: The attrition rate of Chinese medical students is high. This study utilizes a nomogram technique to develop a predictive model for dropout intention among Chinese medical undergraduates based on 19 individual and work-related characteristics. Method: A repeated cross-sectional study was conducted, enrolling 3536 medical undergraduates in T1 (August 2020-April 2021) and 969 participants in T2 (October 2022) through snowball sampling. Demographics (age, sex, study phase, income, relationship status, history of mental illness) and mental health factors (including depression, anxiety, stress, burnout, alcohol use disorder, sleepiness, quality of life, fatigue, history of suicidal attempts (SA), and somatic symptoms), as well as work-related variables (career choice regret and reasons, workplace violence experience, and overall satisfaction with the Chinese healthcare environment), were gathered via questionnaires. Data from T1 was split into a training cohort and an internal validation cohort, while T2 data served as an external validation cohort. The nomogram's performance was evaluated for discrimination, calibration, clinical applicability, and generalization using receiver operating characteristic curves (ROC), area under the curve (AUC), calibration curves, and decision curve analysis (DCA). Result: From 19 individual and work-related factors, five were identified as significant predictors for the construction of the nomogram: history of SA, career choice regret, experience of workplace violence, depressive symptoms, and burnout. The AUC values for the training, internal validation, and external validation cohorts were 0.762, 0.761, and 0.817, respectively. The nomogram demonstrated reliable prediction and discrimination, with adequate calibration and generalization across both the training and validation cohorts. Conclusion: This nomogram exhibits reasonable accuracy in foreseeing dropout intentions among Chinese medical undergraduates. It could guide colleges, hospitals, and policymakers in pinpointing students at risk, thus informing targeted interventions. Addressing underlying factors such as depressive symptoms, burnout, career choice regret, and workplace violence may help reduce the attrition of medical undergraduates. Trial registration: This is an observational study. There is no Clinical Trial Number associated with this manuscript. [ABSTRACT FROM AUTHOR]

This study delves into the acceptance of generative artificial intelligence (GenAI) for English language learning among Chinese postgraduate students, examining how individual, social, and technological factors influence this process. Utilizing an extended technology acceptance model, the research collected data from 497 students via a survey, analyzed through partial least square‐structural equation modeling. Key findings underscore personal innovativeness, subjective norms, and trust as significant predictors of GenAI adoption, with an intricate interplay between perceived ease of use and usefulness affecting behavioral intentions. The insights offer theoretical and practical implications for enhancing GenAI's educational integration, emphasizing the importance of fostering innovation, peer influence, trust, and support infrastructure. This contribution enriches the understanding of GenAI's educational potential, particularly in non‐native English contexts, paving the way for further exploration in this evolving domain. [ABSTRACT FROM AUTHOR]

Online class-related boredom among college students is an academic emotion most often ignored by the academic community. Therefore, only a few empirical studies have been conducted by research scholars on this subject. From the viewpoint of self-determination theory and the control-value theory of achievement emotion, this research study attempts to investigate the association between online class-related boredom, school motivation, and academic achievement. Accordingly, a total of 1294 Chinese college students are taken on board. Noticeably, the study findings indicate that online class-related boredom among college students exerts a negative correlation with their academic achievement. Furthermore, intrinsic school motivation mediates the relationship between online class-related boredom and academic achievement, whereas extrinsic school motivation also exhibits a relevant effect. Lastly, gender moderates the mediating effect of school motivation between online class-related boredom and academic achievement. Specifically, in male students, increased online class-related boredom is associated with higher levels of extrinsic motivation. In contrast, in female students, increased online class-related boredom correlates with reduced levels of both extrinsic and intrinsic motivation. In the context of research significance, on the one hand, this paper suggests that college teachers should pay due attention to the negative emotions and school motivation of college students in online classrooms, in order to improve teaching practice; on the other hand, this research study further empirically ascertains the control-value theory of achievement emotions and self-determination theory. [ABSTRACT FROM AUTHOR]

Smartphone distraction (SD) is closely related to depression, and the prevalence of SD among nursing students is gradually increasing. However, the potential mechanism of the effect of SD on nursing students' depression is unclear. A total of 574 nursing students were assessed using Smartphone Distraction Scale, Ruminative Response Scale, Hikikomori Questionnaire, and Patient Health Questionnaire-9. The results indicated that SD among nursing students had an impact on depression through four pathways: (1) SD was positively associated with depression (β = 0.353, P < 0.001); (2) Rumination (β = 0.199, 95% CI: 0.081 to 0.162) and social withdrawal (β = 0.061, 95% CI: 0.034 to 0.091) mediated the effects of SD on depression, respectively; and (3) Rumination and social withdrawal played a chain mediating role in the effect of SD on nursing students' depression (β = 0.027, 95% CI: 0.015 to 0.042). The negative impact of SD on nursing students' mental health should not be taken lightly. Schools and hospitals should guide nursing students to use smartphones correctly, including providing mental health education and professional psychological counselling; families could play a supervisory role and communicate regularly to understand the psychological state and learning of nursing students. These measures can help nursing students cope with stress and reduce the risk of depression. [ABSTRACT FROM AUTHOR]

The emergence of ChatGPT has significantly impacted the field of education. While much of the existing research has predominantly examined the theoretical implications of ChatGPT, there is a notable absence of empirical studies substantiating these claims. As pivotal stakeholders in education and primary users of ChatGPT, exploring the willingness and influencing factors of higher education students to use ChatGPT can offer valuable insights into the real-world needs of student users. This, in turn, can serve as a foundation for empowering education with intelligent technologies in the future. This study focuses specifically on the demographic of students in Chinese higher education who have utilized ChatGPT. Using semi-structured interviews and grounded theory methodology, we aim to comprehensively understand the extent to which students embrace new technologies. Our objective is to elucidate the behavioral inclinations and influencing factors of student users. The findings of this study will contribute practical insights for refining policy frameworks, expanding the dissemination of quality resources, optimizing and upgrading products for an enhanced user experience, and fostering higher-order thinking skills to adeptly navigate evolving technological landscapes. In conclusion, this research endeavors to bridge the gap between theoretical discussions and practical applications. [ABSTRACT FROM AUTHOR]

This article examines the emotional aspects of international student mobility (ISM) from African countries to a higher education institution in China. While there is increasing scholarly attention to the role of emotional experiences in ISM, most of this work has focused on Western destinations with a long history of education mobilities. Information on newly emerged, non-Western ISM destinations is comparatively limited. Drawing on ethnographic research of 15 months at a Chinese university, this article shows how emotions shape and re-shape pre-arrival aspirations, daily interactions, and post-graduation plans among students from African countries. Specifically, the study shows that many students confront emotional dissonance and perform diverse forms of ‘emotion work’ in attempts to find a sense of familiarity and belonging while studying abroad. This is significant as it speaks to students’ agentive subjectivity in contending with emotional challenges and navigating complex ‘emoscapes’. The paper argues that a focus on emotions contributes to a more nuanced, multifaceted understanding of contemporary educational mobilities. It illuminates how students’ multiple emotions are continuously articulated and circulated with and within these ISM flows apparently driven by economic forces in the global higher education market. [ABSTRACT FROM AUTHOR]

Introduction: The mental health (MH) of college students has long been a crucial concern for families, educational institutions, and society. Extensive research has demonstrated the influential role of exercise motivation in shaping MH. However, further investigation is warranted to ascertain which types of exercise motivation may have more influence on the MH of college students. The present study examined the direct effects of five distinct types of exercise motivation, namely health motivation (HM), appearance motivation (APM), fun motivation (FM), ability motivation (ABM), and social motivation (SM) on MH. Additionally, the study explored the potential mediating role of physical exercise (PE) in these relationships. Methods: An cross-sectional study design was employed. A total of 433 Chinese college students participated in the study and completed our questionnaires, which included the Exercise motivation scale (EM scale), the Physical exercise scale (PE scale), and the Mental health scale (MH scale). Results: The findings revealed a significant and positive relationship between all five categories of exercise motivation and the MH of college students. Specifically, FM was found to have the most pronounced impact on MH, followed by HM, ABM, SM, and APM, in descending order of influence. Furthermore, the impacts of HM, FM, ABM, and SM on MH were found to be partially mediated by PE. However, the association between APM and MH was entirely mediated by PE. Discussion: The present study contributes to enhancing the comprehension of the underlying mechanisms behind different exercise motivations in relation to PE and MH. Additionally, it offers practical implications for developing intervention strategies for improving the MH of college students. [ABSTRACT FROM AUTHOR]

Background: As emerging adults are increasingly reliant on instant messaging applications for communication with romantic partners, cyber dating abuse perpetration (CDAP) and victimization (CDAV) have proliferated. This has aroused the high attention of researchers. This study aimed to explore the mechanism of the influence of peer phubbing on CDAP and CDAV in Chinese context. Methods: 566 Chinese college students (average age of 19.31 years, 47.7% females) were investigated with the generic scale of being phubbed, rejection sensitivity questionnaire, Chinese version of resilience scale and cyber dating abuse questionnaire. The data were analyzed by using a moderated mediation model with SPSS and the PROCESS. Results: The results revealed that: (1) peer phubbing had a significant positive predictive effect on CDAP (β =.32, p <.001) and CDAV (β =.43, p <.001) respectively. (2) Rejection sensitivity played a partial mediating role both between peer phubbing and CDAP (indirect effect =.12, 95% CI = [.05,.18], accounting for 37.5%) and CDAV (indirect effect =.09, 95% CI = [.05,.14], accounting for 20.9%. (3) The first half (β = −.27, p <.001) of the indirect effect of peer phubbing on CDAP and CDAV are weakened by psychological resilience, and the direct paths were also weakened by psychological resilience(β = −.13, p <.001;β = −.16, p <.001). Conclusion: These findings highlight the importance of discerning the mechanisms moderating the mediated paths linking peer phubbing to CDAP and CDAV. The results also underline the importance of implementing measures and interventions to use the protective role of psychological resilience on college students' CDAP and CDAV. [ABSTRACT FROM AUTHOR]