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Drawing on student approaches to learning research, this study combined both self-reported and process data to examine: (1) the extent of the alignment between the self-reported and process data of the profiles of 179 Chinese university students' learning experience in the flipped classrooms and (2) the contributions of the self-reported and process data of students' learning experience to their academic performance. Two groups of students with contrasting learning experiences were identified. One group reported a more desirable learning experience (cohesive conceptions of learning theoretical mechanics, deep approaches in both face-to-face and online learning, and positive perceptions of both the human and non-human elements of the learning environments in the course). Another group had a poorer learning experience (fragmented conceptions, using surface approaches, and perceiving a lack of peer online interaction and not appraising online design of the course site). The students self-reporting better and poorer learning experiences, however, only differed in frequency of participation in the pre-lecture quizzes, demonstrating weak alignment between the self-reported and process data. The hierarchical regression analyses revealed that including both self-reported and process data significantly increased the variance explained in students' academic performance. [ABSTRACT FROM AUTHOR]

Family system generally consists of family structure and process, and plays substantial yet varied roles in university students' career decision self-efficacy (CDSE). However, previous research has mainly employed the variable-centered approach, which overlooked the diversities of family systems in light of individuals' CDSE. Adopting latent profile analysis, the present study examined the relationships between various family structural (socioeconomic status) and processual factors (parental career-related support) with CDSE among 917 Chinese undergraduates (Mage = 21.41, SD = 0.84; females, 53.87%). Five distinct family profiles were identified: "powerful and supportive" (N = 377, 41.12%), "powerful but unsupportive" (N = 61, 6.65%), "powerless but supportive" (N = 104, 11.34%), "powerless and unsupportive" (N = 62, 6.76%), and "ordinary powerful and supportive" (N = 313, 34.13%). The scores of CDSE significantly differed among the different family system profiles. The order from the lowest to highest CDSE was "powerless and unsupportive" (M = 3.48, SD = 0.08), "powerful but unsupportive" (M = 3.53, SD = 0.07), "powerless but supportive" (M = 3.74, SD = 0.05), "ordinary powerful and supportive" (M = 3.77, SD = 0.03), to "powerful and supportive" (M = 3.86, SD = 0.03). Additional regression analyses, after controlling for demographic variables, further confirmed the findings from multivariate analysis of variance and follow-up post hoc tests regarding the differences of CDSE among different profiles. The findings underscored family system patterns in shaping CDSE, and provided implications for improving career development among Chinese college students. [ABSTRACT FROM AUTHOR]

Introduction: With the growing interest in the psychological basis of language learning, this study aims to validate the Chinese version of the Language Mindset Inventory (LMI) among Chinese university students. Methods: A sample of 476 students from various universities in mainland China was used. The translation process followed the forward-backward method. Confirmatory factor analyses (CFAs) were conducted to evaluate the factor structure. The internal consistency of the LMI was assessed using Cronbach's alpha, and convergent validity was examined through correlations with established mindset measures. Results: Compared with the one-factor model, the two-factor model which distinguishes between fixed and growth mindsets, showed an acceptable and better fit index. The overall Cronbach's alpha for the full scale was 0.954, with 0.929 for the fixed mindset dimension and 0.903 for the growth mindset dimension. AVE values for the fixed and growth dimensions were 0.597 and 0.510, respectively. Correlations showed that the growthmindset dimension was significantly positively associated with the 8-Item Growth Mindset Scale (r = 0.186, p < 0.01) and the Mindset Scale for Learning English (r = 0.149, p < 0.01), while the fixed mindset dimension was negatively associated with both scales (r = -0.228 and r = -0.169, p < 0.01). Discussion: This study confirms the reliability and validity of the Chinese version of the LMI, making it a relevant tool for assessing language learning mindsets among Chinese university students. The findings support the integration of LMI into educational strategies to promote resilience and adaptability, enhancing language education outcomes. [ABSTRACT FROM AUTHOR]

Short video addiction has evolved into an emerging form of Internet addiction, which is prevalent among college students and seriously disrupts their lives, studies, and physical and mental health. The current study aims to uncover the underlying mechanisms of short video addiction among college students in the context of Chinese society and culture. And it tries to provide theoretical support for effective interventions in the future. Based on ecosystem theory, attachment theory and dual systems model of self-control, this research explores the influence of filial piety on college students' short video addiction, testing the mediating role of intolerance of uncertainty and the moderating role of self-control. A total of 1,187 college students completed the Dual Filial Piety Scale, Intolerance of Uncertainty Scale, Brief Self-Control Scale and Short Video Addiction Scale. The results found that reciprocal filial piety was significantly negatively related to short video addiction; authoritarian filial piety was significantly positively related to short video addiction. Intolerance of uncertainty played a part mediating role between reciprocal filial piety and short video addiction, as well as between authoritarian filial piety and short video addiction. Self-control moderated the relationship between intolerance of uncertainty and short video addiction. In the Chinese socio-cultural context, this study reveals the mechanisms of how filial piety affects college students' short video addiction, contributing to understanding the mechanisms from a family perspective. [ABSTRACT FROM AUTHOR]

This study aims to fill the gaps in measuring foreign language reading enjoyment by developing an English reading enjoyment scale for Chinese university students. Scherer's [(2000). 'Emotions as Episodes of Subsystem Synchronization Driven by Nonlinear Appraisal Processes.' In Emotion, Development, and Self-Organization: Dynamic Systems Approaches to Emotional Development, edited by M. D. Lewis, and I. Granic, 70–99. Cambridge: Cambridge University Press] component process model of emotion was consulted and a sequential mixed-methods approach was taken. In the qualitative part, 29 Chinese university students of English were invited to report their English reading enjoyment representations and the collected data were analyzed with a grounded theory approach, which produced 52 thematic categories. Based on the 12 mostly endorsed categories, the English Reading Enjoyment Scale was constructed and then submitted to principal components analysis and subsequently confirmatory factor analysis, leading to an 11-item scale. The internal structure and psychometric properties of the scale as well as the limitations and implications of the study are discussed. [ABSTRACT FROM AUTHOR]

Abstract This study addresses the growing anxiety and depression among Chinese university students by evaluating and ranking music education strategies to alleviate these issues. We integrates Fuzzy Analytic Hierarchy Process (FAHP) and Fuzzy Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS). FAHP was utilized to determine the weight of factors such as academic pressures, social relationships, and cultural norms, while fuzzy TOPSIS ranked the effectiveness of music education interventions based on these weights. The results revealed that ‘Mental health stigma’ and ‘Academic Pressures and Rigidity’ are among the highest weighted factors, significantly impacting student anxiety. ‘Music Appreciation and Music-Based Self-Care’ emerged as the most effective strategy. These results highlight the importance of direct involvement in music-related activities for improving student mental health.

Background/Objective Weight stigma has significant psychological and social implications, yet studies on perspective-taking as an intervention strategy remain scarce. This study aimed to investigate the effect of perspective-taking on weight stigma among Chinese university students and examine the potential mediating role of common ingroup identity. Methods A randomized controlled experiment with 202 Chinese university students (experimental group, perspective-taking group: n = 102; control group: n = 100) was conducted. Weight stigma was measured pre- and post-intervention using the Anti-Fat Attitudes Test. The study employed a 2 × 2 mixed design with ANCOVA and mediation analysis. Results The experimental group showed significantly lower post-test weight stigma when controlling for pre-test scores ( F(1, 199) = 25.69, p < .001). Perspective-taking engagement was significantly higher in the experimental group ( t = 3.13, p = .002). Common ingroup identity negatively correlated with post-test weight stigma ( r = -.28, p < .001) but did not significantly mediate the perspective-taking and weight stigma reduction relationship. Conclusion Perspective-taking effectively reduces weight stigma among Chinese university students, contributing to stigma reduction strategies in university settings. Further research on underlying mechanisms is warranted.

This study addresses the growing anxiety and depression among Chinese university students by evaluating and ranking music education strategies to alleviate these issues. We integrates Fuzzy Analytic Hierarchy Process (FAHP) and Fuzzy Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS). FAHP was utilized to determine the weight of factors such as academic pressures, social relationships, and cultural norms, while fuzzy TOPSIS ranked the effectiveness of music education interventions based on these weights. The results revealed that 'Mental health stigma' and 'Academic Pressures and Rigidity' are among the highest weighted factors, significantly impacting student anxiety. 'Music Appreciation and Music-Based Self-Care' emerged as the most effective strategy. These results highlight the importance of direct involvement in music-related activities for improving student mental health. [ABSTRACT FROM AUTHOR]

This study explores whether the psychological proximity of the student to the question (Q-proximity) versus to the answer (A-proximity) affects the student's learning preference and performance. Construal Level Theory (CLT) suggests that proximity versus distance elicits different levels of preference and performance in the learning context. Based on the ownership of the Q, A, neither or both, we developed seven learning modes and tested them in the student population of a Chinese university in a Business school. An instrument based on seven proximity vs. distal modes was distributed to 2,000 students, and we received 1,142 useful responses through non-random sampling. With mixed-effect methods and path analysis, we discovered that the Q-proximity and A-proximity increase both preference and performance. Between the two, the A-proximity enhances performance more than the Q-proximity regarding the student's self-reported score. The A-proximity has a marginal difference (factor of 0.3) from the Q-proximity in the preference; however, the A-proximity has a large difference (factor of 1) from the Q-proximity in the context of university students in management education in China. This finding aligns with theories that Asian students are more inclined to answer for high scores than to questions. The insight from this study can enhance our understanding of learning conditions, contexts, and structures within the framework of construed evaluation in China. Furthermore, these findings offer practical guidance for designing learning systems that lead to optimal and balanced educational outcomes. [ABSTRACT FROM AUTHOR]

Introduction: Mental health challenges have still been widely pervasive among Chinese university students after the outbreak of the COVID-19 pandemic. This article aims to explore mental health challenges encountered by Chinese university students in the post-pandemic era and explain causes to these challenges using a qualitative approach. Methods: We conducted six focus group interviews with university students in Zhuhai, China, and altogether 61 students including 43 female students, and 18 male students participated in the study. Results: Our results indicate that sleep difficulties, anxiety, and stress are the three primary mental health challenges experienced by students. Academic pressure, social influence including peer pressure and pursuit of social acceptance, and pandemic related policies and measures are the causes to the above mental health challenges. Discussion: The results of this study will inform the development of mental health promotion, intervention, and education activities for university students to bolster their resilience and cope with mental health problems in the postpandemic era. Meanwhile, our results could illuminate the services stakeholders provide to university students in the future. [ABSTRACT FROM AUTHOR]

With rapid technological development, Computer-Aided Design (CAD) technology is now widely used in medicine, engineering, and art. Recently, the sports industry has started exploring its potential. This study investigates the application of CAD technology in sports training for Chinese university students and its impact on their athletic performance and well-being. The study involved 1,000 university students from five selected schools. Data collected included basic information, sports performance history, training data, and CAD simulation data. Health assessments covered cardiovascular health, body mass index, and metabolic indicators. A multivariate linear regression model was used to analyze athletic performance and health indicators, with CAD simulation data, training duration, physical fitness test scores, and other factors as independent variables. The multivariate linear regression analysis revealed a significant positive correlation between CAD simulation data and athletic performance (β=0.35, p<0.001). Training duration (β=0.25, p<0.001) and physical fitness test scores (β=0.20, p<0.01) also showed significant positive associations with athletic performance. Additionally, CAD simulation data positively correlated with cardiovascular health (β=0.18, p<0.01) and body mass index (β=0.14, p<0.05). Grade level and gender had insignificant influence in the model. This study provides evidence of the positive role of CAD technology in enhancing athletic performance and health among Chinese university students. CAD technology offers accurate data analysis for coaches and athletes, aiding in the design of efficient training programs. Integrating CAD technology into sports training models holds promise for improving the athletic level and physical well-being of university students. This research highlights the potential of CAD technology in sports science and practice, offering valuable guidance for future research and training. [ABSTRACT FROM AUTHOR]

Mental illnesses and mental health challenges have become increasingly pervasive among Chinese university students. However, the utilization rate of mental health services is low among students. We aimed to explore Chinese university students' help-seeking behaviors to understand how they deal with mental health challenges and use the results to inform the development of effective mental health promotion initiatives. In this study, we conducted 13 focus group interviews with students in six universities in Jinan, China, including 91 (62%) female students and 56 (38%) male students. We drew on the Theory of Planned Behaviors to guide our thematic analysis to gain a contextual understanding of participants' accounts on help-seeking. Our results have depicted the help-seeking patterns of Chinese university students and show that there are four major behaviors which are self-reliance, seeking support from peers and families, seeking professional support, and accessing virtual mental health care. Results from this study can be used to inform the development of mental health literacy programming for students in universities that share similar contexts, and the study has also opened up a new space for using qualitative approaches to study mental health needs and access to care in diverse populations. [ABSTRACT FROM AUTHOR]

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

Market demand for video gamers and the popularity of electronic sports (eSports) competitions have become central to collegiate students’ activities, including tournaments, professional teams, and academic programs. This study aimed to identify the factors affecting American and Chinese college students’ perceptions of eSports, focusing on sex or cultural differences. A pre-validated and reliability-tested questionnaire—the Profile of Esports Perception—was used to collect data from 679 participants regarding attraction, economics, recognition, socialization, and technicity. A 2 × 2 factorial multivariate analysis of variance and separate analyses of variance were performed to examine data interactions and simple main effects. The results indicated a significant interaction effect between nation and sex and the five noted perceptual factors. American students scored lower than Chinese students on economics, recognition, socialization, and technicity. Female participants scored lower than male participants on all perceptual factors. Sex differences and cultural diversity present challenges for eSports game developers and policymakers in the US and China. Future research should explore the motivations of eSports gamers.

Abstract Background Trans persons’ physical and mental health is easily affected by the attitude of those around them. However, China currently lacks a valid psychometric instrument to investigate people’s attitudes toward trans persons. Therefore, this study modifies the English version of the Transgender Attitudes and Beliefs Scale (TABS) to suit the Chinese context. It subsequently examines the reliability and validity of the Chinese version of the TABS. Methods This study recruited 1164 university students, aged 18–25 years, from 7 regions of China. SPSS26.0 and AMOS24.0 were used for data statistical analysis. Critical ratio method and correlation coefficient method were used for item analysis. Exploratory factor analysis and confirmatory factor analysis were used to test the structural validity of the Chinese version of Transgender Beliefs and Attitudes Scale, and the internal consistency reliability of the scale was tested. Results The TABS-C contains 26 items with 3 factors. The Cronbach’s alpha was 0.957 for the total scale and 0.945, 0.888, and 0.885 for the 3 factors. The half-point reliability of the scale was 0.936, and the retest reliability was 0.877. The Pearson correlation coefficients for the 3 factors and the total scale score ranged from 0.768 to 0.946. Conclusion The TABS-C has reliable psychometric properties and is suitable for usage among college students in the Chinese context.

AbstractOverwhelming food waste impacted society and the environment. One of the initiatives to mitigate this problem is to separate the food waste and utilise it for alternative purposes. However, few studies have examined universities’ role in separating female residential students’ food waste, even though universities contribute to food waste generation. Therefore, this study investigates the university’s role on this matter. Through purposive sampling, 339 responses from female residential students were gathered and analysed using the Partial-Least-Square-Structure Equation Modelling (PLS-SEM) and Importance-Performance Map Analysis (IPMA) techniques. The results revealed that the university environment (UE) and university policy regulation (UPR) influenced female residential students’ attitudes (ATT) toward food waste separation. In contrast, UPR and ATT significantly influenced the students’ food waste separation intention (FWSI). The mediation analysis also showed the significance of the UE and UPR, which could indirectly affect the students’ FWSI through ATT. Furthermore, the Importance-Performance Map Analysis (IPMA) showed that the improvement effort should be more focused on ATT as the current performance is low. Thus, the importance of the university-related factors was provided in this study. The finding is expected to bring theoretical and practical advantages.

Background: Eating disorders (EDs) have become a global public health concern among adolescents and young adults. However, Chinese university students exhibit a high prevalence of eating disorders. This study aims to investigate the effects of self-esteem (SE) and body shape (BS) on ED behaviors among Chinese university students. Methods: Using random sampling, 946 Chinese university students (aged 18 to 24, M = 19.94, SD = 1.04) participated in a survey comprising the Sick, Control, One, Fat, and Food Questionnaire (SCOFF-Q), the Body Shape Questionnaire (BS-Q), and the Rosenberg Self-Esteem Scale (RS-S) to assess their eating disorder or non-eating disorder (NED) behavior. Results: There was a significant positive correlation between body shape and eating disorder behaviors (r = 0.19, p < 0.01), while there was a significant negative correlation between self-esteem and eating disorder behaviors (r = −0.14, p = 0.001 < 0.01). Gender was a moderating factor in the relationship between body shape and eating disorder behaviors (t = 3.14, p = 0.002 < 0.01), while parents' marital status was a moderating factor in the relationship between self-esteem and eating disorder behavior (t = 2.72, p = 0.007 < 0.01). Body shape (z = 6.47, p = 0.001 < 0.01), self-esteem (z = −2.81, p = 0.005 < 0.05), and gender (z = 3.06, p = 0.002 < 0.01) significantly influenced eating disorder behavior among Chinese university students aged 18–24 years. Conclusions: There was a direct effect between body shape and self-esteem and eating disorder behaviors among Chinese university students aged 18–24 years. Alarmingly, female university students are becoming susceptible to external influences on self-esteem and body shape, leading to eating disorder behaviors at an increasingly younger age in China. [ABSTRACT FROM AUTHOR]

The present study aimed to investigate the longitudinal and reciprocal relationships among problematic smartphone use (PSU), depressive symptoms (DS), and suicidal ideation (SI) in Chinese university students. Using a cross-lagged design, the Mobile Phone Addiction Inventory Scale, the Center for Epidemiologic Studies Depression Scale, and the Self-Rating Idea of Suicide Scale as research instruments, 194 university students completed a questionnaire four consecutive times. June of Year 1, December of Year 2, June of Year 2, and December of Year 3 of their college study. We refer to these as the Time 1 (T1), Time 2 (T2), Time 3 (T3), and Time 4 (T4) assessments, respectively. The levels of PSU and DS fluctuated significantly over time. DS at T1 was significantly predicted to influence SI at T2 (β = 0.17, p <.05); DS at T3 was significantly predicted by PSU and by SI at T2 (respectively, β = 0.30, p <.05; β = 0.21, p <.05); DS at T2 significantly predicted PSU at T3 (β = 0.14, p <.05); and DS at T3 significantly predicted SI at T4 (β = 0.14, p <.05) in the cross-lagged pathway. DS at T3 fully mediated the relationship between PSU at T2 and SI at T4 (indirect effect: β = 0.133, 95% CI = [0.063, 0.213]). The results suggest that there is a reciprocal relationship between PSU and DS and, furthermore, that DS plays an important mediating role between PSU and SI. Our results suggest the importance of early identification and treatment of SI. Timely reduction of PSU and improvement of DS among university students may help prevent SI. [ABSTRACT FROM AUTHOR]

Psychological repurcussions of COVID-19 pandemic has received wide attention, but there's limited attention paid to psychological recovery afterwards. This study focuses on the changes and predictive factors of mental health of Chinese university students post-pandemic. This study included 1175 Chinese undergraduate students sampled in May 2022 and May–June 2023, right before and after peaks of infections following the end of lockdown policy in China. The participants completed a survey of demographic variables, and three questionnaires: 12-item General Health Questionnaire, Positive Psychological Capital Questionnaire, and Prosocial Tendencies Measure. The participants sampled in 2023 have significant lower GHQ scores and higher PPQ scores than those sampled in 2022, while there is no significant difference in PTM scores between them. The proportion of participants with GHQ-12 scores exceeding 12 in 2023 showed slightly decrease compared to that in 2022. The infection of significant others, the sense of hope, and PPQ self-efficiency, hope and optimism subscale scores were significantly associated with GHQ-12 scores in 2023, but actual infection or quarantine experience were not. The mental health and psychological capital of the university students have been significantly improved within a year. It is worthy to pay attention to the infection of significant others, the sense of hope, and psychological capital in a pandemic to improve the mental health of university students. Compared to a cross-sectional study, longitudinal research is the better choice for a two-year comparison. • The students' mental health improved significantly in 2023. • Infection of significant others, sense of hope, and PPQ significantly predicted GHQ-12 after the COVID-19. • Infection or quarantine could not predict mental health in 2023. [ABSTRACT FROM AUTHOR]

Background: Evidence shows that there is a high prevalence of mental health challenges including depression and anxiety, among Chinese university students. Providing mental health care providers with professional training is crucial to implementing effective mental health promotion initiatives in university settings. Globally, the focus of the mental health system is shifting to recovery and the importance of empowerment is increasingly being emphasized. There is a call to integrate empowerment education into professional training programs for health service providers with the goal of mobilizing them to become mental health champions capable of advancing mental health care. Method: The ACE-LYNX (Acceptance and Commitment to Empowerment-Linking Youth and Xin i.e., "heart(s)" in Chinese) intervention took place at six universities in Jinan, Shandong Province, China. It aimed to promote mental health literacy and build capacity among mental health service providers (MHSPs) to enable them to become mental health champions at their universities and beyond. A total of 139 university MHSPs participated. We collected pre-, immediate post- and three-month-post-surveys. In addition, we recruited forty-five participants to take part in three-month-post-intervention focus group interviews to explore their experiences taking part in ACE-LYNX and applying the knowledge, skills, and insights they gained from the intervention. Result: This paper reports on the effects of empowerment education, which is a key component of ACE-LYNX, on the MHSPs. Four themes were identified: 1) conscious awareness and behavioral change through psychological empowerment users; 2) professional insights and motivation for organizational empowerment; 3) non-self in the continuum of collective empowerment; and 4) interdisciplinary challenges and divergences in empowerment action. Discussion: We found that it is critical to integrate empowerment education into professional training. The process of MHSPs developing their empowerment practice is characterized by their moving from individual to collective empowerment along a continuum, with organizational and collective empowerment taking place in a longer time frame. Experiential learning, empathy education, and critical reflection accelerated the continuous iterative transformative process of empowerment practices. To advance the integration of empowerment into mental health care, the engagement of organizational decision-makers and policy makers in empowerment training is critical to ensure alignment of empowerment values and competence at all levels of service provision. [ABSTRACT FROM AUTHOR]

Introduction: Previous studies have demonstrated a strong link between perceived stress and binge eating behavior, but the psychological mechanisms underlying such phenomenon are not fully understood. The present study further addressed this issue in a life history framework, focusing on life history strategy and distress tolerance. Methods: Firstly, we investigated the mediation role of life history strategy on the relationship between perceived stress and binge eating behavior. Secondly, we examined the moderation role of distress tolerance on the effect of perceived stress on life history strategy, as well as on the direct effect of perceived stress on binge eating behavior. We analyzed data from 1342 Chinese university students. Results: Results indicated that life history strategy mediates the relationship between perceived stress and binge eating behavior; distress tolerance has significant moderating effects on the direct effect of perceived stress on binge eating behavior and their indirect effect via life history strategy. Discussion: Therefore, distress tolerance skills training and life history-based interventions might be potentially effective ways to reduce binge eating behavior triggered by perceived stress. [ABSTRACT FROM AUTHOR]

Background: Trans persons' physical and mental health is easily affected by the attitude of those around them. However, China currently lacks a valid psychometric instrument to investigate people's attitudes toward trans persons. Therefore, this study modifies the English version of the Transgender Attitudes and Beliefs Scale (TABS) to suit the Chinese context. It subsequently examines the reliability and validity of the Chinese version of the TABS. Methods: This study recruited 1164 university students, aged 18–25 years, from 7 regions of China. SPSS26.0 and AMOS24.0 were used for data statistical analysis. Critical ratio method and correlation coefficient method were used for item analysis. Exploratory factor analysis and confirmatory factor analysis were used to test the structural validity of the Chinese version of Transgender Beliefs and Attitudes Scale, and the internal consistency reliability of the scale was tested. Results: The TABS-C contains 26 items with 3 factors. The Cronbach's alpha was 0.957 for the total scale and 0.945, 0.888, and 0.885 for the 3 factors. The half-point reliability of the scale was 0.936, and the retest reliability was 0.877. The Pearson correlation coefficients for the 3 factors and the total scale score ranged from 0.768 to 0.946. Conclusion: The TABS-C has reliable psychometric properties and is suitable for usage among college students in the Chinese context. [ABSTRACT FROM AUTHOR]

As global awareness of animal welfare continues to rise, it has become essential to understand the factors that shape individual attitudes and consumption behaviors related to animal welfare. This study empirically investigates how pet ownership influences attitudes towards animal welfare and related consumption intentions among Chinese university students. Findings demonstrate that students from pet-owning households exhibit significantly more favorable attitudes and behaviors concerning animal empathy, awareness of animal welfare, willingness to purchase animal welfare certified products, and the willingness to pay a premium for animal welfare labels. Pet ownership fosters emotional resonance, enhancing empathy and perceptions regarding animal welfare, and influences preferences for animal welfare certified products through simulated consumer choices. By applying propensity score matching (PSM) to mitigate endogeneity concerns, this research advances theoretical discussions surrounding animal welfare attitudes and consumption behaviors. Looking ahead, the promotion of animal welfare should involve coordinated efforts across educational institutions, policy frameworks, and market mechanisms to cultivate a broader understanding and adoption of animal welfare principles.

Objectives: This study examines the association between perceived teacher support and self-regulation in learning, and their combined relationship with online English learning engagement among university students in China. The objective is to uncover the underlying mechanisms of this relationship, with a particular focus on the role of self-regulation in learning as a mediator. Methods: The study involved 1,361 university students from Southwest China, predominantly female (73.84%) with an average age of 18.94  years (SD  =  1.07). Refined measurement tools were employed to assess perceived teacher support, online English learning engagement, and self-regulation in learning. Results: The findings indicate that components of self-regulation, such as goal setting, environmental structuring, and time management, act as full mediators in the relationship between perceived teacher support and online English learning engagement. Conclusion: This research underscores the importance of self-regulation in learning in linking perceived teacher support with online English learning engagement. The insights gained are crucial for enhancing teaching strategies in online English language education. [ABSTRACT FROM AUTHOR]

The Smartphone Addiction Scale (SAS) is one of commonly used measurement tools to assess smartphone addiction. However, studies concerning the psychometric properties, invariance, and network structure of the SAS as well as profiles of smartphone addiction are rare in China. Therefore, the psychometric properties of the SAS, its invariance and network structure, and a latent profile analysis were investigated among Chinese university students in the present study. A sample of 2531 participants from Chinese universities (1003 males [39.6%], mean age = 20.4 years [SD = 1.3 years]) completed the Smartphone Addiction Scale (SAS), the Internet Addiction Diagnostic Questionnaire (IADQ), and the Problematic Cellular Phone Use Questionnaire (PCPU-Q). A total of 17 items were selected from the original SAS using item analysis and exploratory factor analysis. Psychometric properties and measurement invariance showed good validity and reliability for the revised Chinese Smartphone Addiction Scale (SAS-RC). In item-level and facet-level networks, "withdrawal" and "daily-life disturbance" had the stronger edge intensity. There were no significant differences in either network structure or global strength between males and females through the item-level and facet-level network comparison tests (NCTs). Three profiles of smartphone use (normal smartphone use, high-risk smartphone use, and smartphone addiction) were identified among Chinese university students. The SAS-RC demonstrates good psychometric properties and invariance and is suitable to use among Chinese university students. "Withdrawal" (i.e., psychological dependence) and "daily-life disturbance" appear to play contributory roles as core symptom of smartphone addiction. The three profiles also provide new insight into smartphone use and addiction among Chinese university students. [ABSTRACT FROM AUTHOR]

Although the ideology of monolingualism prevails in traditional English language classroom teaching, it is gradually failing to meet the current dynamic landscape of socio-linguistic and socio-cultural diversity. Translanguaging has created more spaces for students to use their varied linguistic and multimodal repertoires to express themselves and enhance learning in actual classroom practices. This paper aims to explore students' perceptions and practices of translanguaging at a university located in southeast China. Data were collected via semistructured interviews and reflective journals. The study employed qualitative content analysis to investigate the ways in which the establishment of a translanguaging space might facilitate students' access to linguistic and epistemic equity. The paper ends with suggestions and implications regarding the importance of raising students' awareness of translanguaging as a means to embrace all languages, meaning-making resources, and previous knowledge for equitable English language education. [ABSTRACT FROM AUTHOR]

Peer feedback activities are characterized by peers performing both roles of feedback provider and receiver, and peers are found to benefit from both roles. However, in current feedback literacy studies, the emphasis has been overwhelmingly given to students' understandings, capacities and dispositions in receiving feedback, and existing student feedback literacy scales measure only the receiving side of feedback literacy. Students learn from providing and what they provide fundamentally shapes what others receive. This study conceptualizes peer feedback literacy as students' capacities and attitudes in providing and receiving peer feedback, and developed and validated a peer feedback literacy scale on the basis of responses from 474 Chinese university students. Exploratory and confirmatory factor analyses were conducted, and four factors emerged: feedback-related knowledge and abilities, cooperative learning ability, appreciation of peer feedback, and willingness to participate. The resulting scale showed good psychometric properties and revealed some surprising associations with student major, year and amount of prior experience. [ABSTRACT FROM AUTHOR]

Purpose: This research delves into the correlation between WeChat utilization and English Language Learning (ELL) among Chinese university students. It aims to elucidate the manners in which Chinese university students employ WeChat in their day-today engagements and interactions, assess their perspectives regarding WeChat as a digital platform conducive to English language acquisition, and scrutinize the factors influencing WeChat usage for ELL purposes. Method: This research adopts a quantitative approach, employing questionnaires as the primary data collection tool. A sample comprising 539 Chinese university students participated in the survey. Findings: The findings reveal that among Chinese university students: 1) WeChat emerges as the favoured Mobile Social Networking Site (MSNS), predominantly employed for information interaction, especially through messaging, stickers, Moments posts, and viewing official accounts, driven primarily by social needs. 2) WeChat is perceived as a potentially effective online learning space for ELL, enhancing language proficiency, particularly vocabulary acquisition, motivation, selfconfidence, writing skills, and fostering positive attitudes toward ELL. 3) Motivation significantly influences WeChat usage for ELL, particularly driven by recognition needs, whereas entertainment needs do not demonstrate significant impact. Implications for Research and Practice: The findings of this study provide valuable insights for English language educators, suggesting avenues to promote the integration of WeChat into ELL initiatives. Educators are encouraged to actively cultivate collaborative learning environments on the platform, thereby enhancing the overall ELL experience. [ABSTRACT FROM AUTHOR]

IntroductionThe mental health of unverisity students is influenced by diverse factorsis multifaceted, requiring further investigation to evaluate its current status and determinants. The present study aims to address this gap by targeting Chinese university students and employing the Psychological Resilience Dynamic System model. Through a questionnaire survey, this research endeavors to explore the mental health status and influencing factors. Ultimately, the findings of this study aim to provide a theoretical basis and tailored practical guidance for the development of mental health intervention strategies for university students.MethodsBased on the Psychological Resilience Dynamic System Model, the mental health status of 3,390 Chinese university students from 15 universities was empirically investigated with the principle of stratified sampling and the geographical distribution and disciplinary diversity of universities. The questionnaires used included Kessler psychological distress scale, psychological resilience scale,positive psychological capital scale, family hardiness index and social support scale. Among the participants, 47.85% were male and 52.15% were female. Regarding the origin, 42.89% of the students were from rural areas, while 57.11% were from urban areas.ResultsKey findings unveil: (1) A prevalence of 24.54% in students has suboptimal mental health, with 18.70 and 5.84%, respectively, representing those with poor and relatively poor mental health conditions; (2) A noteworthy negative correlation (p

BackgroundThe risk perception of contracting COVID-19 is an important topic for assessing and predicting COVID-19 infection and health education during the pandemic. However, studies that use latent profiles and network analysis together to measure the risk perception of COVID-19 are rare. Therefore, this study combined latent profile analysis and network analysis to measure risk perception toward COVID-19 among Chinese university students through a cross-sectional and longitudinal study.MethodsA sample of 1,837 Chinese university students (735 males, 40%) completed the cross-sectional study with an eight-item risk perception questionnaire in January 2020, while 334 Chinese university students (111 males, 33.2%) completed the longitudinal study at three time points.ResultsA two-class model including a low risk perception class (n = 1,005, 54.7%) and a high risk perception class (n = 832, 45.3%) was selected for the cross-sectional study. Nodes rp6 (“Average people have chances of contracting COVID-19'') and rp7 (“Average people worry about catching COVID-19”) had the strongest edge intensity (r = 0.491), while node rp5 (“The COVID-19 outbreak affects the whole country”) had the highest strength centrality in the cross-sectional study. The risk perception of contracting COVID-19 decreased continuously at the three time points. Moreover, the network structures and global strengths had no significant differences in the longitudinal study.ConclusionsThe risk perception of contracting COVID-19 decreased continually during the COVID-19 pandemic, which indicated the importance of cultural influence and effective government management in China. In addition, university students displayed strong trust and confidence in the government's ability to fight COVID-19. The results indicate that the government should take strong measures to prevent and intervene in various risks and reinforce the public's trust through positive media communications.

This study aimed to examine the factors that potentially impact the self-directed use of mobile English learning resources (MELR). The participants were 206 Chinese undergraduate EFL learners at Yangzhou University in Mainland China. Applying and modifying the Unified Theory of Acceptance and Use of Technology (UTAUT), this study involved six constructs, including students’ performance expectancy, effort expectancy, social influence, facilitating conditions, perceived playfulness, and behavioral intention to use MELR. The structural equation modeling (SEM) technique was adopted to analyze the data collected from the questionnaire. The findings showed that facilitating conditions acted as the most significant predictor of behavioral intention to adopt MELR, followed by effort expectancy, perceived playfulness, and performance expectancy. However, social influence did not have significant effects on students’ use of MELR. Pedagogical implications for teachers and students were also presented in the end. [ABSTRACT FROM AUTHOR]

The dual-factor model of mental health has garnered substantial support, positing the necessity of encompassing both negative (e.g., psychological problems) and positive (e.g., well-being) indicators in comprehensive evaluations of people's mental health. Nonetheless, the nature of the profiles and predictors (such as academic emotions) during four years of university life lack clarity, hampering a profound understanding of mental well-being among university students. This research included 135 items designed to assess an array of depression symptoms, negative emotional experiences, life satisfaction, positive emotional experiences, and academic emotions. First, this research affirmed the applicability of the dual-factor model in the context of Chinese university students (N = 2277) with the utilization of confirmatory factor analysis (CFA). Furthermore, latent profile analysis (LPA) was employed to delineate prevalent constellations of psychological symptoms and subjective well-being within participants. The outcomes unveiled the existence of three distinct clusters: (1) Complete Mental Health, (2) Vulnerable, and (3) Troubled. Third, by employing R3stept on academic emotions and mental health classifications, this study revealed that there were associations between this variable and specific amalgams of psychological symptoms and well-being levels. These findings bear influence on the practice of mental health screening and the identification of individuals necessitating targeted interventions. [ABSTRACT FROM AUTHOR]

Intercultural competence (IC) is considered as an essential soft skill for successful functioning in the globalized society in the 21st century. However, there is still a lack of culturally appropriate framework and instrument to understand and assess Chinese university students' IC development. The purpose of this study was to design a valid and reliable scale for assessing Chinese students' IC. Based on the AAA (Approach-Analyze-Act)-Chinese framework, a 30-item Intercultural Competence Scale-Chinese Version (ICS-CHN) was developed and validated with confirmatory factor analysis. Subsequent multigroup confirmatory factor analysis model further proved the measurement invariance of ICS-CHN in different gender groups. Together with its adequate reliability, convergent and discriminant validity, it is reasonable to conclude that ICS-CHN is a reliable and valid scale, corroborating that IC is a combination of affective/attitudinal, cognitive and behavioral skills and characteristics applied in intercultural encounters. [ABSTRACT FROM AUTHOR]

A credible, validated measure of cognitive behavioral therapy (CBT) skill, an essential indicator of treatment progress, is currently missing in China. Competencies of Cognitive Therapy Scale-Self Report (CCTS-SR) is a brief and convenient instrument assessing the cognitive skills patients learn through CBT, even among individuals without any therapeutic experiences. Therefore, the current study sets out to examine the psychometric properties of CCTS-SR. A sample of 1090 Chinese university students completed a Chinese version of the CCTS-SR, Automatic Thought Scale, and Beck Depression Inventory. Factor structure and reliability were examined. We evaluated the CCTS-SR in 50 extra university students with subthreshold depression before and after a group CBT. The original uni-factor model of CCTS-SR was not confirmed, and a two-factor solution (identification and evaluation of negative thoughts and coping strategies) in accord with therapeutic theory was replicated and supported. Good internal consistency (Cronbach's alpha = 0.86 ~ 0.93) and test–retest reliability (r = 0.61 ~ 0.73) were observed. The change of two factors of CCTS-SR during CBT was significant (p < 0.001); however, only the change of factor coping strategies was significantly associated with the change of depression (β =-0.18, SE = 0.08, p = 0.031). The current study established preliminary evidence for the reliability and validity of the Chinese version of CCTS-SR. It provided a valuable tool to measure the level of cognitive behavioral therapeutic competency in the Chinese population. Moreover, it can help capture the acquisition of cognitive behavioral therapy skills during treatment. Future research is needed to replicate this two-factor structure in other samples (e.g., community and clinical samples) and their relations with depression. [ABSTRACT FROM AUTHOR]

BackgroundDue to the COVID-19 pandemic, Chinese university students may have increased mobile phone dependence, a habitual behavior in the student population and a risk factor for depressive symptoms. Therefore, this study explored the association between mobile phone dependence and depressive symptoms in Chinese university students in the post-pandemic era. It also investigated the effects of different types and categories of mobile phone Internet content preferences. In particular, this study examined whether mobile phone dependence mediates the relationship between absolute preference (AP) for mobile phone Internet content and depressive symptoms, and whether relative preference (RP) for mobile phone Internet content moderates the association between mobile phone dependence and depressive symptoms.MethodsA cross-sectional study of Chinese university students recruited through Credamo was conducted in February–March, 2023. Participants completed the Mobile Phone Internet Content Preference Questionnaire, Self-rating Questionnaire for Adolescent Problematic Mobile Phone Use, and Center for Epidemiological Survey, Depression Scale. Statistical analyses included descriptive statistics, correlation, regression, and analyses of mediation and moderation effects. The final sample comprised 1,602 students (709 males).ResultsWe found a positive association between mobile phone dependence and depressive symptoms. The mediating role of mobile phone dependence between AP for mobile phone Internet content and depressive symptoms differed according to the type and category of content. Meanwhile, different types and categories of RP for mobile phone Internet content moderated the association between mobile phone dependence and depressive symptoms in opposite directions.ConclusionOur results highlight the interrelationships among mobile phone Internet content preferences, mobile phone dependence, and depressive symptoms in Chinese university students. For different types and categories of mobile phone Internet content preferences, we propose distinct preventive measures to alleviate students’ depressive symptoms.

Sustainable development is an extremely important global vision of the current era, and higher education plays a significant role in deeply immersing young people in this prospect. As an important part of labor education for contemporary Chinese university students, volunteer service has proven to be a sustainable and valuable talent training process. Different from the grand narrative and simple political perspective of previous studies, this paper selects the relevant data of a university in Beijing as a sample to conduct a "black box disassembling" micro study. By building three sets of data, the authors were able to adopt difference-in-differences, analysis of variance, and hierarchical regression methods to study the comprehensive improvement of university students' inner ability and sense of responsibility after participating in voluntary services. Results show that participation in more voluntary services will improve students' performance and employment quality, mostly promote students' teamwork ability, and differentially enhance students' comprehensive, personal, and collective senses of responsibility, thus facilitating education for a sustainable future and, accordingly, economic development. The study reveals the formation mechanism of the sustainability value of voluntary service in more detail, complements the absence of Chinese sample data in international studies, and lays an effective foundation for more comprehensive micro studies in the future. [ABSTRACT FROM AUTHOR]

The current study intended to have a brief understanding-based analysis of the Chinese university students' understanding of the traditional Chinese classroom teaching method and the PAD classroom teaching method to investigate the feasibility and efficiency of the two teaching methods in the Chinese university students' College English classes. Through applying a quantitative research design using the descriptive approach, questionnaires were distributed to thirty Chinese university students. The current study had revealed that the PAD classroom teaching method was much more favorable than the traditional Chinese classroom teaching method by most of the Chinese university students in their College English classes. Thus, the implication of the current study was that the PAD classroom teaching method was strongly suggested to be given more opportunities to be applied and practiced by the teachers in the Chinese university students' College English classes. [ABSTRACT FROM AUTHOR]

As the global sustainable development agenda advances, having a healthy lifestyle has become an important part of the common pursuit. Physical activity needs and experiences are becoming increasingly diverse, yet there is a paucity of research on issues associated with university students' physical activity needs, and their perceptions of their physical activity needs and sustainable well-being are not yet fully understood. Therefore, this study combines Self-Determination Theory with the existence, relatedness, and growth (ERG) Theory of Needs to explore the mediating effects of different variables on the relationship between university students' physical activity needs and sustainable well-being. A total of 900 Chinese university students were invited through an online survey to participate in this study, and the collected data were validated with a structural equation model. According to the results of the study, it was found that the level of involvement and flow experience in university students' sports activities have a mediating effect on the relationship between needs and sustainable well-being. Therefore, educators can enhance the level of sustainable well-being by stimulating university students' physical activity needs and improving their level of involvement and participation experience. [ABSTRACT FROM AUTHOR]

A person's family of origin has a profound impact on his or her life; a student's performance at university and their interpersonal skills are also influenced by the characteristics of their family. In order to explore how social capital and intergenerational mobility impact university students' quality of interpersonal communication and experiences, whether there is a "Matthew effect" at the higher education level, how the external social capital and the parenting style within a family affect the comprehensive quality of university students separately, and how university students' family characteristics impact their quality of interpersonal communication, which will in turn affect their performance at university, this paper starts from the perspective of social capital and intergenerational mobility, and uses the cross-sectional data of the China Family Tracking Survey (CFPS) from 2018 to conduct Kaiser-Meyer-Olkin analysis and logistic binary regression for 1037 university students nationwide, to check whether the selected variables can be subjected to principal component analysis. The results show that, on one hand, university students' family characteristics have a significant positive impact on their quality of interpersonal communication; on the other hand, their family backgrounds also have significant impact on their academic performance and enthusiasm for participating in student unions, as well as part-time employment and internships. In addition, according to the results of the mediation test, interpersonal communication skills play a mediating role in the way that family characteristics impact students' performance at university, including their participation in student organizations, as well as internships and part-time jobs. Finally, this paper, by referring to both theoretical and empirical analysis, presents relevant suggestions from the perspectives of the individual, family, and government, aiming to facilitate the sustainable development of university students. [ABSTRACT FROM AUTHOR]

Education for sustainable development (ESD) in the higher education context plays a critical role in advancing the cause of sustainable development. However, previous research on university students' perceptions of sustainable development is limited. This study used a corpus-assisted eco-linguistic approach to investigate students' perceptions of sustainability issues and responsible actors to address these issues. This quantitative and qualitative study is based on a corpus of 501 collaborative essays on sustainability written by -2,000 Chinese university students collected with their permission. The results showthat the students had a comprehensive perception of the three dimensions of sustainable development. Environmental issues have received the most attention from students, followed by economic and social issues. With regard to perceived actors, students were inclined to view themselves as active participants in the cause of sustainable development, rather than as observers. They called for coordinated action of all relevant parties, such as the government, business sectors, institutions, and individuals. On the other hand, the author also noticed a tendency toward superficial green talk and anthropocentrism in students' discourse. This study aims to contribute to sustainability education by integrating findings into English as a foreign language (EFL) classes. Implications for sustainability education in the context of higher education are also discussed. [ABSTRACT FROM AUTHOR]

To develop the English Writing Enjoyment Scale, I surveyed 30 Chinese-as-First-Language university students of English (Group 1) through a self-narrative inquiry that included but was not limited to psychological, motivational, behavioral, cognitive, and physiological factors. Using a grounded theory approach to analyzing the participants' self-reports, I extracted 30 thematic categories. From the 11 categories that were most often endorsed, I developed the English Writing Enjoyment Scale and subjected it next to other psychometric analyses using three other groups of larger samples of university students. This included first a Principal Components Analysis (Group 2: n = 220) and then a Confirmatory Factor Analysis (Group 3: n = 357) that narrowed the instrument to 9-items with satisfactory internal reliability and construct validity. Finally, I conducted correlational analyses between this instrument and four other measures in and outside second language acquisition research (Group 4: n = 62). I discuss these findings and their implications and outline directions for further research. [ABSTRACT FROM AUTHOR]

Since entering the post-epidemic era of COVID-19 at the end of 2021, schools have mostly adopted a combined online and offline teaching mode to effectively respond to the normalized epidemic, which has changed the traditional learning mode of students. Based on the study demand-resources (SD-R) model theory, this study developed a research model and proposed six research hypotheses to explore the relationship between Chinese university students’ perceived teacher support (PTS), online academic self-efficacy (OAS-E), online academic emotions (OAE), sustainable online learning engagement (SOLE), and online academic persistence (OAP) in the post-epidemic era. In this study, 593 Chinese university students were invited to respond to a questionnaire survey using the convenience sampling method. The results of the study showed that: PTS had a positive effect on OAS-E and OAE; OAS-E had a positive effect on OAE; OAS-E and OAE had a positive effect on the students’ SOLE; and SOLE had a positive effect on their OAP. Based on the analysis, it is recommended that teachers provide more support and resources to further enhance students’ academic self-efficacy and academic emotions, and thus ensure students’ SOLE and OAP. [ABSTRACT FROM AUTHOR]

Introduction: There are very few studies examining the psychological well-being of university students in Hong Kong under the COVID-19 pandemic. Besides COVID19-related stress, the “social event” in 2019-2020 has caused significant stress in young people. As such, we attempted to answer several research questions in this paper. First, what are the relationships between stresses (COVID-19 and “social event” related stresses) and psychological well-being indexed by depressive symptoms? Based on the stress and coping perspective, we predicted that there would be positive relationships between both types of stress and depression. Second, what are the relationships between different positive psychological factors (including life satisfaction, resilience and emotional management, flourishing, and beliefs about adversity) and depression? Based on different theoretical models of positive psychology, we hypothesized that negative relationships would exist between positive psychological factors and depressive symptoms. Third, do positive psychological attributes moderate the associations between stresses (COVID-19 and “social event” related stresses) and depressive symptoms? Based on the positive psychology literature, we hypothesized that positive psychological attributes would buffer the negative impact of stresses on depression. Methods: We recruited university students roughly one year after the first wave of the pandemic (N = 1,648) in early 2021. We used 25 items to measure COVID-19- related stress and “social event” related stress. For psychological well-being indexed by depressive symptoms, we used the “Centre for Epidemiologic Studies Depression Scale Revised (CESD-R)”. For positive psychological attributes, we employed established measures of life satisfaction, resilience and emotional management, flourishing, and beliefs about adversity. Results: Regarding the relationship between stress and depression, we found positive relationships between both types of stress and depressive symptoms. As predicted, negative relationships existed between all positive psychological attributes and depressive symptoms. Besides, the positive psychological attributes significantly moderated the effects of stresses on depression, suggesting that these factors can reduce the negative impacts of stresses on depression. The present findings provide support for those models, highlighting the importance of positive psychological attributes as protective factors for university students’ depression. Discussion: The findings of this study underscore the important role of positive psychological attributes in the stress-depression relationship in university students under the pandemic. The findings also generalize the positive youth development theory in the Chinese context. In terms of practice, university administrators and service providers should consider cultivating positive psychological attributes in university students with the purpose of promoting their psychological well-being. [ABSTRACT FROM AUTHOR]

While extensive research has been done on pragmatic identity construction in various contexts by various social groups, little is known about how and why university student advisors may dynamically construct their pragmatic identity in their interaction with their students. Based on the analysis of naturally-occurring data about 5 student advisors' consultation, this article explores the various pragmatic identities constructed by Chinese university student advisors as well as their underlying motivations. It finds that the identities constructed by the student advisors can be non-professional (such as a student, an individual, a friend, and a family member) and professional (such as an administrator, a tutor and a teacher). It suggests that their pragmatic identity construction may signify their effort to balance their various communicative needs in the educational contexts. Such balance may serve to meet their goal of constructing a new type of Chinese advisor-student relation characterized by equality, democracy, and harmony. [ABSTRACT FROM AUTHOR]

To examine the perceptions and experiences of Chinese university students blood donors. A semi-structured, face-to-face interview was conducted with 19 university students blood donors and an inductive thematic analysis was performed to analyze the interview. Five themes were generated from data analysis, that is, participants' attitudes toward blood donation, donation disincentives, ways of improving donation rate, participants' feelings and perceptions at different stages of the donation, and the influence of traditional Chinese culture on blood donation. Although participants have positive attitude toward blood donation, many of them have relatively little knowledge concerning blood donation or the donation system in China. It also found that cultural beliefs played a two-sided role in blood donation. On the one hand, some principles in traditional Chinese culture may have a negative influence on blood donation; on the other hand, doctrines of benevolence and Love in Confucius philosophy worked as an incentive to blood donation among university students. Thus, it would be necessary to take effective measures to make more university students access to the knowledge of blood donation. Community approaches such as stakeholder management and peer education conducted by student voluntary blood donors might be of great help to achieve a higher donation rate, which could be beneficial to the development of voluntary blood donation in China. [ABSTRACT FROM AUTHOR]

The current study, based on the PERMA model, proposed and examined a hypothetical model exploring the effects of academic self-efficacy, positive relationships, and psychological resilience on university students' life satisfaction. We collected data from a large sample of 1,089 university students in southwest China. The participants completed a battery of self-report questionnaire items measuring academic self-efficacy, positive relationships, psychological resilience, and life satisfaction. The results of the structural equation modeling analysis demonstrated a good fit for our data, suggesting that academic self-efficacy positively predicted university students' life satisfaction through two independent mediators: positive relationships and psychological resilience. Findings yielded from the empirically validated hypothetical model add value to and enrich the PERMA model within a group of Chinese university students. The implications and practical suggestions for improving university students' life satisfaction are discussed in light of these findings. [ABSTRACT FROM AUTHOR]

Background: Recent studies have highlighted mobile phone addiction (MPA) as a potential risk of suicidal ideation. However, the mechanisms underlying that association require attention. Objective: This investigation aims to examine whether the relationship between MPA and suicidal ideation would be mediated by depression, and buffered by online social support (OSS) in university students. Methods: A convenient sample of 1,042 Chinese university students completed the measures of mobile phone addiction, depression, suicidal ideation, OSS in classroom settings. Moderated mediation analyses were performed to test the roles of depression and OSS in the association between MPA and suicidal ideation. Results: MPA was positively associated with suicidal ideation through depression (indirect effect =. 23, 95% CI: 0.18, 0.28, p < 0.001); OSS moderated the association between depression and suicidal ideation (B = - 0.09, 95% CI: -0.13, -0.04, p < 0.001). Specifically, the effect of depression on suicidal ideation was weaker in individuals with high (versus low) OSS. OSS moderated the association between MPA and suicidal ideation (B = 0.06, 95% CI: 0.02, 0.10, p = 0.001). The influence of MPA on suicidal ideation was non-significant among individuals with high OSS but negatively significant among students with low OSS. Conclusion: The results enrich the understanding of how MPA may increase suicidal ideation, and highlight the potential importance of reducing depression and enhancing OSS to prevent suicidal ideation in university students. [ABSTRACT FROM AUTHOR]

In China, under the influence of examination-driven culture and teachercentered ways of learning, students' self-regulated learning (SRL) capabilities, self-efficacy, and actual English proficiency are greatly hindered. Given this situation, the Chinese Ministry of Education has promulgated the use of formative assessment in the College English curriculum at the tertiary level since 2004. Feedback, as an integrated part of formative assessment, takes up the largest proportion of the Chinese College English classroom assessment and intends to facilitate SRL and learning. However, whether feedback could facilitate students' SRL and learning has not been fully investigated in this context in China. Therefore, this study first explored how students self-reported their conceptions of feedback, SRL, and self-efficacy, and second, the relationships among these constructs and their English language achievement in the College English course. A questionnaire was used to collect data on students' conceptions of feedback, SRL, self-efficacy, and self-perceived English language proficiency. Their English test scores as an indicator of English language achievement were also collected. A total of 538 participants from a university in Northern China participated in this study. Data were analyzed using descriptive statistics, exploratory factor analyses, Pearson correlation analyses, and multiple regression analyses. The results found that Chinese students from the College English course reported a high level of conceptions of teacher and peer feedback, SRL, and self-efficacy, yet a low level of Teacher/Peer Feedback Ignored. For the relationships among these variables, students' conceptions of feedback contributed to SRL and self-efficacy. Besides, self-efficacy was found to be the strongest predictor for self-perceived English language proficiency and standardized English test scores, both indicators for English language achievement. From the theoretical perspective, this study addressed the research gap in the literature by examining four constructs together, that is, students' conceptions of feedback, SRL, self-efficacy, and English language achievement within a university context in China. From the pedagogical angle, the results can also support teachers in their feedback practices to facilitate students' SRL, self-efficacy, and learning. [ABSTRACT FROM AUTHOR]