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Abstract The main objective of this study is to examine the relationship of emotional intelligence with psychological well-being and academic achievement through positive psychological characteristics among university students in China. The study was conducted with postgraduate and undergraduate students. The integration of emotional intelligence theory and positive psychological theory was used in this study. The introduced framework included emotional intelligence as the main independent variable, self-efficacy, motivation, and resilience as three mediators, and psychological well-being and academic achievement as two dependent variables. A survey was conducted among 518 students, and structural equation modelling was used to analyse the data. The study found that emotional intelligence was positively related to positive psychological characteristics, psychological well-being, and academic achievement, and the effects were stronger among postgraduate students. Also, positive psychological characteristics, which include self-efficacy, motivation, and resilience, mediate the relationship between emotional intelligence and psychological well-being and academic achievement, and the relationship was stronger among postgraduate students. Proper coping strategies and mechanisms can be helpful to improve both psychological well-being and academic achievement at the same time among university students.

The use of video lectures has become a core feature of digital learning, but how the media diversity carried in videos affects learning experience has been rarely studied. Adopting a two-factor experimental design, this study used cognitive style questionnaires, brain wave detection, cognitive load scale, and post-test to explore the impacts of three commonly used algorithm-based video lectures on the sustained attention, learning engagement, cognitive load, and learning outcomes of verbal and visual style learners. The results show that cognitive style and video lecture type had a small effect on learners' sustained attention and learning engagement levels; and visual learners demonstrated significantly higher attention and learning engagement levels in the animation group than in the Tablet drawing and PPT groups. Similarly, with the increase of media diversity, cognitive load also increased, but the increase did not reach a significant level. The study also found that media diversity had a small impact on learning outcomes, but cognitive style not. It further proved that cognitive load caused by moderate media diversity didn't affect learning outcomes. This research provides a valuable reference for creating effective video lectures and significant support for researching video courses from neuroscience perspective.

Abstract Previous research has found that parenting style influences academic resilience. Nonetheless, few studies have focused on the mechanism underlying the relationship between parenting style and academic resilience. This study aims to examine the relationship between adolescents' parenting style and academic resilience, drawing upon the framework of Social Cognitive Theory. Specifically, it wants to explore the mediating roles of self-efficacy and academic motivation in this relationship. The participants were 518 students chosen at random from educational institutions in the Chinese provinces of Zhejiang, Shanghai, and Jiangsu. Social Cognitive Theory was the theoretical foundation for the study, and the Parental Authority Questionnaire was used to measure parenting style. Out of the respondents, 55.5% were male and 45.5% female. The student allocation in the study sample was as follows: 62.34% undergraduate, 28.22% master’s, and 9.44% PhD. More than 60% of participants were over 25 years old. Moreover, the findings revealed that parenting style was directly and positively related to academic resilience. Parenting style was also found to be indirectly and positively related to academic resilience via self-efficacy and academic motivation, respectively, and sequentially. More crucially, it was discovered that the direct association was far lower than the indirect effects, with self-efficacy being the most effective. The study indicates a relationship between parenting style and academic resilience in adolescents, with self-efficacy and academic motivation acting as the main mediators. These findings emphasize the significance of these intermediary elements, implying that they play a larger role than the direct influence of parenting style alone.

Predicting students’ academic performance is a crucial area of research in Educational Data Mining. Efficient performance prediction can significantly improve instructional effectiveness, facilitate personalised learning, and identify at-risk students. While researchers have analysed the complex relationships between students’ daily behaviours and their academic performance, most studies focus solely on individual student models and disregard potential relationships among students. To address these issues, we propose an improved multi-view hypergraph neural network (IMHNN). IMHNN employs hypergraphs to establish high-order relationships between student behaviours and introduces an attentional convolutional network to adaptively obtain weights for different behaviours. Additionally, a residual network is introduced to mitigate transition smoothing and improve the generalisation performance of the model. Using a genuine education dataset, we compare the performance of various approaches, demonstrating that our method outperforms other existing methods. [ABSTRACT FROM AUTHOR]

Effective and inexpensive electrocatalysts are significant to improve the performance of oxygen evolution reaction. Facing the bottleneck of slow kinetics of oxygen evolution reaction, it is highly desirable to design the electrocatalyst with high activity, good conductivity, and satisfactory stability. In this work, nickel foam supported hierarchical Co9S8–Ni3S2 composite hollow microspheres were derived from in situ-generative MOF precursors and the subsequent sulfurization process by a simple two-step solvothermal method. The composite microspheres were directly grown on nickel foam without any binder, and nickel foam was used as the nickel source and support material. The morphology and constitution of the series self-supported electrodes were characterized by SEM, TEM, XRD, XPS, and Raman, respectively. The unique porous architecture enriched the electrode with sufficient active surface and helped to reactants and bubble evolved during electrochemical water oxidation. Through tuning the concentration of cobalt source and ligand, the content ratio of Co9S8 and Ni3S2 can be modulated. The heterostructures not only afford active interfaces between the phases but also allow electronic transfer between Co9S8 and Ni3S2. The optimized Co9S8-Ni3S2/NF-0.6 electrode with the highest electrochemical surface area and conductivity shows the best OER performance among the series electrodes in 1 M KOH solution. The overpotential of Co9S8-Ni3S2/NF-0.6 is only 233 mV when the current density is 10 mA cm−2, and corresponding Tafel slope is 116.75 mV dec−1. In addition, the current density of Co9S8-Ni3S2/NF-0.6 electrocatalyst hardly decreased during the 12 h stability measurement. Our approach in this work may provide the future rational design and synthesis of satisfactory OER electrocatalysts. [ABSTRACT FROM AUTHOR]

Objective The effects of using a maxillary skeletal expander (MSE) on the orbital volume and width between periorbital bones in the treatment of adult female patients with maxillary transverse deficiency (MTD) were evaluated. Methods A total of 20 adult female patients with MTD with an average age of (22.60±6.29) years were included in the study. The patients were treated with MSE. Cone beam computed tomography was performed before expansion (T0) and no more than 3 weeks after expansion (T1). Orbital volume and periorbital bone width were measured with Mimics 21.0 and analyzed with SPSS 20.0. Paired t-test was performed, and a P value of <0.05 indicated significant difference. Results After expansion, the orbital volume increased by (346.80±275.31) mm³ (P<0.05). The width between the right and left zygomaticomaxillary sutures increased by (1.69± 0.57) mm (P<0.05), and the width between the right and left infraorbital points increased by (1.71±0.70) mm (P< 0.05). However, the width between the right and left frontozygomatic sutures increased by (0.15±0.32) mm (P> 0.05). Finally, the width between the right and left supra-orbital points increased by (0.23±0.52) mm (P>0.05). Conclusion The maxillary skeletal expander slightly expanded the orbital volume in the adult female patients and increased the lateral widths of the periorbital bones. [ABSTRACT FROM AUTHOR]