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Based on the analysis of random phenomena, random variables, and random processes, this paper constructs a Markov chain-based model for evaluating the effectiveness of music teaching using Markov chains. Aiming at the core literacy of college music education, a new education model is proposed to cultivate students’ comprehensive music literacy and transform the method of college music education. Traditional evaluation methods and the Markov chain model are used to analyze data examples for the new model of music education. The probability of transferring the number of students whose first score was on the 89.9-80 scale to the 100-90 scale was 0.5115, greater than the probability value of 0.3650 for those still on the 89.9-80 scale. The transfer matrix of the experimental class was shifted to the left as a whole, indicating a high degree of student progress.

The protective role of students' perceptions of school climate against mental health problems has been supported in previous research, yet relatively little is known about the mechanism underlying school climate's influence on Chinese youths' depressive symptoms. Guided by the process-person-context-time model, this study examined the mediating effect of psychological suzhi (a Chinese cultural construct comprising a hierarchical, integrated set of positive psychological qualities) on the longitudinal association between perceived school climate and depressive symptoms among Chinese adolescents. Students (N = 1,151; 52.2% boys; mean [M]age = 16.24, standard deviation [SD] = 0.70) from one Chinese high school participated in a 3-wave (each wave was 6 months apart) longitudinal study. Multilevel mediation models were used to analyze between- and within-person effects on the longitudinal association between perceived school climate and depressive symptoms. The results indicated that students who perceived a more positive school climate reported lower depressive symptoms than students who perceived a more negative school climate (between-person effect); however, students who perceived their school climate positively did not always directly report lower depressive symptoms across time (within-person effect). Psychological suzhi mediated the association between perceived school climate and depressive symptoms at both the between- and within-person levels. Students who perceived a more positive school climate had increased psychological suzhi, which, in turn, decreased their depressive symptoms. The findings provided implications for school-based mental health prevention services by highlighting the need for promoting both positive school climate and students' psychological suzhi. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Background: In the Chinese educational system, there has been an ongoing debate between using examination- or quality-oriented education. The Chinese concept of psychological "suzhi" was proposed based on quality-oriented education, and a positive link between psychological "suzhi" and academic achievement was found by cross-sectional studies; however, studies examining their longitudinal relationship are still lacking. Aims: To examine the longitudinal trajectories of Chinese adolescents' academic achievement and the longitudinal effects of psychological "suzhi" on academic achievement trajectories. Sample: Participants were 3,587 adolescents (M[subscript age] = 14.85 years, 51.1% male) in grades 7 and 10, from 10 secondary schools in southwest China. Method: A 2-year (four-wave) longitudinal study was conducted, and growth mixture models were used to analyse the data. Results and conclusions: Four distinct developmental trajectories of academic achievement were identified (i.e., high-positive growth, middle-negative growth, low-stable, and lowest-stable) that were significantly predicted by different levels of psychological "suzhi," particularly the dimension of "cognitive quality." "Cognitive quality" was strongly associated with the initial academic achievement values in the high-positive growth group and linked to achievement rate (decreasing) in the middle-negative growth group. However, "individuality quality" and "adaptability quality" had a buffering effect on the rate of achievement decreasing in the middle-negative growth group. This study not only highlighted the promotive role of high "cognitive quality" on high levels of achievement (static) but also indicated the protective role of non-cognitive factors (i.e., "individuality" and "adaptability") against a decreasing rate of academic achievement (dynamic).

This study examined the mediation of parenting style and psychological "suzhi" on the relationship between family socioeconomic status (SES) and problem behaviours in a sample of 814 Chinese children (aged 3-6, mean age 4.725 ± 1.013). Parents reported on their SES and parenting styles as well as children's psychological "suzhi" and problem behaviours. Structural equation modelling revealed that the association between SES and children's problem behaviours was partially mediated by parenting styles and psychological "suzhi." Moreover, the chain-mediated effect of authoritative parenting and "suzhi" was significant, while authoritarian parenting was not. Strategies that help parents provide authoritative parenting practice and those that help children develop psychological "suzhi" may help reduce children's problem behaviours.

Electromagnetic vortex carries the orbital angular momentum, one of the most fundamental properties of waves. The order of such vortex can be unbounded in principle, thus facilitating high-capability wave technologies for optical communications, photonic integrated circuits and others. However, it remains a key challenge to generate the high-order vortex beams in a reconfigurable, broadband and cost-effective manner. Here, inspired by the balanced-ternary concept, we demonstrate the reconfigurable generation of order-controllable vortices via cascaded N-layer metasurfaces. We theoretically showed that 3N−1${3}^{N}-1$ different vortex modes can be generated by cascading N metasurfaces, each one serving as an individual vortex beam generator for the order of 3k${3}^{k}$ (k = 0,1,2 …, N−1$N-1$). As a proof-of-concept demonstration, a reconfigurable generation of 26 different vortex beams, with orders from 1 to 13 and from −1 to −13, is showcased in a broad millimeter-wave region by a cascade of 3 metasurfaces. Our method can be easily extended to vortex beam generator of arbitrary orders in a reconfigurable and easily implementable manner, paving a new avenue towards tremendous practical applications.

The protective role of students' perceptions of school climate against mental health problems has been supported in previous research, yet relatively little is known about the mechanism underlying school climate's influence on Chinese youths' depressive symptoms. Guided by the process--person-context-time model, this study examined the mediating effect of psychological "suzhi" (a Chinese cultural construct comprising a hierarchical, integrated set of positive psychological qualities) on the longitudinal association between perceived school climate and depressive symptoms among Chinese adolescents. Students (N = 1,151; 52.2% boys; mean [M]age = 16.24, standard deviation [SD] = 0.70) from one Chinese high school participated in a 3-wave (each wave was 6 months apart) longitudinal study. Multilevel mediation models were used to analyze between- and within-person effects on the longitudinal association between perceived school climate and depressive symptoms. The results indicated that students who perceived a more positive school climate reported lower depressive symptoms than students who perceived a more negative school climate (between-person effect); however, students who perceived their school climate positively did not always directly report lower depressive symptoms across time (within-person effect). Psychological "suzhi" mediated the association between perceived school climate and depressive symptoms at both the between- and within-person levels. Students who perceived a more positive school climate had increased psychological "suzhi," which, in turn, decreased their depressive symptoms. The findings provided implications for school-based mental health prevention services by highlighting the need for promoting both positive school climate and students' psychological "suzhi."

In this study, based on the analysis of existing definitions of emotional labor, operational definition of teachers' emotional labor is given and questionnaire on emotional labor among primary and secondary school teachers is developed. Research results: exploratory factor analysis shows that teacher's emotional labor involves three dimensions including surface acting, active deep acting and passive deep acting; the questionnaire has good reliability and validity; confirmatory factor analysis shows that emotional labor questionnaire involving three factors is established, which further verifies the validity of scale on emotional labor among primary and secondary school teachers.

The current study examined how parental emotional warmth and psychological "suzhi" predicted students' personal belief in a just world and the mediating role of psychological "suzhi." The participants were 1306 middle school students (48.2% male, 11- to 20-years-old) from three regions in China. Structural equation modeling analysis indicated that psychological suzhi partially mediated the relationship between parental emotional warmth and students' personal belief in a just world after controlling for covariates; parental emotional warmth was not only directly associated with students' personal belief in a just world but also was indirectly associated with students' personal belief in a just world through psychological "suzhi." This examination of psychological "suzhi's" association with personal belief in a just world extends the understanding of the causes of personal belief in a just world and informs new interventions targeting personal belief in a just world. Future research, clinical implications, and the limitations of the present study are also discussed.

Parenting motivation includes positive affect, a strong preference, and willingness to care for infants. In this series of studies, we investigated the formation of adult attachment, and its influence on parenting motivation. In Study 1, 975 emerging adults (M.sub.age = 20.51, SD = 1.74) completed a survey about perceived parental warmth, adult attachment, and interest in infants to determine if adult attachment mediates the relationship between perceived parental warmth and interest in infants. In Study 2, 270 emerging adults (M.sub.age = 21.58, SD = 1.96) assessed the preference for infant faces including pleasure, cuteness, and willingness to care to examine how adult attachment affects this preference. Attachment avoidance mediated the relationship between perceived parental warmth and the preference for infants including interest in infants (95% CI .sub.study1, study2 = [.072, .310], [.158, .806]) and preference for infant faces (95% CI .sub.pleasure, cuteness, willingness = [.018, .172], [.053, .290], [.029, .240]). These findings suggest emerging adults with decreased attachment avoidance who perceived emotional warmth from their parents during childhood displayed elevated parenting motivation, have implications for these adults with insecure attachment during the parent-child relationship and can provide the basis for conducting corresponding brain mechanism research., Author(s): Yuncheng Jia [sup.1] , Gang Cheng [sup.1] [sup.2] , Fangyuan Ding [sup.1] , Bingbing Li [sup.1] , Na Ta [sup.1] , Dajun Zhang [sup.1] Author Affiliations: (1) grid.263906.8, Faculty [...]

This study examined the relationship between psychological suzhi and academic achievement. Using a two-wave design, data were collected twice with a 6 months' time lag from a sample of 2735 primary school students in grade 4 to 6. Utilizing cross-lagged analyses, we examined bidirectional effects between psychological suzhi and academic achievement. The results provided support for the positive relationship of psychological suzhi (Time 1) to academic achievement (Time 2), and also provided support for the positive relationship of academic achievement (Time 1) to psychological suzhi (Time 2). The positive effect of psychological suzhi on academic achievement among primary school students should be more prominent than the positive effect of academic achievement on psychological suzhi. Moreover, the cognitive quality, individuality and adaptability of psychological suzhi had a positive bidirectional relationship with academic achievement, respectively. Cognitive quality and individuality played more prominent roles in academic achievement. When compared with the effect of adaptability on academic achievement, the role of academic achievement played a more prominent role in adaptability. Overall, the study highlights the importance of psychological suzhi for academic achievement and academic achievement for psychological suzhi., Author(s): Guangzeng Liu [sup.1], Zhanfeng Zhao [sup.1] [sup.2], Dajun Zhang [sup.1] Author Affiliations: (1) grid.263906.8, Faculty of Psychology, Research Center of Mental Health Education, Southwest University, , 400715, Chongqing, China [...]

This study explored the mediating role of fear of evaluation on the relationship between psychological suzhi and social anxiety, and identified differences in the strength of this relationship. The Brief Psychological Suzhi Questionnaire for Middle School Students, the Fear of Positive Evaluation Scale, the brief version Fear of Negative Evaluation Scale, and the Social Avoidance and Distress Scale were administered to 1464 secondary school students between the ages of 11 and 18 in China. Analyses revealed that the study variables were significantly correlated with each other, and mediation analyses indicated that fear of evaluation mediated the relationship between psychological suzhi and social anxiety. Moreover, the mediating effects of fear of positive evaluation were stronger than were those of fear of negative evaluation. The findings of this study may provide new perspectives regarding the prevention and treatment of social anxiety., Author(s): Zhaoxia Pan [sup.1] [sup.2] , Dajun Zhang [sup.1] , Guangzeng Liu [sup.1] , Shilan Luo [sup.1] Author Affiliations: (Aff1) grid.263906.8, Faculty of Psychology, Research Center for Mental Health Education, [...]