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Compared with females, little research on muscularity and the sociocultural influences on this domain has been conducted with males in non-Western societies. The current study explored these sociocultural predictors of drive for muscularity among Malaysian male college students, specifically in terms of ethnicity and exposure to media (i.e., Internet and social media). In total, 166 male college students from two universities in Kuala Lumpur were asked to rate the questionnaires as to muscularity-oriented attitudes and behaviours. Multivariable general linear model analyses revealed that being Chinese was a strong predictor of muscularity-oriented attitudes and behaviours. In addition, modern media, particularly, Internet use and the number of followers on Instagram, was found to significantly predict males' drive for muscularity. Overall findings suggest that males of particular ethnic groups may be at higher risk for negative body image compared to the other ethnic populations and modern media use may accelerate drive for muscularity, which may also in turn place males at higher risk for excess muscularity-oriented thoughts and behaviours.

Compared with females, little research on muscularity and the sociocultural influences on this domain has been conducted with males in non-Western societies. The current study explored these sociocultural predictors of drive for muscularity among Malaysian male college students, specifically in terms of ethnicity and exposure to media (i.e., Internet and social media). In total, 166 male college students from two universities in Kuala Lumpur were asked to rate the questionnaires as to muscularity-oriented attitudes and behaviours. Multivariable general linear model analyses revealed that being Chinese was a strong predictor of muscularity-oriented attitudes and behaviours. In addition, modern media, particularly, Internet use and the number of followers on Instagram, was found to significantly predict males' drive for muscularity. Overall findings suggest that males of particular ethnic groups may be at higher risk for negative body image compared to the other ethnic populations and modern media use may accelerate drive for muscularity, which may also in turn place males at higher risk for excess muscularity-oriented thoughts and behaviours.

A teacher’s assessment literacy refers to her or his demonstrated understanding of the principles behind selecting and designing tasks, judging student work, and interpreting and using assessment data to support student learning. This study examines the development of the task design aspect of assessment literacy in 12 Chinese language teachers as they participated in a two-year authentic assessment professional development program. By analysing the quality of assessment tasks designed by the teachers over time, we found that, although teachers quickly grasped many aspects of task design, they found it difficult to incorporate certain knowledge manipulation criteria into their assessments. The study provides insights into the contextual and discipline-embedded challenges that face language teachers with regard to assessment.

This paper explores critically the practice of teacher mentoring in Shanghai schools. It begins with a review of the literature on teacher mentoring, which is followed by an introduction to education and teacher mentoring in the schools. The next section critiques teacher mentoring in Shanghai and we highlight three key characteristics and strengths of the practice of teacher mentoring that ensure the effectiveness and smooth implementation of mentoring in Shanghai schools. In terms of the weaknesses, we argue that the success of teacher mentoring in Shanghai is inhibited by a performative culture that emphasises examination scores and an instrumental view of education. Such a culture and view of education in turn limit the extent to which novice teachers can disagree with the experienced teachers in their teaching practice.

This paper explores critically the practice of teacher mentoring in Shanghai schools. It begins with a review of the literature on teacher mentoring, which is followed by an introduction to education and teacher mentoring in the schools. The next section critiques teacher mentoring in Shanghai and we highlight three key characteristics and strengths of the practice of teacher mentoring that ensure the effectiveness and smooth implementation of mentoring in Shanghai schools. In terms of the weaknesses, we argue that the success of teacher mentoring in Shanghai is inhibited by a performative culture that emphasises examination scores and an instrumental view of education. Such a culture and view of education in turn limit the extent to which novice teachers can disagree with the experienced teachers in their teaching practice.