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The present study is a reflective nexus analysis of classroom discourse practices that emerged during the Covid-19 pandemic crisis induced online teaching and learning. Nexus analysis is an action focused approach to discourse analysis that incorporates aspects of ethnography to examine that actions that make up the discourse in complex social behavior. Through a series of case studies, we examine how teachers adapted to teaching and their reflections on the classroom discourse practices that emerged and their reflections on how students adapted to online learning. Using the initiation-response-evaluation sequence (IRE) as a means of comparison across the case studies we discuss how teachers developed novel practices in the online world where the IRE emerged in either flipped or blended practices. Both teachers and students had adapted to this new context in becoming online teachers and online learners navigating new subject positions that reflect Gee's big 'D' Discourse. The study also illustrates how nexus analysis can be used as a reflective analysis through an examination of the discourses in place, interaction order, and historical body(ies) that were affected by the move to online teaching during the Covid-19 pandemic.

This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N[subscript 7th grade] = 1,146 and N[subscript 8th grade] = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers' APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students' perspective and highlights the mediating role of student emotions in the relationship.

Money has become increasingly important in China since the transfer from a planned to a market economy. This study investigated whether the increased normative importance of money impairs Chinese adolescents' self-esteem. National survey data from 11,819 adolescents (mean age, 14.29 years; 48 % girls) in 200 junior high schools in China were used to examine whether school-level importance of money was associated with self-esteem, and how adolescents' family income and gender modified this association. Multilevel structure equation modeling analysis indicated that school-level importance of money was significantly and negatively related to individual students' self-esteem after controlling for school- and individual-level family incomes. The negative effect of school-level average importance of money on self-esteem varied with Chinese adolescents' subjective, but not objective, family income. Adolescents whose parents subjectively perceived that their families were poorer than others were more vulnerable to the negative effect of school-level average importance of money. No gender difference in susceptibility to the school-level average importance of money was observed. These findings suggest that Chinese adolescents' self-esteem is contingent on social standards about money. [ABSTRACT FROM AUTHOR]

Background: Largely due to methodological problems in existing studies, issues concerning causal directions and confounding factors, such as the stability effect, remain to be clarified in the relations among aggression, peer relationships, and psychological adjustment. The purpose of this longitudinal study was to examine (a) reciprocal direct and indirect effects among aggression, peer relationships, and depression based on a full cross-lagged model with the stability effect controlled, and (b) moderating effects of initial status on the growth of the variables. Method: A sample of Chinese children ( N = 1,162) participated in the study. Four waves of longitudinal panel data were collected from the participants in ages 9-12 years from multiple sources including peer assessments, teacher ratings, sociometric nominations, and self-reports. Results: Aggression negatively contributed, in both direct and indirect manners, to later peer relationships, and positively contributed to depression in late childhood. Peer relationships had negative direct and indirect effects on later aggression and depression. In addition, the initial level of aggression moderated the growth pattern of peer relationships. Conclusions: Early social and behavioral problems have proximal as well as long-term cross-domain effects on individual development. Moreover, children's early behavioral characteristics may serve to facilitate the development of social competence and exacerbate the development of social problems. The study provided valuable information about how the important aspects of socioemotional functioning were associated with each other in Chinese children from a developmental perspective. [ABSTRACT FROM AUTHOR]

The purpose of the study was to examine the relations of authoritative parenting and corporal punishment to Chinese first and second graders' effortful control (EC), impulsivity, ego resilience, and maladjustment, as well as mediating relations. A parent and teacher reported on children's EC, impulsivity, and ego resilience; parents reported on children's internalizing symptoms and their own parenting, and teachers and peers reported on children's externalizing symptoms. Authoritative parenting and low corporal punishment predicted high EC, and EC mediated the relation between parenting and externalizing problems. In addition, impulsivity mediated the relation of corporal punishment to externalizing problems. The relation of parenting to children's ego resilience was mediated by EC and/or impulsivity, and ego resilience mediated the relations of EC and impulsivity to internalizing problems.