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As many students have foreign language (FL) anxiety, understanding its potential harm is critical to informing suitable counter-measures. According to social cognitive theory and control-value theory, students with more foreign language (FL) anxiety than other students might have lower FL self-efficacy (which can hinder their FL learning and use) but past studies showed mixed results. Hence, this meta-analysis examined 43 effect sizes from 37 studies of 26,589 students to determine the overall relation between FL anxiety and FL self-efficacy. The results showed a strong negative link between FL anxiety and FL self-efficacy (r = -.704). Moderator analyses showed this link does not differ across school levels, FL anxiety types, measures of FL self-efficacy, language distance, gender, national income, publication year or publication type-suggesting a robust negative link across different contexts. These results suggest the importance of using effective instructional practices/interventions to reduce learners' language anxiety and enhance their self-efficacy., Author(s): Shuqi Zhou [sup.1] , Ming Ming Chiu [sup.2] , Zehua Dong [sup.3] , Wenye Zhou [sup.4] Author Affiliations: (1) https://ror.org/035psfh38, grid.255169.c, 0000 0000 9141 4786, College of Foreign Languages, [...]

Purpose: This study focuses on the establishment and evolution of the school curriculum administrative system in China. Design/Approach/Methods: Based on policy papers and documents, this paper explores changes of the concept, tradition and practices of curriculum administration in China. Findings: The curriculum administration since 1949 has developed from an "excessively centralized curriculum administration" model to a "sharing-based curriculum administration". China's three-level curriculum administrative system, comprising a national-, local-, and school-level curriculum administration framework, is explained and analyzed. Originality/Value: This is a comprehensive scholarly review of historical changes in school curriculum administration in China. This paper also provides provocative suggestions for future development of school curriculum administration in the Chinese context.

Because of the water conservancy project construction to the environment has brought a lot of damage, the state for environmental pollution and damage problems began to carry out a comprehensive restoration, for the relevant environmental protection and restoration policies are also improving, with the implementation of relevant measures, ecological water conservancy projects will play a vital role in environmental governance. In order to put forward suggestions for ecological restoration of white rose reservoir, this paper puts forward suggestions for ecological restoration from the geographical location of the water conservancy project, the measures in the construction process and the operational measures after completion, so as to restore the ecological role played by the ecological area before the completion of the water conservancy project and reduce the secondary pollution and damage to the environment in the operation process after it. This paper discusses the importance of ecological water conservancy project in environmental governance, and takes Shirase reservoir as an example, puts forward the ecological restoration suggestions for the water conservancy project. In order to restore the ecological function of the area before the water conservancy project and reduce the secondary pollution and damage in the operation process, it is suggested to improve the area from three aspects: geographical location, construction process and operation measures after completion. Through the implementation of ecological restoration measures, it will help to realize the harmonious symbiosis between man and nature.

The integrative approach of teaching Science, Technology, Engineering and Mathematics (STEM) has been advocated as a pedagogical means to advance education for the 21st century. However, there is a lack of validated instruments that are theoretically grounded to account for the various forms of knowledge that teachers need in order to effectively implement STEM education. This study adopts the technological pedagogical content knowledge (TPACK) framework to develop the Technological Pedagogical STEM Knowledge Survey to assess teachers' self-efficacies of the proposed dimensions of knowledge. It also investigates the interrelationships of the four knowledge dimensions (i.e., technological pedagogical science knowledge [TPSK], technological pedagogical mathematics knowledge [TPMK], technological pedagogical engineering knowledge [TPEK] and integrative STEM) proposed in this paper. A total of 314 science, mathematics and technology teachers from China responded to the online survey. Both exploratory and confirmatory factor analyses indicated adequate validity and reliability of the survey for measuring teachers' self-efficacies for STEM from the TPACK perspective. The structural equational model indicates that the teachers' efficacies of integrating technology into science, mathematics and engineering subject predict their efficacy of integrative STEM teaching. Moreover, teachers' TPEK is the strongest predictor of their efficacy for teaching integrative STEM. Overall, the findings support that the TPACK framework could be theoretically useful for promoting teachers' efficacies for STEM education. Practical implications were discussed in this study.

This study aimed to investigate gender differences in teacher feedback and students' motivation in learning and their relationship patterns. In total, 1,082 secondary students in China (538 male and 544 female students) participated in this study. The results of MANOVAs suggested that language teachers provided less directive feedback but more criticism to male than female students. Male students reported less intrinsic motivation, extrinsic motivation and test anxiety than female students. The results of two-group structural equation modeling indicated that both male and female students' motivation was best predicted by teachers' scaffolding feedback and praise. Verification feedback had a negative correlation with female students' extrinsic motivation and no significant correlation with male students' motivation. Directive feedback had a negative correlation with male students' intrinsic motivation and a positive correlation with female students' extrinsic motivation. Further, teacher criticism only had a negative correlation with female students' intrinsic motivation. Implications for future research as well as suggestions for teachers on how to improve male and female students' motivation are discussed. [ABSTRACT FROM AUTHOR]