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In the context of examination-oriented education and the pressure of college entrance examinations (known as the "Gaokao"), Chinese high school students often experience academic burnout. Previous research has shown that effort-reward imbalance (ERI) is an important predictor of academic burnout among high school students, but the underlying psychological mechanisms are not yet clear. To address this research gap, we surveyed 415 Chinese high school students (226 males and 189 females, mean age = 15.82 years, SD = 0.87), and a self-report questionnaire including the ERI scale, school connectedness scale, academic buoyancy scale, and academic burnout scale was completed by all participants. The data were analyzed by SPSS 24.0 and the PROCESS macro and developed a moderated mediation model incorporating school connectedness and academic buoyancy. The results showed that (1) ERI was significantly and positively associated with academic burnout among high school students; (2) school connectedness partially mediated the relationship between ERI and academic burnout; (3) academic buoyancy moderated the link between ERI and school connectedness, as well as between ERI and academic burnout. These findings are not only valuable for understanding the underlying mechanisms linking ERI and academic burnout but also contribute to the development of intervention programs (e.g., interventions based on academic buoyancy) aiming at reducing high school students' academic burnout.

This study extends the community of inquiry (CoI) framework and empowerment theory by exploring the relationships between motivational variables, CoI variables, learning presence, and empowerment. We added motivational beliefs (growth mindset, self-efficacy, and task value) as associated variables and learning presence (online self-regulation) as a mediator and examined their contribution to students' cognitive presence and empowerment. The participants were 539 junior middle-school students in rural China who had acquired significant online learning experience as a result of the COVID-19 pandemic. The results showed that motivational variables were associated with students' social presence and online self-regulation, which in turn related to their cognitive presence and empowerment in the online learning environment. Growth mindset and self-efficacy also exhibited a significant correlation with students' cognitive presence. There was a positive correlation between cognitive presence and empowerment. We also found teaching presence has a positive association with social presence but a negative association with online self-regulation. Our research provides a more comprehensive explanatory model of online instruction and student empowerment by introducing the elements of motivational beliefs and learning presence to the CoI framework.

As a concept, technology, and method, information-based teaching precisely connects teachers and students at the two ends. In the context of Chinese vocational colleges, where there are differences between teachers' information-based teaching abilities and students' subjectivity, the paper examines the differences in the effects of information-based teaching on student learning achievements in vocational colleges. The study shows, first, that learning achievements are significantly improved after adopting an information-based teaching mode. Second, an analysis of the heterogeneity of students based on assessment levels found that information-based teaching has a relatively limited effect on the learning achievements of students with poor academic performance due to their low level of motivation. Third, an analysis of the heterogeneity of teachers' information-based teaching strengths found that stronger information-based teaching abilities significantly improved the performance of vocational college students. These findings provide useful insights for Chinese vocational colleges to improve the effectiveness of information-based teaching reform.

Across all cultures, parents have intuitive ideas ("ethnotheories") of what undesirable child characteristics are as well as how to explain them. Yet there have been relatively few cross-cultural comparisons of parents' ethnotheories about the nature and causes of child misbehavior. 108 mothers of 5-year-old children from the United States (N = 52; M[subscript age] = 5.26, SD = 0.07) and mainland China (N = 56; M[subscript age] = 5.31, SD = 0.20) were recruited to participate in a semi-structured interview that allowed parents to generate open-ended responses in relation to the nature and causes of children's misbehavior. Parents were asked to describe the behaviors they would least like to see in their children, before providing causal attributions to a series of hypothetical vignettes depicting a range of externalizing-type child behaviors. Parents' responses were coded based on common themes. Across both cultures, mothers endorsed social insensitivity as the most undesirable child characteristic. With regard to cross-cultural differences, mothers from the US highlighted aggressive and disruptive behaviors as the most salient child misbehaviors, whereas parents from mainland China emphasized cognitive and motivational difficulties. Regarding causes of child misbehaviors, American mothers were more likely than Chinese mothers to report momentary internal states as the primary causes of child misbehavior, followed by immature development. Conversely, Chinese parents attributed child misbehavior primarily to social influences, followed by temperament. Our results provide a significant contribution to our understanding on how parents across cultures define and explain misbehaviors in young children.

This study aims to examine the relationship among motivation for joining an educational leadership training programme (MOT), perceived skills (PS), and perceived changes in transformational leadership (PCTFL) in educational leadership training. The study drew on survey data from 761 participants who were associated with a leadership development programme under an EU-China cooperation project. The conceptual model was tested by structural equation modelling (SEM) by the Mplus programme. MOT and PCTFL were measured, respectively, by second-order factor structure assessments due to their multi-dimensional nature. The findings of the study suggest that motivation positively influences perceived changes in transformational leadership, and this relationship is positively mediated by perceived skills as learning gains in educational leadership training. The study provides novel empirical evidence on motivation that leads to transformational leadership changes in leadership training programmes. Policymakers and other key stakeholders can use these findings to gain a deeper understanding of the success of projects and encourage academic members to participate in leadership training programmes to improve transformational leadership.

The multiple benefits of virtual experiments applied to science education depend heavily on science teachers' intentions to use them. The inducing mechanism is a process that combines different conditions of multiple factors. From the perspective of overall configuration, this study used the fuzzy-set qualitative comparative analysis (fsQCA) method, based on the unified theory of acceptance and use of technology 2 (UTAUT2), to construct a causal explanation model of Chinese K-12 science teachers' intentions to use virtual experiments. Additionally, the snowball method was used to conduct a questionnaire survey of 342 Chinese K-12 science teachers. The results show that different conditions of the seven factors, performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), hedonic motivation (HM), price value (PV), and habit (H), do not have the necessary explanatory power for the results. Three paths for science teachers' high intentions to use virtual experiments were obtained by configuration analysis: Configuration 1 (PE*EE*SI*HM*PV*H), Configuration 2 (EE*SI*FC*PV*H), and Configuration 3 (PE*EE*FC*HM*H). These findings effectively broaden the scope of knowledge and interpretation of the original inductive mechanism of intentions to adopt technology. They provide theoretical and practical support for education departments to design more targeted programs to improve the ability of science teachers to apply virtual experiments in K-12 education. Finally, future research directions are explored.

The aim of this study was to investigate the competency of physical education teachers at the basic education level in China. The study was conducted using a qualitative approach, using purposive sampling to conduct in-depth interviews with 12 physical education teachers from schools at the basic education level in China using the behavioral event interview method and extracting themes using coding techniques with the thematic analysis method. The results of the study show that the competencies of physical education teachers at the basic education level in China include 6 themes: Competency characteristics, knowledge characteristics, teacher moral characteristics, motivation characteristics, values characteristics and personality characteristics.

Despite a clarion call to cultivate EFL teachers' intercultural competence (IC) in supporting their classroom practice, there is a lack of empirical research on how pre-service EFL teachers develop their IC. To fill the gap, the study examined two pre-service EFL teachers' IC development during a service-learning programme in China. Drawing on data from interviews, reflective journals, and researchers' field notes, the findings revealed two IC development patterns derived from the Chinese notion of harmony, i.e., "prioritising harmony" and "seeking harmony in diversity," shaped by the participants' motivations, personality traits, and contextual influences. Implications are provided to facilitate pre-service teachers' IC development in culturally diverse contexts.

Due to the radical changes and complexities within academic institutions, leadership development addressed to academic leaders in the digital age has become more critical. In the available literature, the outcome assessment of leadership development and its related factors have not been evaluated rigorously. The current study investigated the contribution of peer interaction and two subscales of motivation to the effectiveness of the leadership development programs perceived by training participants in a diverse context. Of 101 participants, the majority of training workshop attendees were junior and middle-level leaders from both European universities and Chinese universities who participated in the leadership development programs organized under an EU project. PLS-SEM was exploited to validate the measurement model and test the hypotheses. The results showed that self-growth and peer interaction significantly contribute to perceived effectiveness, whereas networking motivator shows nonsignificant impact. The findings also illustrated that the two motivation patterns have significant effects on interaction quality. The mediating role of peer interaction on the relationships between the two motivational factors and perceived effectiveness, respectively, were not found in the current study. The findings contributed to identifying the role of different contributors to the effectiveness of the leadership development program in HE contexts and the potential of such a program to enhance knowledge and capacities of academic leaders regarding university governance and leadership.

This study aimed to evaluate the psychometric properties (factor structure, reliability and construct validity) of the Motivation of User-generated Technical Instructional Videos (MUTIV) scale. Employing a cross-sectional research design, two rounds of self-administered surveys were conducted in mainland China (N = 271/N = 318). Phase 1 involved item generation through both deductive methods (reviewing existing scales in the literature) and inductive methods (analyzing online discourse). Phase 2 focused on the scale development and questionnaire design. Five factors sixty items were extracted by Exploratory Factor Analysis (EFA; Principal Components Analysis) and confirmed by analysis of moment structures, forming the initial five-factor-16-item MUTIV scale. Phase 3 included the scale evaluation and validation assessment. All goodness of ft indices generated by Confirmatory Factor Analysis (CFA) were found satisfactory (X[superscript 2]/df = 2.620, root mean square residual = 0.033, root-mean-square error of approximation = 0.076, incremental fit index = 0.934, Tucker-Lewis index = 0.915, comparative fit index = 0.933). Cronbach's alpha value formed at [alpha] = 0.911. The five-factor-16-item MUTIV scale was successfully verified and developed. The MUTIV scale effectively assesses the motivation to produce user-generated technical instructional videos, identifying key factors such as sharing, membership, competence, autonomy, and reward. Technical and Vocation Education and Training (TVET) stakeholders and media platforms can use this tool to promote and assess motivation in educational contexts.

The sustainability motive-alignment hypothesis posits that adolescents will be motivated to act sustainably when they view sustainable behavior as aligned with their motives for autonomy and peer status. Based on this hypothesis, we developed the Sustainability Motive-Alignment Scale (SMAS), a brief self-report scale of individual differences in sustainability motive-alignment. In four studies across two relatively individualistic (U.S., Netherlands) and two relatively collectivistic countries (China, Colombia), the SMAS was reliable and valid as a single-factor scale; measurement invariant in terms of age and genders but measurement noninvariant in terms of culture, suggesting cultural differences in adolescents' construals of sustainability motive-alignment; and positively associated with measures of sustainable attitudes, norms, self-efficacy, behavior, and climate change knowledge. Thus, sustainability motive-alignment can be assessed as a conceptually distinct psychological dimension underlying adolescents' sustainable tendencies. We hope that our brief, psychometrically sound instrument will spark developmentally informed research on the psychological underpinnings of adolescent sustainability.

Objective: The study explored the prospective relations between depression and approach-avoidance achievement goals of undergraduate students in China. Methods: 2473 full-time undergraduates reported their depression and achievement goals annually from the freshman to the senior year. Data were analysed using descriptive statistics, correlation analysis and cross-lagged models. Results: Students' achievement goals decreased gradually during the first 3 years but rose in the fourth year, and the avoidance goals appeared to be less prevalent than the approach goals over time. Depression was negatively associated with approach goals, whereas positively correlated with avoidance goals. Depression in the freshman and sophomore years resulted in more avoidance goals 1 year later, and the depressive problems in the junior year predicted the decline of approach goals in the senior year. Conclusions: The present study highlighted the deleterious effects of depression on the achievement goals of college students.

Researchers have found that violent online game addiction has become a serious global problem that negatively affects younger people. This study used a cross-sectional research design to examine the effects of violent online game contact on individuals' academic procrastination. We further explored the mediating role of emotional self-regulation and the moderating role of peer communication in the link between violent online game contact and academic procrastination. A sample of 1132 students completed self-reported questionnaires regarding violent online game contact, emotional self-regulation, peer communication, and academic procrastination. Participants were randomly selected from Guangdong Province, China. Results indicated that violent online game contact was positively correlated with academic procrastination, while emotional self-regulation indirectly affected the relationship. Peer communication played a moderating role in the indirect effect between emotional self-regulation and academic procrastination. The general pattern of this mechanism illustrates that as peer communication increased, the effects of emotional self-regulation on academic procrastination decreased. The findings elucidate how and for whom violent online game exposure is related to academic procrastination. This research demonstrates that violent game contact is an important factor affecting academic procrastination, clarifies the role of peer communication and emotional self-regulation, and provides practical suggestions for preventing academic procrastination in the field of school psychology.

This study illuminates the motivation and learning experience of Chinese and European academic members who attended an educational leadership training programme. Data were collected through participants' registration forms and learning reflection reports. A qualitative content analysis research method by MAXQDA2022 is adopted in this research. The findings revealed European and Chinese participants' motivation for joining the leadership training programme and their perceived effectiveness of the training programme. Drawing from the study's findings, this research examines the components of a culturally appropriate methodology for a cross-cultural professional leadership training programme and provides insights into the interplay of factors that impact the perceived effectiveness of such a leadership training programme. Additionally, recommendations for future program design are offered.

During Xi Jinping's presidency, the increasingly repressive political control over Chinese universities has had a significant impact on academic research. Yet, little is known about how Chinese academics navigate such a climate. Drawing on interviews with 11 gay academics in China, this article explores their motivations and strategies for conducting queer research. It is shown that participants submit to heteronormativity and the Party authorities by managing their sexual identity, keeping a low profile and practising self-censorship in their research. However, they can also expand the institutional space for queer research by strategically mobilising various forms of power and discourses and highlighting the legitimacy of their research. Through the queer theoretical lens, this article presents gay academics' agency in conducting queer research as involving simultaneous conformity and resistance in relation to heteronormativity and political control in Chinese academia.

Self-regulation and language learning motivation have always been the research focus of foreign language acquisition. In higher education, the heterogeneity of college students creates diversity in SRL abilities, especially with the prevalence of online learning nowadays. The current study investigates the profiles of college EFL learners' self-regulation and predictive role of self-determination motivation on the membership of SRL profiles in an online learning environment. Online self-regulation learning questionnaire was administered to examine the potential profiles, and self-determination motivation questionnaire to reveal the relationship between online self-regulation and self-determination motivation with a total of 439 college EFL learners. Latent profile analysis yielded three subgroups of online self-regulation: high, median, and low. Multiple logistic regression analysis showed that external regulation, intrinsic motivation-stimulation, and intrinsic motivation-accomplishment in self-determination motivation can effectively predict the online self-regulation profiles membership. These results altogether suggest that online SRL profiles can be predicted by several aspects in self-determination motivation in EFL learning.

The current study examines how teachers' professional wellbeing is affected by teacher-level and school-level factors using the TALIS 2018 data. Teacher-level factors consist of teachers' instructional practices and teachers' professional practices and school-level factors include school climate, school leadership styles and workload. The Hierarchical Linear Modeling (HLM) was used to examine whether the principals' leadership, school climate and workload and teachers' instructional practices and teachers' professional practices explain the variation in teacher self-efficacy, teacher job satisfaction, and motivation and perceptions net of several important teacher-level and school-level control variables. The results revealed that both the teacher- and school-level factors were significantly related to teachers' professional wellbeing. These findings were discussed concerning five countries of Canada, China, Finland, Japan and Singapore. The implications of the findings for improving teachers' professional wellbeing are discussed.

The existing literature mainly examines the impact of academic self-efficacy on academic achievement in educational psychology. Much less is known about the relationship between outcome expectations and adolescent academic achievement. This article applies the random intercept model to investigate the association between Chinese adolescent perceived value of effort as outcome expectations and academic achievement and employs the Karlson, Holm, and Breen (KHB) method to examine the underlying mechanisms. Additionally, this paper uses the random coefficient model to explore the heterogeneous association between the perceived value of effort and adolescent academic achievement across families and schools. Based on the Programme for International Students Assessment 2018 (N = 11751; 48.07% females), we found that the adolescent perceived value of effort was significantly and positively correlated with academic achievement. Adolescent educational expectations and academic engagement partially mediated the relationship between the perceived value of effort and academic achievement. Adolescents from disadvantaged families and schools benefited more from the perceived value of effort. These findings enhance existing literature by revealing how the adolescent outcome expectations contribute to academic achievement and provide a scientific basis for bridging the gap in academic achievement between families and schools to promote equity in education.

Collaborative learning by teaching (CLBT) is a pedagogical approach that combines collaborative learning and learning by teaching pedagogy, which can be applied to university classrooms with the support of information and communication technology (ICT). This pedagogy not only emphasizes the independent learning of group members, but also emphasizes the process of collaborative learning and cooperative teaching among group members. For current Chinese college students, even with the support of online learning resources and ICT, CLBT is a relatively difficult task for group members, which needs to be combined with some regulatory strategies. Socially shared learning regulation (SSRL) has attracted widespread attention from educators and researchers as an effective collaborative learning regulation strategy, but so far, there is few studies on the effects of SSRL in CLBT environment, especially on psychological variables. This study explored the effects of SSRL on the computational thinking, learning motivation, engagement, and academic achievement of university students in CLBT by conducting a semester-long quasi-experiment in a data mining course with 72 third-year undergraduates at a Chinese public university. The experimental class adopted SSRL in CLBT with 41 students (33 males, eight females), while the control class only implemented CLBT with 31 students (26 males, five females). The independent sample t-test results showed that the students in the experimental class significantly improved their intrinsic motivation, engagement (Deep processing strategy and affective engagement), and computational thinking (Algorithmic thinking, critical thinking and problem solving) than those in the control class. In addition, the student's academic achievements in the experimental class were significantly higher than the students in the control class. This study enriches the practical cases of educators and researchers and makes recommendations for future research, such as combining project-based learning approaches with CLBT or investigating the relationship among these psychological variables and academic performance.

More than half of the presidents in top universities of China have been grown up in their original universities. According to the upper echelon theory, the "indigenization" characteristics of university presidents will have an impact on their cognitive level and thus affect the scientific research performance of universities. Based on data from the National Natural Science Fund Projects and the National Social Science Fund Projects of China from 2007 to 2016, as well as individual characteristics of presidents, this paper empirically investigates the influence of the growth experience of presidents in 115 "Project 211" universities on scientific research performance. The results show that the presidents who grow up from the original universities have a significant negative impact on national fund projects, especially on the national natural science foundation projects. This paper suggest that the reason maybe the insufficient motivation and less access to external resources for native presidents. Some corresponding policy recommendations are proposed for this purpose.

By reviewing regulative documents and extant literature, this paper explores the realities and trends of international students in East and Southeast Asia (ESA). It also shows motivation and strategies of four new players in the international higher education sector in East and Southeast Asia i.e., China, Hong Kong, Taiwan and Malaysia. Apart from showing that intraregional students have not predominated the overall international student population in the region anymore, the paper highlights that ESA region has become an established hub of international students rather than a new emerging destination as it was in previous years. The overall net flow of international students in this region was still deficit prior to 2010s, but the deficit in 2017 is still less than that of 2010?s. This is probably the first study of its kind to examine the trends of international students as well as of higher education policies of countries in the ESA region. The findings of this study shall provide an insight into international higher education trends among the ESA countries for stakeholders, including policymakers, university managers, faculty, students, and parents.

This study aimed at gaining an in-depth understanding of how "teaching thinking" was adopted and diffused as an instructional innovation in primary schools from principals' perspectives. Using Rogers' Diffusion of Innovation (DOI) theory as a theoretical lens, one-on-one semi-structured interviews were conducted with eight Chinese primary school principals. Interviews were audio-recorded, transcribed, open coded, and analysed by using constant comparison analysis. Results found:1) the principals' prior knowledge about teaching thinking and their "perceived characteristics" of the thinking skills programme (TSP) prompted the principals to adopt the TSP in their schools; 2) recruiting "seed teachers," offering "direct thinking skills classes," and demonstrating "cannon fodder classes" played an important role in kicking off the TSP; 3) engaging in online and on-site training, infusing thinking skills into subjects, and routinizing "lesson studies" were essential in adapting the school to teaching thinking; 4) opening training and lesson studies to all teachers, and point-to-area peer influence were effective ways of diffusing teaching thinking in schools; 5) building positive feedback mechanisms, making teaching thinking a distinct feature of the school, collaborating with external partners, and forming organizational memory were effective measures of sustaining the diffusion. Implications for adopting and diffusing instructional innovations in schools were discussed.

As a replication in the Chinese context of previous aptitude testing validation studies, this research aims at exploring the validity of an interpreting aptitude test battery, composed of the Logical Memory Test (LMT), the Scale of Language Anxiety (SLA) and the Achievement Motivation Test (AMT), in the prediction of consecutive interpreting performance of Chinese interpreting trainees. A quasi-experimental and correlational research design was adopted. The aptitude test battery was administered at the beginning of the first semester for 48 post-graduate interpreting trainees, and English-Chinese (E-C) and Chinese-English (C-E) consecutive interpreting (CI) tests, used to measure the interpreting proficiency of the subjects, were conducted at the end of the semester. Scores from the aptitude tests and consecutive interpreting tests were subjected to parametric correlation analysis as well as multiple linear regression analysis. The results indicated that (a) the LMT scores enjoyed a statistically significant positive correlation with C-E CI; (b) the SLA scores had a statistically significant negative correlation with both E-C and C-E CI; (c) there was no statistically significant correlation between the AMT scores and CI in either direction. Implications of the findings are discussed in relation to interpreting candidate screening and admission testing.

Background: Typically developing (TD) siblings play a crucial role in promoting the health and well-being of adults with intellectual disabilities. Their involvement in the sibling relationship during adulthood may predict their likelihood of providing care to the sibling with intellectual disabilities (ID). However, different types of motivations (discretionary and obligatory) related to the contact frequency of TD siblings have not been fully explored. Little is known about how their negative experiences, such as affiliated stigma, influences relational motivations, which consequently affect contact frequency. This study examined these links in a Chinese context. Method: In total, 1,298 Chinese siblings were surveyed using questionnaires, and structural equation modelling was used to test the mediation effect. Results: Contact frequencies of TD siblings were significantly affected by discretionary motivation, obligatory motivation, and stigma experiences. The findings supported the mediating effect of obligatory motivation in the relationship between affiliated stigma and contact frequency. Conclusion: This study is among the first to examine whether the relational motivation of TD siblings predicts their contact frequency within their relationships with adult siblings with ID. We found that both types of relational motivations of TD siblings positively predicted contact behavior.

Background: Unhealthy lifestyle habits developed during university years could continue into adulthood. Purpose: To analyze and map worldwide publications on physical activity among university students. Method: A pre-validated search strategy was used to find relevant articles in the Scopus database. The study period represented three decades (1993-2022). Results: The method retrieved 919 articles. More than half of the articles (n = 491; 53.4%) were published between 2019 and 2022. The "International Journal of Environmental and Public Health" was the most prolific, but articles published in the "PLOS ONE" journal were the most influential. Research on the impact of physical activity on mental health (n = 236; 25.7%) was the largest research theme, followed by that on body weight (n = 144; 15.7%). Articles on the effect of screen time and mobile phone use on physical activity received the highest number of citations, while those on physical activity during the COVID-19 pandemic received the highest number of citations per year. Discussion: The current study provided baseline information on the research activity on physical activity among a category of assumingly healthy individuals. Translation to Health Education Practice: University students need to be targeted to increase their engagement in physical activity. Translation to Health Education Practice

Motivation is key to the generation of creative ideas, intrinsic motivation is the core driving force of creativity. Researchers believe that individuals with higher intrinsic motivation will produce higher novelty and flexibility. Creativity may also be influenced by environmental cues, which are objects in the environment that individuals can use to solve problems. This study investigated the influence of intrinsic motivation and environmental cues on social creativity and whether there is an interaction effect of intrinsic motivation and environmental cues on the process of electronic brainstorming (EBS). The results showed that individuals generated more ideas (both in quantity and type) when presented with more cues. In this process, the influence of the number of cues on the fluency and flexibility of social creativity was regulated by intrinsic motivation. The more novel the cues, the higher the overall level of originality of the ideas generated by participants. In this process, the influence of the novelty of cues on the effectiveness and fluency of social creativity was regulated by intrinsic motivation. This study offers a fresh theoretical perspective on the complicated relationship between intrinsic motivation and creativity. Furthermore, it provides empirical evidence to inform training on social creativity for university students.

Purpose: Given the less mature homeschooling ecosystem in China, together with the similarity of purpose, the current study examined the lived experiences of curricular choice making in the USA and China and categories of respective families (homeschools), as a way of understanding curricular flexibility. In addressing these features, based on an updated model of curricular flexibility as it applies to homeschooling, the authors examined the aspects of who, what, when, where and how to see if this context offers new light. The authors then consider ways in which the model can be further updated for greater analytical clarity and accuracy. The purpose of this paper is to address these issues. Design/methodology/approach: A descriptive case study was conducted in the Xi'an city of China and the Seattle metropolitan area of the USA. A survey and two rounds of semi-structured interview data were collected from ten homeschooling families in both contexts. Findings: The study found families' adjusted curricula for different motives, as they navigated differing societal contexts, and curricular flexibility in homeschooling contexts was theorized as standardization and structuring strategies and social dimensions, and family preference patterns were identified. Chinese homeschooling families had comparatively less variety of available resources and freedom to homeschools compared to American counterparts, and they operated with the awareness of a standard national curriculum and its social implications. Originality/value: This study elaborates on a little-discussed topic -- the overall curriculum of each homeschool and motives influencing changing curricular choices during the process of homeschooling. And it is the first paper to use the model to explicitly define curricular flexibility in the homeschooling context, thus extending the existing theoretical discussion of curricular flexibility.

Talent policy is conducive to attracting, motivating, and retaining vital, innovative talents to provide continuous motivation and innovation for green development. However, there is a dearth of literature on the impact of talent policy on enterprises' green technology innovation (GTI). To bridge this gap, we take China's A-share listed enterprises from 2010 to 2021 as samples, construct a Poisson model to test the relationship between talent policy and GTI, and further reveal the mechanism of executive environmental attention on the relationship between them. The research results are: (1) Talent policy significantly promotes GTI. After a series of tests, this positive effect is robust. (2) Executive environmental attention mediates this relationship. (3) The positive impact of talent policy is more significant in heavy polluting enterprises and non-state-owned enterprises, as well as in the power sector. These findings enrich the literature on incentive policy and GTI and have important practical implications for enterprises and policymakers.

This article presents two Chinese international branch campuses located in Europe as cases. Semi-structured interviews and document analysis were undertaken to clarify the motivations of establishing international branch campuses, their governance models, and operational challenges. We found that authorities' regulatory policies and public norms impact the decision making of Chinese universities. Universities are also eager to uphold their vision of internationalisation, opening up, through the establishment of international branch campuses. The governance of Chinese international branch campuses mainly depends on bilateral cooperation rather than on adoption of the host or home university's governance modus operandi, which indicates a kind of transitional approach. Joint decision-making, limited financial resources and institutional distance between the home and host universities have led to a type of balance seeking programme operation, that seeks to accommodate both Chinese policies, institutional practices as well as European higher education practices and policies. Overall, the self-proclaimed orientation of Chinese international branch campuses in Europe has not yet been fully achieved, and a series of ongoing issues remains to be resolved.

Purpose: This study aims to focus on determining the influence of transformational leadership on work engagement as mediated by employee motivation. Design/methodology/approach: The research findings are based on a quantitative analysis of a survey of 443 full-time employees working in the Guangdong-Hong Kong-Macao Great Bay Area (GBA) of China. Findings: The positive perception of transformational leadership from employees enables them to accomplish tasks beyond expectations. With the help of structural equation modeling, this study reveals that the influence path of perceptions of transformational leadership on work engagement is partially mediated through employee motivation. Research limitations/implications: Employee motivation is not the only mediating factor, other factors mediate the relationship between transformational leadership and work engagement. The problem of sample size and sampling collection, the survey only focuses on samples working in the GBA. Originality/value: The analysis and results based on data from mainland China, especially the GBA, expands the boundaries of the role of transformational leaders in learning organization and provides additional data support and sources for future relevant research. At the same time, the study of the mediation models between leadership and work engagement also hints more potential possible mediation factors.

This study draws upon motivation theories and identifies the motivations of Chinese scholars with regard to publishing articles in international journals and how their motivations influence the research output of Chinese universities. Drawing on 25 in-depth interviews with academics currently working in two Chinese universities, the findings, which are based upon the perceptions of the respondents, suggest that the dominant incentives for publishing in international journals are extrinsic motivators, and particularly the desire to pass the university assessment. This assessment-related pressure may result in the stress of academic staff, low willingness to collaborate, a competitive culture and environment, and other possible effects. This study points out the importance of formulating healthy publication assessment strategies, which should emphasise both individual improvement and organisational development in the long run.

Despite growing recognition of diverse forms of parental involvement, scarce research exists on the critical influence of sociocultural contexts on parental involvement in their children's education. Building on and modifying Hoover-Dempsey's parental involvement model, this article proposes a new sociocultural model to explain Chinese immigrant parents' motivations for school-based and home-based involvement. Within the discussion of the model, each component is detailed but the emphasis is directed to three general components: the Chinese cultural model of learning, parental role construction, and school-family relations, including teachers' parental involvement practices that differ from the U.S. mainstream culture's model. This review demonstrates that Chinese immigrant parents tend to be more involved in some types of school-based activities (e.g., attending parent-teacher conferences and school events) than others (e.g., volunteering in classrooms and attending PTO meetings/school council). Chinese immigrant parents' involvement processes also interact with family socioeconomic status and immigrant contexts. The article concludes with implications for research and educational practice.

This study analyses student and parental perspectives on the decision to drop out from a rural junior high school in northeast China. Data were collected in 2017 via participant observation, focus groups with students who were considered at "high risk of dropping out", and semi-structured interviews with parents. The official Chinese dropout rate during the nine years of compulsory education is 6.2%; however, in this case, the cumulative dropout rate was as high as 43.1%. Beyond analysing the poor education environment, low academic performance, and pressures from private tutoring, migrant families' situations were also examined for a deeper understanding of the motivations of dropouts and their parents. Official discourse in China blames high dropout rates on students' "study-weariness"; however, this study suggests that, given the intense competitiveness of the country's education system and the disadvantages of rural residents, dropping out may seem a rational choice for many rural families.

Music teacher attrition represents a serious educational concern, especially among preservice music teachers due to their lack of sufficient occupational identity and commitment. However, factors influencing their decisions on remaining in/leaving the profession are not well understood. This study proposed and empirically tested a psychological decision model by integrating the theory of planned behaviour and motivation theory to explain preservice music teachers' intention to remain in the profession. Questionnaires were administrated to 218 preservice music teachers from vocational colleges in China. The results showed that the integrated model could explain 78% of the variance in behavioural intention. Attitude, subjective norm and intrinsic motivation were identified as significant antecedents for preservice music teachers' intention to remain in the profession, while perceived behavioural control and extrinsic motivation exerted indirect impacts on behavioural intention through mediating roles of intrinsic motivation and attitude. The findings provide important implications for the design of effective policies and strategies to attract and keep preservice music teachers in the profession.

Although the theory of the socio-cultural approach to creativity is gaining steam, empirical studies with advanced statistical tools are lagging behind. To address the gap of empirical studies integrating individual, social environmental, and cultural factors, we examined how motivational factors and environmental responsiveness were jointly related to college students' creative achievement in different nations. Participants were university students from eight culturally and geographically diverse regions: Argentina, Austria, Chile, China, Kosovo, Russia, Saudi Arabia, and Turkey. Overall, the results painted a generally positive picture of the relationship between environmental responsiveness, motivational factors, and creative achievement. By employing structural equation modeling (SEM) and multiple-group SEM (MGSEM) methods, results partially supported the mediation role of motivational factors between environmental responsiveness and creative achievement. In addition, we observed more consistent relationships between parental responsiveness and motivational factors or creative achievement, than lecturer. This held in common across all seven countries which fulfilled the requirements for the SEM process, indicating that parents play a potential vital role in supporting students' motivational aspects and creative achievements, whereas lecturers supporting role is relative to the cultural organizational circumstances. As the first large-scale empirical study with a socio-cultural approach, we invited further discussion and proposed future cross-cultural research of this kind. Research implications and practical suggestions were addressed.

Drawing on self-determination theory (SDT; E.L. Deci & R.M. Ryan, 1985, 2000) and using corporate samples (N = 284; 63% Male; Mean Age = 34, SD = 6.09) from high-tech firms in China, this empirical study explored the path model from satisfaction of the basic psychological needs for autonomy, competence, and relatedness, through autonomous motivation to employees' innovative work behavior ("IWB"; J. De Jong & D. Den Hartog, 2010). It also simultaneously examined the interactions between autonomous work motivation and individual values (collectivism, H.C. Triandis (1995); uncertainty avoidance, R. J. House, P. J. Hanges, M. Javidan, P. W. Dorfman, & V. Gupta (2004); and power distance, J. Farh, R.D. Hackett, & J. Liang (2007)) in the conditioned path model. The regression results obtained from conditional PROCESS analysis (A.F. Hayes, 2013, 2018) suggest that basic psychological needs satisfaction is positively related to employees' IWB via autonomous motivation, but that these indirect effects were weaker when employees' power distance value orientation was high. Implications, limitations, and future research directions are discussed.

Adopting a motivational perspective on creativity, we theorized when and how perceived cognitive diversity in teams was associated with creativity by focusing on the mediating role of intrinsic motivation and the moderating role of learning orientation. We further expanded our contribution by examining these relationships at both the individual and team levels. We used a sample of 382 Chinese employee-supervisor pairs nested within 106 teams to test our hypotheses. The results revealed that, at both the individual and team levels, learning goal orientation significantly moderated the positive association between perceived cognitive diversity and intrinsic motivation such that the latter relationship became stronger as learning goal orientation increased. Furthermore, our findings confirmed that learning goal orientation enhanced the indirect positive relationship between perceived cognitive diversity and creativity through intrinsic motivation.

In the recent years, there has been a rise in the number of Western students who are studying in China. Governments in China, and in other Western nations are expanding relations because China is currently developing world-class higher education institutions (Hennock, 2012). The present study explores motivations, deterrents and benefits of studying abroad in China. Questionnaires were distributed to 285 overseas students and findings suggest that Western students rated their overall experiences favorably, while only the majority of participants rated their academic experience as above. Findings also reveal that other related academic factors such as the Chinese university administration support was somewhat below neutral. Finally, findings also suggest that a strong motivation to study in China is receiving a grant or scholarship, and students' favorite aspects from the experience were the people, the food and the culture. Implications and further directions for the study will be discussed.

This study addresses the link between overeducation and intention to migrate to the Greater Bay Area (GBA) cities in mainland China in a sample of Hong Kong's young adults employed in lower occupational classes (elementary occupations, plant and machine operators and assemblers, craft and related workers, and service and sales workers). The results indicate that overeducation has a unique negative effect on attitudes towards migration to GBA. The findings suggest that social capital theory rather than human capital theory is better able to explain the motivation of Hong Kong's young people to invest in higher education. This research may help policy makers review the expansion of higher education in Hong Kong and provide valuable policy implications for regional integration between Hong Kong and mainland China.

Based on the HTML5 video element, WebVTT (Web Video Text Tracks) and MySQL, we developed a Rich Media Platform for Table Tennis learning (RMPTTL). This platform can support online motion analysis. Meanwhile, social agents (peers, coaches and parents) can leave comments to influence players' participation motivation. A mixed experimental design was followed, whereby researchers conducted pre-tests and post-tests to assess the effect of using RMPTTL on players' performance and participation motivation. Participants were thirty 7-12 year old schoolchildren from a table tennis training school in Wuhan, China. They were randomly assigned to two groups, one of which used the RMPTTL (Group R) and the other did not (Group C). The intervention lasted 8 weeks. A series of one-way analyzes of covariance (ANCOVAs) were conducted. Analysis of the data illustrated that: (1) differences in mean scores of advanced skill (alternative forehand and backhand drives) and participation motivation between the two teaching groups were significantly different; (2) there was no significant difference in mean scores of basic table tennis skills (forehand drive or backhand drive) between the two groups. The findings conclusively support the effectiveness of using RMPTTL as an adjunct to standard coaching techniques.

In large-scale low-stake assessment such as the Programme for International Student Assessment (PISA), students may skip items (missingness) which are within their ability to complete. The detection and taking care of these noneffortful responses, as a measure of test-taking motivation, is an important issue in modern psychometric models. Traditional approaches based on questionnaires and item response theory may have different limitations. In the present research, we proposed a new way by directly using "participant-own-defined" missing item information (user missingness) in a zero-inflated Poisson model. An empirical study using the PISA 2015 data (eight representative economies in two cultures) and another simulation study were conducted to validate our new approach. Results indicated that our model could successfully capture test-taking motivation. We also found that the Confucian students had lower user missingness irrespective of item positions as compared with their Western counterparts.