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It is essential for modern medical students to continuously enhance their clinical thinking abilities. This study aims to evaluate the efficacy of the combined World Café discussion and case-based learning (CBL) approach within the clinical thinking training course. The clinical thinking training course incorporated the combined World Café discussion and CBL approach. The assessment of the accuracy and rationality of clinical symptoms, medical examination, pathological processes, diagnostic results, diagnostic basis, and drug use was conducted through case-related queries. Feedback from students and instructors regarding the teaching content, teaching process, and teaching effect was gathered through questionnaires. The findings indicate that the students achieved high marks in all assessed areas, including clinical symptoms, medical examination, pathological processes, diagnostic results, diagnostic basis, and drug use. The feedback from students and instructors on the teaching content, teaching process, and teaching effect was positive. Medical educators can use our findings to implement the combined World Café discussion and CBL mode to enhance student engagement.

Much of the university spin-offs (USOs) literature either focuses on the influence of parent universities or the external environments on enterprise performance in economies with one aspect almost always neglected, that is, the role of USOs' corporate governance. In this study, we examine the effects of USOs' corporate governance structure which includes equity structure, board size and organizational form, on enterprise performance in a Chinese context, as well as the moderating effect of human capital on the relationship between board size and enterprise performance. This study takes 150 enterprises in 42 universities in Hubei Province as samples in 2017 using the weighted least square (WLS) method. The research finds evidence of positive relationships between equity structure and enterprise performance, as well as between board size and enterprise performance. However, a positive effect is not found between organizational form and enterprise performance, which shows a prominent negative effect. Moreover, human capital which is partially positive, influences the relationship between board size and enterprise performance. Therefore, these findings add some potentially noteworthy dimensions to the USOs literature that are especially important to USOs' policy makers and other stakeholders.

Scientific and technological development has brought greater demands for both general and skilled talents, which sets higher requirements for talent cultivation in higher education. As a vital component of higher education internationalization, international student mobility (ISM) is playing an increasingly important role in talent cultivation and supply. Using data from the Chinese National Graduate Sample Survey (CNGSS), this study explored whether ISM affects general and skilled talents' post-graduation decisions. Due to the substantial differences in the content and form of ISM, the heterogeneous effects of ISM duration and the host institution's ranking were further analyzed. The results showed that ISM helped general talents receive further education and helped skilled talents find employment. Furthermore, for general talents, short-term experiences had a greater impact on pursuing advanced education than long-term ISM, while for skilled talents, long-term experiences had a greater impact on finding employment.

As a result of globalization, Chinese young adults who transit to adulthood currently are being exposed to a combination of traditional Chinese values such as collectivism and Confucian philosophy, as well as Western individualism. We analyzed the trends in depression prevalence within an 8-year period using panel data derived from young adults in China. The investigation further delved into the multifaceted correlates of depression, including demographic profiles, health-related parameters, and consequential life events. Data were obtained from five cycles, 2010 to 2018, of the China Family Panel Studies (CFPS). Participants included adults aged 18 to 24 years (total analytic sample N = 15,442). Depression symptoms increased in prevalence in Chinese young adults over the eight years; therefore, depression screening should be regularly conducted in this demographic. This study highlights the issue's gravity and suggests potential correlations with cultural, regional economic development level, gender, religion, hukou (household registration), lifestyle, chronic health conditions, on-going school attendance, and marital factors.

This study investigates Chinese international students' acculturation strategies and pragmatic intentions to address identity conflicts in Hong Kong study experiences through a developmental lens. We treat conflicts and stressors as indicators of active commitments and the process of engagement as strategic, goal-oriented, intentional investments to become better selves. Undergraduates (N = 95) enrolled in a Hong Kong university participated: 85 completed a Cultural Practices Questionnaire about daily activities; 10 completed semi-structured interviews on their acculturation strategies, identity conflicts, and justifications. Mixed method data analysis highlighted strategies rooted in goals, choices, consistency, and commitment. Several pragmatic intentions were also identified. Participants considered academic study, language learning, club activities, communicating with friends, volunteering, and interacting with diverse people as fundamental active commitments. An alternative definition of "integration strategy" is proposed to better capture students' transcultural choices and decolonize the view that students are expected to conform to the host culture.

Due to the impact of COVID-19, collaborative online international learning (COIL) increasingly plays an important role in the internationalization of higher education. Based on a participatory case study of a COIL program given at Shanghai University (SHU), this paper explores how students, foreign professors, and professors in China prepare, understand, and experience online teaching, learning, and assessment in a COIL program. Three findings include 1). Organizing COIL Programs with a Global Perspective; 2). Enhancing Teaching and Learning through Intercultural Communication; and 3). The Barriers of COIL in Chinese Universities. Taking insiders' perspectives, we argue that a cultural gap regarding teaching and learning styles can affect COIL programs in Chinese universities, posing challenges for both students and teachers. We suggest that program organizers should focus on the cultural gaps affecting these programs, and provide additional opportunities for intercultural communication to address the cultural gaps.

Previous studies have verified that teacher-student relationship quality has a positive effect on students' academic engagement. Few studies, however, have examined whether school psychological capital mediates the linkage between teacher-student relationship and academic engagement. The present study aimed to examine the mediated role of school PsyCap between teacher-student relationship and academic engagement in a sample of 986 Chinese college students in their English as a foreign language (EFL) learning. Having controlled for gender and family resources, structural equation modelling (SEM) analysis was conducted to explore the predictive effect of the teacher-student relationship on academic engagement via mediator of school PsyCap. Results showed that the teacher-student relationship predicted school PsyCap. School PsyCap, in turn, predicted EFL learners' academic engagement. The present study provides evidence for the linkage between teacher-student relationship and academic engagement and contributes to the literature by uncovering the mediator mechanism between these two constructs. Both theoretical and practical implications are discussed.

Objective: This study aimed to investigate the characteristics of auditory processing (AP) in preschool children with attention-deficit/hyperactivity disorder (ADHD) using the speech auditory brainstem response (speech-ABR), which provides insights into the AP of speech signals in the central auditory nervous system (CANS). Method: A total of 84 preschool children diagnosed with ADHD, aged 4-6 years, were matched with 84 typically developing (TD) children based on gender and age. All children underwent speech-ABR testing, cognitive assessment using the Wechsler Preschool and Primary Scale of Intelligence--Fourth Edition or the Wechsler Intelligence Scale for Children--Fourth Edition, and a continuous performance test. Results: Children with ADHD exhibited significantly longer latencies of speech-ABR waveforms V, A, and D compared to TD children. Multiple linear regression analysis showed that the latencies of speech-ABR waves V, A, and D were affected by the presence of ADHD, but not by the full-scale intelligence quotient. Conclusions: This study revealed that preschool children with ADHD exhibited abnormal AP of speech signals in their CANS. The findings suggest that speech-ABR can be utilized as a reliable measure to evaluate AP ability in this population, as it remains unaffected by cognitive or attentional factors. The transient response (V, A) of speech-ABR was found to be a significant predictor of ADHD in a clinical setting. Early assessment of AP abnormalities via speech-ABR is recommended in preschool-age children to develop targeted interventions for ADHD.

The introduction of modal verbs in English textbooks across levels in China was surveyed and compared with Chinese learners' use in writing to explore the potential impact of textbook introduction on learners' real use. The results have revealed: (1) divergences between the sequence of modal verb presentation in textbooks and their frequency order in native speakers' use, the unusual lower coverage of WOULD and early introduction of SHALL in particular; (2) the imbalanced coverage of different forms and senses of modal verbs in textbooks, notwithstanding that learners deploy some senses or forms in writing even if these usages have not been introduced; and (3) the constrained way of introduction -- English to Chinese translation in vocabulary, simple explanation and exemplification in sentence context. Core senses and fundamental forms introduced early in textbooks are used most frequently in learners' writing. Modal verbs with the perfect aspect structure and their associated senses introduced in textbooks at university levels rarely occur in learners' writing even at advanced levels. Limited agreement between textbook introduction and learners' use has been detected.

The aim of the present study is to examine the link between proactive personality (PP) and entrepreneurial intention (EI) and to investigate the mediating role of entrepreneurial attitude (EA) and the moderating role of perceived educational support (PES). A total of 764 university students were recruited using a stratified cluster sampling from two Chinese universities. Participants completed a battery of self-reported online questionnaires, including the proactive personality scale, entrepreneurial attitude scale, perceived educational support scale, and entrepreneurial intention scale. Descriptive and correlation analysis was conducted by SPSS 21.0. SPSS macro program PROCESS (Model 4) was used to test the mediating effect and PROCESS (Model 7) to verify the moderated mediation effect. The results showed that PP had a positive effect on EI (B = 0.842, SE = 0.042, p < 0.001). EA exerted a partial mediating effect between PP and EI (the indirect effect was 0.633, which accounted for 75.27% of the total effect). Moderated mediation analysis suggested that PES moderated the indirect effect of PP on students' EI via their EA. The present study is the first attempt to provide a single model to decipher the interlink of PP, EA, PES, and EI simultaneously. The findings could contribute to the current literature on entrepreneurship by focusing on "how" and "when" university students' PP may enhance their EIs. More specifically, the mediating role of EA, the stronger effect of EA, and the moderating role of PES in predicting university students' EIs were reported.

This study aimed to examine the relationship between the classroom environment (CE) and university identification (UI) and the chain mediating effects of student engagement and academic achievement (AA). 4,463 Chinese university students were assessed using the classroom environment and UI scales, and measures of student engagement. Results show: (1) a significant positive correlation between a supportive CE, high student engagement, high AA, and high UI; (2) AA plays a mediating role between CE and UI, while student engagement mediates CE and UI; and (3) student engagement and AA play a chain mediating role between CE and UI. This study verified that a positive CE helps strengthen university students' UI, and student engagement, AA, and a series of intermediary roles had a chain mediating effect. Universities should create a positive CE and encourage building good interpersonal relationships between students and others to further increase AA and UI among students.

This study delves into the predictors of English proficiency among middle school students in China, utilizing the rich dataset provided by the China Education Panel Survey (CEPS). By integrating multilevel modeling and Support Vector Regression (SVR), this research scrutinizes a broad spectrum of factors at the individual, family, class, and school levels. Key predictors identified include students' native language proficiency (Chinese), cognitive aptitude, perceptions of English difficulty, attitudes toward English teachers, and parental involvement. The findings emphasize the significant impact of individual and family-level variables on English proficiency, highlighting the critical role of these modifiable factors (i.e. individual-level factors, such as students' native language proficiency and perceptions and attitudes towards the English subject). The comparative analysis demonstrates that while both multilevel models and SVR offer valuable insights, their combined application yields a more comprehensive understanding of the predictors and their interactions. This dual-method approach showcases the potential of integrating multilevel modeling with support vector regression to enhance educational research, thereby informing policy and practice. The study's insights are vital for developing targeted educational strategies and policies to support bilingual learners in China, ultimately improving language proficiency and educational outcomes.

Although writing and translation are closely related text productions, their interface has rarely been studied in translator training. This study examined student translators' writing and translation products in terms of their quality, errors and self-perceived mental workload. Data were collected from 11 intermediate-level translation students at a university in mainland China. They were asked to complete four tasks: L1 (Chinese) writing (L1W), L1 (English-Chinese) translation (L1T), L2 (English) writing (L2W), and L2 (Chinese-English) translation (L2T). The results of quantitative analyses revealed no significant linear correlation between self-perceived mental workload and quality/errors, but a significant effect of task type on mental workload. Errors most frequently occurred in translation and L2 text production. The L2W error rate predicted L2T scores and L2T error rates. A discrepancy was noted between the students' self-evaluation and their actual performance. The findings of this study may help researchers and teachers gain a fine-grained understanding of students' performance in writing and translation and shed light on the development of pedagogical measures in translator training.

The fertility policy liberalization in China has meant that many firstborn children are stressed by a newborn sibling's arrival. This case study explores creative arts intervention as an innovative stress management approach to alleviate a Chinese girl's maladaptive reactions during her transition to siblinghood. A weekly 17-session tailored creative arts program used diverse art forms for self-exploration, emotion regulation, and family dynamics reconstruction in stages. The study employed an AB single-case design and utilized a mixed-methods approach for data collection. The results demonstrated that the child's maladjustment appeared closely tied to the cultural context of Chinese families. Creative arts intervention effectively improved the child's emotion regulation, family involvement, and social confidence as well as sibling warmth and managing jealousy. This case offers culturally situated insights to guide future child-centred, arts-based transition support research in Chinese families undergoing rapid structural shifts.

Currently, work-family conflict of college teachers is a common issue, especially when their children are in the preschool stage, which will directly affect the children's problem behaviors. This study aims to explore the relationship between parental work-family conflict and children's problem behaviors, and the mediating role of parental phubbing and children's problematic media use among Chinese college teachers. A total of 234 college teachers and their preschool children (Mean[subscript age] = 60.29 months) participated in this study. The results indicate that: (1) there is a significant positive correlation between college teachers' work-family conflict and their children's problem behaviors; (2) there is a significant mediating effect of problematic media use between work-family conflict and preschool children's problem behaviors; and (3) Parental phubbing and children's problematic media use play a chain mediating role between work-family conflict and children's problem behaviors. The results reveal the influencing mechanism of work-family conflict on preschool children's problem behaviors.

Little research has been conducted to investigate relationships between students' community of inquiry (CoI) perceptions and their attitudes towards reading circles (ARC). To bridge the gap this quantitative research reports a cohort of Chinese students' perceptions of CoI and its prediction for their attitudes towards reading circles (RC) in English as a Foreign Language learning. The researchers administered and collected 202 valid questionnaires. They analyzed the correlations between CoI and ARC dimensions, did regression analyses and came up with insightful findings. It's found that, concerning CoI, students have more positive perceptions of teaching and cognitive presences than of social presence. Meanwhile teaching presence, cognitive presence, social presence of CoI and usefulness, affect, and behavior of ARC are closely correlated. CoI teaching presence and cognitive presence are significant predictors for usefulness and behavior of ARC, while the combination of the three CoI presences predicts affect of ARC. Investigating the relationships between a longstanding CoI framework and a fledging ARC scale provides great implications for Chinese blended EFL teaching, especially in reading courses.

A total of 169 Chinese college students were divided into high proficiency and low proficiency learners according to a College English Test, and watched one of three short fully captioned English videos, thus producing six groups: (1) High proficiency + L2 (n = 25), (2) High proficiency + L1 + L2 (n = 24), (3) High proficiency + L1 (n = 33), (4) Low proficiency + L2 (n = 29), (5) Low proficiency + L1 + L2 (n = 30), (6) Low proficiency + L1 (n = 28). The participants' retention and transfer were assessed first. SPSS analyses revealed that L1 + L2 caption group with high proficiency performed the best retention, while L2 caption group with low proficiency achieved the highest retention, and there was no significant difference in transfer. Afterwards, a factor design was employed and three dimensions of student engagement were evaluated with the same participants, suggesting significant results in cognitive student engagement with a median effect size, represented by investment in learning and positive attitude as indicators. This research attempts to explore the incorporation of behavioral, emotional, and cognitive student engagement when measuring learning effectiveness of content-based instruction video learning, highlighting the significance of cognitive student engagement in the studies of captioned videos.

Over the past several decades, Chinese universities have introduced various Western-style human resource management (HRM) practices to improve organizational performance. Such HRM innovations have resulted in new employment relations and paradoxical HR practices, which cannot be explained by the unitary institutional logic assumed by conventional HRM theories. Based on in-depth interviews of academic and administrative members, this study examines how Chinese universities struggle to reconcile competing institutional logics through HR innovations for ambidexterity. Our research reveals a unique transformation trajectory of personnel management in Chinese public universities. The findings indicate that human resource management in Chinese universities has been influenced by multiple logics of socialism, market, and corporation, heading along the neoliberal and managerial route while being shaped by strong state regulations. Chinese universities still have a long way to go to reconcile multiple institutional logics and achieve ambidexterity.

Examining changes in the longitudinal relationship between vocabulary knowledge and three types of morphological awareness (MA), a cross-lagged design was conducted with a sample of 146 Chinese children. Homophone awareness, homograph awareness, compounding awareness, and vocabulary knowledge were measured in grades 1 (T1), 2 (T2), and 3 (T3), respectively. After controlling for nonverbal IQ, phonological awareness, and rapid automatized naming, the structural equation modeling results showed that vocabulary knowledge significantly positively affected compounding awareness from T1 to T2 and T2 to T3. Vocabulary knowledge at T2 predicted homophone awareness and homograph awareness at T3. Furthermore, homograph awareness at T2 predicted vocabulary knowledge at T3. These findings provided evidence that vocabulary knowledge is a significant predictor of homophone awareness, homograph awareness, and compounding awareness; simultaneously, stressed the importance of three types of MA which might play different roles in Chinese vocabulary development. Moreover, the developmental relationship between the three types of MA and vocabulary knowledge is changing and has the characteristics of stages.

As a new sustainable alternative to linear economics, the circular economy (CE) is bound to be accompanied by the requirements of the existing production model, science and technology, as well as the public perception of CE. To expose the potential impact of higher education on CE transition, this study systematically reviewed the relevant literature on the drivers and barriers to CE with a mixed analytical method. CiteSpace was used to perform bibliometric analysis and visual presentation of 367 literature accurately retrieved by search formula from two international influential databases, Web of Science and Scopus, and two significant Chinese databases, CNKI and CQVIP. In the results, we identified the number of publications and citations, the annual distribution of publications, annual citation trends, county distribution of publication contribution, the most-cited articles, and the co-citation networks. Moreover, we clarified the main drivers and barriers to CE in China by conducting qualitative content of the keywords related to driver and barrier factors in the literature. The results suggest that higher education has a positive influence on strengthening the main drivers and eliminating the main barriers, which implies that higher education has bright prospects in speeding up the CE transition. To maximize the effect of higher education for CE, we suggested university leaders and lecturers should adopt effective education and instruction measures in improving the performance of education activities for CE, so that the future leaders of various industries in universities could construct CE values and behavior patterns to achieve the replacement of traditional linear economy.

Understanding the intention of community residents to seek help from mental health professionals (MHPs) is essential in targeting interventions that promote the prevention and treatment of depression. This study aimed to investigate the current status of Chinese community populations' depression help-seeking intentions from MHPs and explore factors influencing the intentions. Data were used from a survey conducted in a city in central China (n = 919 aged 38.68 ± 17.34, 72.1% female). Help-seeking intentions, help-seeking attitude, depression stigma, family function and depressive symptoms were measured. The total mean score on the intent to seek help from MHPs was 11.01 ± 7.78 and most of respondents were unwilling to seek professional help. Multiple linear regression showed that participants who were students, held a positive help-seeking attitude and had low personal stigma were more likely to have the intention to seek help from MHPs. It is necessary to utilize effective interventions to improve community residents' intention to seek professional help. These include promoting the importance of seeking professional assistance, optimizing the quality of mental health services and altering residents' prejudice to seeking professional help.

Expectancy-value theory of achievement motivation has attracted the interest of many researchers over the last four decades. However, little research has discussed the situative and culturally focused aspects of this theory. The present study aims to validate a Chinese version of the expectancy value scale (EVS) and compare mathematics achievement motivation between Dai and Han ethnic groups to illustrate the influence of cultural background on students' developing expectancy and task value. Seven hundred ninety-seven Dai and Han secondary school students from Xishuangbanna, China, participated in this study. Confirmatory factor analyses and multi-group analyses were used to examine the validity of the EVS and measurement invariance across Dai and Han groups, respectively. Results indicated that the EVS possessed sufficient psychometric properties and measurement invariance across Dai and Han groups. Besides, there was no significant difference in mathematics expectancy between these two groups, while the task values of Dai students were significantly lower than those of Han students. Possible cultural explanations for the results and the implications for school practitioners are discussed.

In this study, we explored the notions of cultural learning from non-western perspectives by focusing on the experiences of Chinese undergraduate students from the field of Public Health in the United States of America. We used Weick's (1995) Sensemaking theory to understand how Chinese undergraduate students made sense of their experiences of learning about other cultures in both personal and professional spaces. We applied a qualitative research design and used interviews, a focus group, and reflection papers for data collection. We found that Chinese undergraduate students focused on social behaviors and attitudes. They used comparison as a tool to make sense of new experiences. Their sensemaking process shifted from simple to complex concepts, and guided learning helped them understand complex social issues related to public health in the U.S. They did not consider learning related to public health knowledge, English language, or life skills as cultural learning.

The higher educational institution needs a group of dedicated and committed lecturers to endure the institution during these turbulent times. As the organizational commitment reflects the self-identification of an employee with the organization, it has far-reaching implications on multifarious aspects in the organization. This present study investigated whether job satisfaction could mediate the relationship between learning organization and organizational commitment. A total of 452 lecturers from Heilongjiang province in China participated in this study. Structural equation modelling showed that job satisfaction significantly mediated the relationship between the dimensions of learning organization and organization, specifically on the effect of continuous learning, connection, and strategic leadership. Job satisfaction is also found to be a stronger predictor of organizational commitment than learning organization. These findings are discussed thoroughly and recommended a holistic plan to be devised that could strengthen learning organization and job satisfaction of lecturers in various aspects of the organization.

Background and Aims: Morphological awareness is an essential ability for successful reading. This study aimed to explore the contribution of morphological awareness to reading comprehension (RC) in Chinese. Particularly, this study sought to determine whether the relation between morphological awareness and RC differs across various facets of morphological awareness (homophone awareness, homonym awareness, and compounding awareness), grades, or ability levels. Samples and Methods: A total of 148 Chinese students were evaluated on a battery of tests from third to sixth grade. Multiple regression analyses were used to examine the unique roles of homophone, homonym, and compounding awareness on RC in different grades. Quantile regression analyses were conducted to investigate the more or less influences of facets of morphological awareness on RC across the ability range. Results: A series of multiple and quantile regressions revealed that: (1) compounding awareness rather than homophone awareness and homonym awareness, directly and uniquely explained the development of RC; (2) the effect of compounding awareness on RC increased with grade level; and (3) the contribution of compounding awareness to RC decreased as children move from poor to better readers. Conclusions: The findings reveal a developmental shift in the relation between morphological awareness and RC, as well as clarify when and for whom to enhance which facet of morphological awareness is particularly important.

The Chinese writing system is different from English in that individual words both comprise one to four characters and are not separated by clear word boundaries (e.g., interword spaces). These differences raise the question of how readers of Chinese know where to move their eyes to support efficient lexical processing? The widely accepted "default-targeting hypothesis" suggests that Chinese readers direct their eyes to a small number of "preferred-viewing locations" (PVLs), such as the beginning or middle of upcoming words. In this article, we report two eye-movement experiments testing this hypothesis. In both experiments, participants read sentences comprising entirely two-character words, but either without (Experiment 1) or with (Experiment 2) explicit knowledge of this structure prior to their participation. The results of both experiments indicate the absence of PVLs. Simulations using implemented versions of a simple oculomotor-based hypothesis, two variants of the default-targeting hypothesis, and the hypothesis that saccade lengths are modulated as a function of estimated parafoveal-processing difficulty (i.e., dynamic-adjustment hypothesis) suggest that the latter provides the best account of saccadic-targeting during Chinese reading. These results are discussed in relation to broader issues of eye-movement control during reading and how models of such must be modified to provide more accurate accounts of the reading of Chinese and other languages.

This research aims to systematically compare the educational concepts between the U.S. and China, to answer a research question: what courses, based on the experience of developing fire services in both countries, should be included in firefighting higher education programs to increase knowledge, skills, and abilities (KSAs)? The authors utilized the method of content analysis and applied the theoretical framework from emergency management to compare those curriculums from both countries into common contextual research criteria. Results of our analysis demonstrate that the two countries have similar expectations by which to develop core KSAs in their firefighting higher education programs.

Cognisant of the wide range of cooperation between China and Africa and the existing strong Sino-African relationship, this article explores the international cooperation between Africa and China in the higher education domain, especially in the field of Open Distance Learning (ODL). The study employed data triangulation relying on both secondary and primary sources to address the main research questions. It sheds light on the development of ODL in Chinese Higher Education Institutions (HEIs) with a focus on professional development of university teachers. The article argues that ODL is crucial for emerging economies' sustainable development. Key factors such as political, technological and socio-cultural features play a crucial role in the development and effective implementation of ODL. By exploring the potential opportunities and identifying related challenges, this article contributes to an understanding of how mutually beneficial partnerships between African universities and Chinese HEIs can be developed within the wider framework of Sino-African relationship.

In this study, we investigate the mediating effects of children's Internet use on the relationship between family socioeconomic status and their academic achievement, and whether the mediating effects vary across different academic subjects. We used the data from the China Family Panel Studies on the socioeconomic status of children's families, children's Internet use, and their academic performance. In the 2014 sample, there were 2,686 participants (females=1,272). In 2016, there were 2,330 participants (females=1,069), and in 2018, there were 2,485 participants (females=1,151). The socioeconomic status and the Internet use were measured by a questionnaire. Standardized tests measured the academic performance. Our findings showed that family socioeconomic status was positively related to math performance, but not significantly related to Chinese performance. The results also indicated that Internet use did not significantly mediate the relationship between family socioeconomic status in 2014 and math performance in 2016, while the frequency of Internet use to study in 2016 partly mediated the relationship between family socioeconomic status in 2016 and math performance in 2018. Our findings suggest that Internet use can only mediate the relationship between family socioeconomic status and math performance and the mediating effects become stronger over time.

Job satisfaction among teachers is important for their motivation to effect changes. However, in China, job satisfaction in early childhood education is a pressing issue, which leads to high attrition rates among preschool teachers. Thus, this study examined the role of school culture regarding job satisfaction and teaching autonomy among teachers as a potential mediator of this relationship in the preschool settings in China. Using survey data from 597 participants and by conducting structural equation modeling, this study found that school culture exerted a direct and significant impact on job satisfaction among teachers, whereas curriculum autonomy mediated the relationships in this regard. The results indicate the need for additional in-depth studies of the job satisfaction of preschool teachers in China, which exhibits a hierarchical structure.

Background: Migrants are the key population for tuberculosis (TB) transmission in China. However, it remains unknown how many migrants have received TB education and through what means. Objectives: To identify the rate and methods of TB education among migrants in China by using nationally representative data. Method: This study used secondary data analysis. The data were derived from the China Migrants Dynamic Survey 2014-2017. A total sample of 745,926 migrants was included in the following analysis. Information on TB education was collected through a self-report questionnaire. We used hierarchical logistic regression models to explore the relationship between the independent variables and the receipt of TB education. Results: Only 30.4% (n = 226,458) received TB education. Among all age-groups, participants between 65 and 69 years old had the highest TB education rate (33.4%). Bulletin boards (86.5%-91%), media (73% to 86.7%), and books/magazines (59.2%-67.4%) were the most common ways for migrants to receive TB education. Conclusions: Our study showed the rates of TB education in each region of China and indicated the significant disparity among the seven regions. Traditional media, off-line medical consultation, community advocacy, and bulletin boards should be the primary methods of delivering TB education. TB education campaigns targeting migrants with a low socioeconomic status should be actively promoted.

The Autism Mental Status exam (AMSE) has demonstrated excellent sensitivity and specificity in Western high-risk population with suspected autism spectrum disorder (ASD). This study aimed to evaluate the psychometric properties of the AMSE in a sample of high-risk Chinese children, and to determine the optimal cutoff score of the Chinese version of the AMSE in supporting ASD diagnosis. 66 young children aged from 2 to 11 years with suspected ASD were enrolled in the present study. A diagnosis of ASD or non-ASD was determined by a Best Estimate Diagnosis protocol according to the DSM-5 criteria. Receiver operating characteristic (ROC) curve analysis was conducted to assess the validity of the AMSE and search for the most effective cutoff score. The ROC curve analysis yields the area under the ROC curve of 0.98 which represents excellent diagnostic accuracy. Findings indicate the optimal cutoff score of the Chinese version of the AMSE was estimated as 6, producing the highest sensitivity of 98% and a specificity of 87%. Preliminary findings of the study suggest the AMSE has promising psychometric properties as an assessment tool for identifying ASD symptoms and supporting diagnostic decision-making in high-risk Chinese children population.

As one of the indicators reflecting student well-being in medical education practice, student satisfaction is no doubt an important topic. Instead of exploring student satisfaction from the perspectives of education quality and organizational factors, this study focused on student engagement to explore the impact of it on student satisfaction with medical education in China. Student engagement refers to students' actions, efforts and persistence, indicating both time and energy students invested in educationally purposeful activities, especially academic activities. The data used in this study came from the first national survey of clinical undergraduates--the China Medical Student Survey--in which 10,062 clinical medical undergraduates in 33 medical schools participated. We developed a model of medical student engagement and satisfaction and utilized descriptive statistics, ordered logit regression, and path analysis to describe the relationship between medical student engagement and satisfaction. In this study, student engagement was categorized into behavioral, emotional and cognitive dimensions. The findings showed that medical student satisfaction was relatively low and was significantly affected by student satisfaction, especially the behavioral engagement in clinical rotations and professional identity of emotional engagement. These findings could put a supplementary perspective on improving student satisfaction through student engagement, and offer notable implications for future research and practice.

Informed by an increasing amount of research in understanding spatiality in language learning, this ethnographic case study investigates two ethnic minority university students' English language learning in urban, virtual, and classroom spaces as they relocated to an interior city for higher education in southeastern China. Data consisted of the students' informal online interactions, drawing journals, photos, and interviews. This study examines the participants' capacity in appropriating and transforming both human and non-human objects in facilitating their English language learning and the contestations embedded in their meaning-making processes as they assembled their linguistic repertoires and materiality. This study finds that the virtual spaces are more enabling for the Uyghur student's English language learning than his learning in urban and classroom spaces, whereas the urban space is more empowering for that of the Tibetan student. Instead of the traditional layout of classroom space, the two students became legitimate participants in the urban and virtual spaces where they actively engaged in utilizing resources for English language learning. This study indicates that spatiality needs to be seen as more central in shaping the participants' English language learning outcomes. Implications for future research and pedagogy are provided.

Understanding emotions based on false beliefs is a necessary component of theory of mind. Previous research has indicated a lag in children's understanding of belief-based emotions as compared to false beliefs. Experiment 1 involved 83 Chinese 3- to 5-year-old children who were tested for the developmental change of the belief-emotion lag. Experiment 1 identified a lag effect in 3- and 4-year-olds who had better performance at the false belief task than the belief-based emotion understanding task. To further examine the potential influence of material familiarity on the lag, 27 3-year-old children participated in Experiment 2. The results of Experiment 2 showed that 3-year-olds performed slightly better in the belief-based emotion understanding task when familiar materials were replaced by unfamiliar materials. A possible reason for the diminished level of the lag effect was discussed in light of children's emotional arousal. The findings have practical implications for implementing social and emotional learning programmes that foster young children's theory of mind understanding.

Despite an extensive body of literature scrutinising international students' short-term and long-term mobility experiences, little is known about the connection between the two. To address this gap, this study looks into the perception of a group of Chinese international students on how participation in their short-term mobility (STM) experience affects their navigation of subsequent full-degree experiences. Based on a qualitative investigation into 31 participants, drawing on the ABC theoretical model, this study manifests that penetrating diverse fabrics, the STM experience revealed impacts on the students' preparation for, operating and imagining their long-term study trajectory and beyond. These impacts are embodied in affective, behavioural and cognitive learning gains that are predominantly perceived as positive forces that facilitate navigation of a longer course. The study suggests some implications for stakeholders involved in students' international mobility programs and concludes with directions for future research.

Interactive learning environments can generate massive learning behavior data and the support of learning behavior big data can ensure the completeness of data analysis and robustness of relationship verification. In this study, learning behaviors are divided into training set and testing set, BP neural network and recurrent Elman network are integrated. Through the training set, the recursive multi-layer feedback neural network model based on the fusion of context features is constructed. The recognition algorithm is designed. From relative standard deviation (RSD) and prediction accuracy (P.A), the model and algorithm designed in this study are more suitable for the recognition and prediction of learning behavior data. Furthermore, the key topological path and interaction process equation of learning behaviors are designed, three kinds of intervention optimization strategies are constructed to serve the daily teaching processes of three courses. After two semesters of learning behavior feature recognition and relationship analysis, learners' interest, assessment pass rate, or excellence rate have improved significantly. So the intervention optimization strategies of learning behaviors based on the analysis results of models and algorithms can influence the feature distribution and behavior trend.

The COVID-19 outbreak has created turbulence and uncertainty into multiple aspects of life in countries around the world. In China, the pandemic continues to pose a great challenge to the nature of traditional in-class education in schools. Chinese education has faced the difficult decision of whether to resume in-person teaching in an unprecedented and time-pressured manner. To ensure the quality of teaching and learning during this time, this study aims to explore the effectiveness of an "online + in-person" hybrid teaching model with a new three-part approach to the hybrid teaching lab, where students prepare for the in-person lab using virtual simulated experiments and learning modules and debrief their learning afterwards online as well. This approach not only enhances the efficiency during the in-person lab but also strongly reinforces concepts and laboratory skills by providing a "practice run" before physically attending the lab. A total of 400 medical undergraduates from Dalian Medical University in China were recruited for this study. In an undergraduate molecular biology laboratory course, we observed 200 students in a hybrid teaching model. We evaluated the learning outcomes from the "online + in-person" hybrid teaching model with a questionnaire survey and assessed the quality of experiment execution, report writing, and group collaboration. Moreover, the 200 students from the hybrid group were evaluated during an annual science competition at the university and compared to 200 students from the competition cohort who had no experience with a hybrid learning model. The comparison data were analyzed using a student's t-test statistical analysis. The students in the hybrid learning group demonstrated a strong enthusiasm for the model, high amount of time utilizing the online system, and high scores on laboratory evaluation assignments. Approximately 98% of the hybrid learning students reported that they preferred mixed teaching to the traditional teaching mode, and all students scored above 96% on the online laboratory report. Teachers of the course observed that the hybrid group had a noticeably higher level of proficiency in lab skills compared to the previous students. At the Dalian Medical University annual science competition, where we compared our hybrid group to a traditional learning group, scores for both the objective and subjective items showed that the students instructed with the hybrid lab model had superior performance (p < 0.05). In the context of the COVID-19 pandemic, we developed a new three-part molecular biology laboratory course that strongly improved students' laboratory skills, knowledge retention, and enthusiasm for the course using online learning to improve their learning efficiency and expedite the in-person laboratory experience. We found that these students performed at a higher level in a combined theoretical/practical science competition compared to the students in traditional in-person lab courses. Additionally, our model subjectively fostered enthusiasm and excellence in both teachers and students. Further, cultivation of the students' independent learning and creative problem solving skills were emphasized. The exploration of an effective teaching model, such as the one described here, not only provides students with a solid foundation for their future medical studies and career development but also promotes more efficient in-person laboratory time.

The study used Bayesian and Frequentist methods to investigate whether the roles of linguistic, quantitative, and spatial attention skills are distinct in children's acquisition of reading and math. A sample of 175 Chinese kindergarteners was tested with measures of linguistic skills (phonological awareness and phonological memory), quantitative knowledge (number line task, symbolic digit comparison, and non-symbolic number estimation), spatial attention skills (visual span, mental rotation, and visual search), word reading, and calculation. After statistically controlling for age and nonverbal intelligence, phonological awareness and digit comparison performance explained unique variance in both math and reading. Moreover, number line estimation was specifically important for math, while phonological memory was specifically essential for reading. These findings highlight the possibility of developing early screening tools with different cognitive measures for children at risk of learning disabilities in reading and/or math.

The current study investigated the link between social competence with peers (SCWP) and theory of mind (ToM) skills among Chinese preschool children. Using a sample of 363 Chinese children aged 3-5 (Mage = 4.54 years, SD = 0.84, 183 boys), this cross-sectional study demonstrates that children's SCWP, as reported by teachers, was significantly related to their ToM. Notably, this link was found to be significant even after controlling for children's age, sex, sibling presence or absence, parental education level, family possessions, family size and language skills. The current research provides empirical evidence for the association between SCWP and social understanding. Furthermore, beyond links with scores on the false-belief tests used in most past studies, the current result showed a clear independent link between teachers' ratings of social competence and the total score on a reliable developmentally sequenced ToM scale.

Using psychological network analysis, this study explored the heterogeneity of the network structure between extracurricular time-use and delinquency using a nationally representative longitudinal survey of at-school students in China (N = 10,279, 47.3% female, average age 13.6, 91.2% Han ethnicity). The results are threefold: First, time stimulation of activities occurs on weekdays, while time displacement and stimulation occur on weekends. Second, delinquent behaviors are positively correlated, forming a problem behavior syndrome. Smoking or drinking is the central delinquent behavior. Third, negative consequences of specific time-use behaviors are more likely to occur on weekends than on weekdays, and time-use behavior may function differently on weekdays versus weekends. Among them, going to coffeenets or game-centers serves as the bridge with the highest potential of triggering delinquency.

This study explored the socioemotional experiences of Wuhan preschool children and their parents, focusing on father-child relationships during lockdown. Mixed methods were employed with semi-structured interviews with 12 families and an online questionnaire involving 748 parents. The results show that the parents were generally positive about the emotional experiences associated with caring for their young children all-day-long, although some parents expressed concerns about their children's educational issues. About 62.9% of fathers and 44.7% of mothers reported an improvement in father-child relationships. Children's gender affected the fathers' views. The rate of positive changes in father-son relationships is significantly higher than in father-daughter relationships. The parents' attitudes influenced children who demonstrated compliant behaviours for meeting the lockdown requirements, yet the children's emotions presented a mixture of positive and negative components. These findings reveal the complexity of family life, which has implications for imposing lockdown policies when addressing future emergencies.

Psychological Capital (PsyCap) has received much attention in industrial-organizational research because it is linked to a broad spectrum of adaptive work-related outcomes. However, few studies have been conducted on PsyCap in non-Western school contexts, especially in the ethnic minority areas of Mainland China. The present study aims to validate the school PsyCap scale, examine the latent mean differences of school PsyCap across Dai and Han groups, and verify the correlation between school PsyCap and academic engagement, achievement emotions, and academic achievement in a sample of 769 Chinese school children (Han students = 249, Dai students = 520) in the seventh and eighth grades. Results demonstrated that the Chinese version of the school PsyCap scale had excellent psychometric properties. Besides, there were no significant differences in the mean level of school PsyCap between the two cultural groups of Chinese Dai and Han. However, the multi-group second-order CFA model showed that the mean level of Dai students' resilience was lower than that of Chinese Han. The findings also showed that school PsyCap has positive predictive effects on optimal academic outcomes (i.e., academic engagement, enjoyment, and academic achievement) but negatively affect boredom. This study enriches the understanding of school PsyCap from a cross-cultural perspective. Both theoretical and practical implications are discussed.

The 21st century is the century of life science. With the rapid development of life science and technology, the social needs of biological professionals are changing dramatically, and the requirements for their theoretical quality and practical ability are becoming higher and higher. The construction of characteristic disciplines in Henan Province is advancing steadily, which is having a far-reaching impact on the talent cultivation of colleges and universities in the province, and the talent training mode of colleges and universities has also changed greatly. With the continuous expansion of the national undergraduate enrollment scale, it is of great theoretical and practical significance for local normal universities to cultivate biological professionals to adapt to the development of life science and social needs, and to explore a new model for the cultivation of biological professionals. Xinyang Normal University, based on the experience of biological talents training in the past 45 years, especially in the past five years around the construction of Henan Province's characteristic disciplines, focuses on the construction of "teaching staff, teaching team and practice team", focusing on improving the theoretical quality and practical ability of students majoring in biology, that is, a new training model of "one center, two improvements" for biological professionals. The new model has important theoretical significance and potential application value for the continuous improvement of teaching quality of biology education.

The aims of the study were to investigate high school students' conceptions of learning technology (COLT) in mainland China and the Netherlands, and tried to explain the differences from different educational and social backgrounds. The phenomenographic method was used, interviewing 85 students from both counties. The findings of the research shows that COLT in this study is conceptualized as (1) learning knowledge, (2) learning technology skills, (3) learning technology methods and abilities, (4) using knowledge into practice, (5) doing research, and (6) preparing the exams and getting the credits. There are only a few differences found in the kinds of COLT between Chinese and Dutch students, and reasons behind them are explored.