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This study delves into the cultural significance and educational potential of Hua'er folk songs within the Hui ethnic communities of Gansu and Ningxia in northwest China. By positioning Hua'er as an indispensable educational tool in folk song history, the research seeks to safeguard and elevate this revered musical tradition. Employing literature reviews, immersive fieldwork, questionnaire surveys, interviews with four significant contributors, and direct observations, the study sheds light on the importance of Hua'er music as a cultural legacy. These insights offer valuable guidance for educators, cultural institutions, and future research initiatives. Through a detailed exposition of the research methodology, this study enriches our understanding of the diverse landscape of Chinese folk song history, presenting avenues for further exploration and practical application in educational contexts.

Idioms are highly conventionalized expressions that allow users to express beyond literal meanings. Despite the language difference, counterparts of idioms may overlap cross-culturally due to similar origin, social habits, and experiences. It is therefore interesting to probe whether L2 learners may benefit from deliberate instructions built on shared counterparts existing in both L1 and L2, known as cross-language overlaps. Although the phenomenon of cross-language overlap has been reported by lexical and collocation processing research (e.g., Carrol & Conklin, 2017; Hubers et al., 2020), it is yet uncertain whether its impact is influential for L2 idiom learning with the absence of semantic or syntactical similarity. To address this gap, the current study attempted to investigate whether raising English as a foreign language learners' awareness of cross-language overlap may facilitate L2 idiom teaching and how such overlap-enhancement instruction may change over different congruence conditions (congruence-available and incongruence conditions) and time. The study collected L2 idiom learning data from forty-five Chinese English learners, following a pretest-posttest design. While the experimental group (n=26) learned twenty-eight target L2 idioms with an enhancement instruction emphasizing the overlaps, the control group (n=28) learned these idioms with a conventional instruction method. Findings of this study revealed that participants were able to benefit from cross-language overlaps from both conditions, and the enhancement instruction on the semantic overlaps would result in significant learning improvement. It is therefore pedagogically advisable for language teachers to marry up L1-L2 idiom phrases containing similar counterparts and deliberately focus on the semantic congruency.

During attempts to prevent and control the COVID-19 pandemic in China, higher education programs shifted their traditional educational models to online models. This paper aimed to explore how Chinese universities organized online teaching and learning during the pandemic. It investigated the factors affecting the implementation of online teaching and provided policy recommendations for improving the quality of education in the post-pandemic period. The primary data for this study came from in-depth interviews with nine students and five teaching and administrative staff at eight major universities in mainland China. Literature was obtained in both English and Chinese from January 2020 to September 2021. Peer-reviewed journals, policy reports, and university documents regarding online education in Chinese universities were reviewed, and their challenges and countermeasures were investigated. The paper found that the implementation of online education was affected by various sources, including technologies, teachers' teaching skills, network information literacy, and students' learning motivations and self-directed learning skills. Based on the insiders' views, the paper suggested that to promote the quality of online education in the post-COVID-19 pandemic, higher education institutes and programs could develop their infrastructure construction, improve teachers' quality of teaching, and focus on students' learning motivations.

Among the East Asian nations, a recurring predicament faced by educational institutions is that of providing inclusive but high-quality education. Active involvement of non-governmental organizations (NGOs) in education is valuable in China. Adream was such an NGO on education in China, established in 2008 with a singular and noble objective: promotion of equitable access to quality education within the disadvantaged regions of China. The trajectory of Adream's endeavor to secure equitable access to quality education in rural China stands as a compelling exemplar of the transformative potential that NGOs wield within the realm of education.

Purpose: Mobile-assisted language learning (MALL) apps such as Duolingo have great potential for promoting learners' motivation to learn a second language (L2). However, little research has investigated how this motivational impact takes place. Additionally, despite the flexibility of mobile learning, most existing studies are conducted in classroom settings, with less attention paid to out-of-school technology usage. Design/Approach/Methods: To address these gaps, we present a model based on self-determination theory and propose the idea of "motivational transfer" to explain the psychological mechanism underpinning the impact of technology. To examine the model, we conducted a case study with 20 Year 8 Chinese junior school students who used Duolingo to learn English as a foreign language (EFL) after school for 6 weeks. Findings: Questionnaire and group interview data support our hypothesized mechanism--learners' activity-specific intrinsic motivation (IM) for using Duolingo and their underlying psychological need for autonomy and competence can be transferred to a more general level, thereby enhancing learners' global IM for L2. Originality/Value: The proposed theoretical model expands our understanding of how digital technology stimulates learners' L2 motivation; it can help L2 educators design better technological affordances to promote learners' motivation both in and outside the classroom.

Writing anxiety has been identified as a significant obstacle for English as a Foreign Language (EFL) learners in China, with previous studies indicating that it can negatively affect writing performance. Despite this, most research on writing anxiety in the Chinese EFL context has focused on the relationship between writing anxiety and writing performance, with limited attention paid to exploring writing anxiety during the writing process and its sources in depth. This study applied a qualitative method to explore Chinese EFL learners' writing anxiety in the writing process. Thematic analysis was used for analyzing data collected through semistructured interviews with 18 Chinese EFL learners. The results revealed seven primary themes, including lack of knowledge about the writing topic, inexperience with the genre, challenges with brainstorming or coming up with ideas, trouble with structuring or arranging information, difficulty with integrating sources, linguistic difficulty, and negative or no feedback from instructors. The findings indicated that writing anxiety accompanies throughout the writing process. EFL learners need strategies to alleviate writing anxiety, including clear instructions on how to approach writing tasks, provision of appropriate resources, individualized feedback, and a supportive learning environment.

Teachers' perceptions are important in identifying and serving gifted children. However, little attention is given to gifted education in the early years in China. This study aimed to investigate teachers' perceptions of young gifted children (aged 3-6), exploring teachers' understandings, feelings, practices, and perceived challenges. Qualitative data were collected from seven teachers through semi-structured interviews. Major conclusions included the following: (a) teachers showed a multifaceted understanding of giftedness but exhibited confusion about twice-exceptional students; (b) teachers had mixed feelings about young gifted children and their negative feelings might be associated with unfamiliarity with gifted characteristics; (c) compared to whole-group teaching, "areal games" showed a higher level of differentiated instruction and a more active role that teachers played in challenging gifted children; and (d) lack of professional knowledge, time, and energy were major challenges perceived by early years teachers to serve gifted children. Important implications for practice and policy are addressed.

Background: Adolescent-specific ADHD self-report screening measures can greatly increase the likelihood of correct diagnosis and timely treatment of ADHD in adolescents. This study provides preliminary evidence for evaluating the reliability and validity of the Adult ADHD Self-Report Scale-Revised (ASRS-R) in a school-based sample of Chinese adolescents. Methods: The ASRS-R and the Strengths and Difficulties Questionnaire (SDQ) were administered to 867 adolescents aged 12 to 16 years (M[subscript age] = 13.08 years). Construct validity was assessed using correlation analysis of the ASRS-R with the SDQ. Moreover, confirmatory factor analysis (CFA), internal consistency, retest reliability, and measurement invariance of the scales were examined by gender. Results: CFA showed a two-dimensional factor structure of the ASRS-R, and the model fitted the data well ([chi-squared]/df = 4.370, RMSEA = 0.062, TLI = 0.932, CFI = 0.940, GFI = 0.927, AGFI = 0.907, and SRMR = 0.038). The ASRS-R scale was invariant across gender and had satisfactory internal consistency (Cronbach's alpha = 0.934) and test-retest reliability (intraclass correlation coefficient = 0.874). The construct validity, as calculated using the SDQ, was also acceptable. Conclusion: The ASRS-R can be a psychometrically reliable self-report instrument and provide preliminary support as a simple tool for identifying ADHD symptoms in Chinese adolescents. The findings provide evidence for extending the application of the ASRS, previously limited to adults, to the adolescent populations.

As the world is becoming a more connected and interdependent place, a fast growing literature has examined the effects of foreign experiences on cognitive and psychological outcomes. The current research seeks to explore the relationship between living abroad and intellectual humility. To this end, we conducted four methodologically diverse studies (N = 643) using multiple populations and complementary measures of intellectual humility. In Study 1, we provided correlational evidence that students with international living experience manifested greater intellectual humility than peers lacking such background. Study 2 conceptually replicated the results of Study 1 by using a different measure of intellectual humility and a more diverse population. In Study 3, we found that individuals with international living experiences reported elevated intellectual humility compared to those who had plans to live abroad but had not yet done so. Study 4 adopted an experimental approach and provided evidence for the causal role of foreign experiences in influencing intellectual humility. Moreover, the results showed that the breadth, rather than the duration, of foreign experiences was predictive of greater intellectual humility. Taken together, these findings suggest that foreign experiences can impact the modest personality and meta-cognitive ability in individuals engaging internationally as sojourners.

This article addresses two under-theorised subjects in international student mobility (ISM) research: non-Asian students and students in non-traditional study destinations. Drawing upon the notion of 'agency in mobility', I explored African international students' narratives of their enactment of four different forms of agency in China. The findings reveal that they are not 'insufficient', 'lazy' and dumb' populations as essentialised in the existing literature, instead, the participants exhibited high level of agency in response to adversity, study needs and life issues, and their future aspirations. Notwithstanding the same forms of agency displayed in previous 'agency in mobility' research undertaken in the West, I argue that agency performance was entangled with scholarship status; scholarship recipients tended to navigate institutional and social structures with a softer approach. The findings have important implications for higher education institutions to change their practices to enhance China's higher education brand for global competitiveness.

Gender representation in children's books may influence young children's formation of the gender-equity concept. Previous studies show a male protagonist overrepresentation in US children's books. This study analyzed 956 Chinese children's books to investigate if similar patterns of gender representation exist. Research Findings: Binomial logistic regression showed significant male overrepresentation as a function of three variables of interest (author gender, character type, and genre) and interactions of all variables in Chinese children's books, suggesting the presence of cross-cultural male-character overrepresentation. Male protagonists are more prevalent in books written by male authors. Significant interaction terms also show that preschool-aged Chinese children are more exposed to male characters in fiction, while infants/toddlers encounter male overrepresentation in nonfiction and stories with non-human central characters. In original Chinese stories, male overrepresentation is found in fiction featuring non-human protagonists and in nonfiction featuring human protagonists. Practice or Policy: To reduce gender bias in children's literature, authors can consciously increase the number of female characters when creating children's literature. Young girls can be encouraged to work as media creators, for example, book writers, to contribute to the parity in gender representation in books.

Research Findings: The present study investigated the potential mediating role of maternal parenting in the intergenerational effects of maternal childhood traumatic experiences (CTEs) on prosocial behaviors of their offspring and examined whether the offspring's sensory processing sensitivity (SPS) moderates this association using a 1-year longitudinal design. A total of 203 preschoolers (M[subscript age] = 4.84, SD = 0.64, 96 girls, at T1) and their mothers participated in this study. Mothers completed questionnaires assessing their own CTEs and parenting toward their offspring, and offspring's SPS and prosocial behaviors. Results indicated that maternal neglect experiences could intergenerationally directly influence their offspring's prosocial behaviors in early childhood ([beta] = -0.20, p = 0.012), as well as having an indirect influence through the mediating role of maternal authoritative parenting ("indirect effect" = -0.09, p = 0.009). Moreover, aesthetic sensitivity (AES) and low sensory threshold (LST), two subdimensions of SPS, moderated the predictive influence of authoritative parenting on preschoolers' prosocial behaviors (AES: [beta] = 0.17, p = 0.005; LST: [beta] = 0.17, p = 0.006). Practice or Policy: The findings provide new evidence for understanding the intergenerational influence of different maternal CTEs on prosocial behaviors among children with different SPS and have implications for alleviating the intergenerational negative effects on children's prosocial behaviors.

Research Findings: Parental supervision, parental risk perception, and parental risk attitudes constitute an important parenting environment for the development of young children. To examine the mechanisms of Chinese parenting environment on young children's risk-taking behaviors, this study first established a four-factor model and surveyed 497 parents of preschoolers. The results indicated that: (1) Chinese young children's risk-taking was at moderately low level, and parental risk perceptions, parental attitudes and parental supervision were at moderately high level; (2) parental supervision completely mediated the relationship from parental risk perception to children's risk-taking behavior ([beta] = -0.139,95%CI [-0.267, -0.062], p < 0.001); (3) parental supervision partially mediated the relationship from parental risk attitudes to children's risk-taking behavior ([beta] = -0.068, 95%CI [-0.162, -0.027], p < 0.001); (4) this mediation model remained stable cross genders of children ([delta]X[superscript 2] = 12.022, p = 0.799). Practice or Policy: The findings indicated that sufficient support and guidance for parenting should be provided to improve parental risk perceptions, attitudes and supervision which in turn create an environment safe and appropriate for risk-taking of Chinese young children.

Research Findings: Comprehensive art education (CAE) can be an effective way to develop children's creativity development. However, little is known about how CAE is implemented in kindergarten classrooms in China. The purpose of this study was to explore the effectiveness of CAE activity implementation. To assess the effectiveness of CAE in terms of early childhood creativity, 64 children in a Chinese kindergarten were assigned to experimental (n=32; 15 boys and 17 girls) and control (n=32; 15 boys and 17 girls) groups. The complete CAE intervention program, including teacher training and CAE activities, lasted for 11 months. Both groups of children took the Torrance Tests of Creative Thinking (TTCT) pretest and posttest to assess their creativity. The findings showed that the experimental group had significantly higher TTCT scores than the control group. In addition, interviews with five teachers echoed the test results and raised the need for related teacher training. Practice or Policy: Results indicated a clear connection between the CAE activities and the enhancement of the children's creative thinking abilities. These findings suggest that CAE nurtures children's creativity and should form an essential component of early childhood and teacher education curricula.

The HyFlex course has been widely adopted in higher education settings. However, there is a paucity of empirical studies examining students' acceptance of large-scale HyFlex courses, as well as factors influencing their acceptance. To fill this research gap, the present study investigated students' acceptance of a large-scale HyFlex course and the variations in their acceptance according to different participation modes (ie, on-site, synchronously online and mixed attendance), based on a total of 160 valid samples from a large-scale HyFlex course at a normal university in central China during the fall semester of 2022. The results indicated that students' overall HyFlex course acceptance was generally high, and the students who alternately engaged in on-site and synchronously online learning had the highest level of acceptance. Furthermore, this study employed structural equation modelling to validate a model integrating the unified theory of acceptance and use of technology with connected classroom climate (CCC). The findings showed that performance expectancy (PE), effort expectancy, facilitating conditions and CCC directly influenced students' acceptance, with performance expectancy having the strongest direct effect. However, social influence only had an indirect effect on students' acceptance, while CCC had both direct and indirect effects. This study carries substantial theoretical and practical implications, enhancing our understanding of students' acceptance of the HyFlex learning approach.

The transition from traditional to modern educational practices in China marks a significant area of interest in educational history. This article focuses on the "Educational Review," an English-language periodical launched and circulated by Christian missionaries in early twentieth-century China. Utilising statistical, classificatory and textual analyses, this study thoroughly examines the "Educational Review's" content and its impact on educational changes in China. It comprehensively assesses the interplay of social, political and economic factors of the era, concluding that the "Educational Review" facilitated to the spread of modern educational theories, the evolution of teaching methods and the introduction and advancement of educational facilities. The "Educational Review" is highlighted as a valuable scholarly resource, providing crucially supplementary insights from the "others" into China's educational evolution during the first half of the twentieth century. It reveals the nuances of modern transformation of education and supports the understanding of societal changes in this transformative period.

To explore the relationships between autistic traits, self-control, mindfulness, and sleep quality, and the mechanism underlying these relationships, we recruited a sample of 972 junior high school students who completed a survey consisting of the Chinese version of the Comprehensive Autistic Trait Inventory-short form, Self-Control Scale, Child and Adolescent Mindfulness Measure, and Sleep Condition Indicator. The correlation analyses revealed that autistic traits were significantly negatively correlated with self-control, mindfulness, and sleep quality. Conversely, self-control was significantly positively correlated with mindfulness and sleep quality in junior high school students. Mediation analyses indicated that self-control and mindfulness play a chain-mediating role in the association between autistic traits and sleep quality among junior high school students. In conclusion, enhancing levels of self-control and mindfulness is essential for improving sleep quality among junior high school students with high levels of autistic traits.

The relationship between peer support and academic engagement has been widely explored. However, scarce research examined this relationship for college students, and little was known about the underlying mechanism under this relationship. This study aimed to examine the effect of peer support on academic via the mediation of academic motivation and the moderator of academic anxiety. This model was examined among 4581 Chinese college students (mean age = 20.22, SD = 0.92) who completed the measurement of peer support, academic motivation, academic engagement and academic anxiety. The results revealed that for Chinese college students, peer support significantly positively predicted academic engagement (r = 0.755, p < 0.001) and academic motivation could mediate the relationship between peer support and academic engagement ([beta] = 0.036, 95% CI [0.493, 0.638]). Moreover, as a moderator, academic anxiety weakened the correlation between peer support and academic motivation ([beta] = -0.048 95% CI [-0.062, -0.033]). The current research highlights the mechanisms underlying the relationship between peer support and academic engagement, which played a vital role in facilitating college students' academic engagement.

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.

Bullying victimization is a significant public health concern and has been associated with various mental health problems. This study aims to investigate the heterogeneity and transition patterns of bullying victimization among Chinese adolescents, and the influence of interpersonal relationships on the dynamic process of victimization over a 12-month period. The valid sample consists of 1246 adolescents (51.8% girls) in seventh-eighth grade, aged 11-15 years (M[subscript age] = 13.58, SD = 0.75) at the first measurement. Latent profile analysis and latent transition analysis were utilized to identify latent profiles and transition patterns of victimization among adolescents. The results revealed three subgroups based on the forms and severity of victimization: the high victimized group, the moderately victimized group, and the low victimized group. The low victimized group is the most stable. Individuals who initially belong to low victimized group rarely transition into moderately or high victimized groups over time. The moderately and high victimized groups changed greatly, with both showing a trend of decreasing levels of victimization. Peer relationships played an important role in preventing victimization, but it was not found that teacher-student relationships had a significant predictive effect.

Objective: To evaluate the association between health behaviors with mental health among tertiary education students. Methods: Six databases were searched until September 2021 for prospective cohort studies evaluating the association between health behavior(s) (dietary intake, physical activity, sedentary behavior, alcohol intake, sleep, smoking or illicit drug use) and mental health. Two independent reviewers screened records for inclusion, extracted data and completed risk of bias assessments. Results: 33 studies were included (14 assessed sleep, 14 alcohol intake, 13 physical activity, 8 smoking, 6 sedentary behavior, 4 diet, 1 illicit drug use). A consistent association between poor sleep, and physical inactivity with increased risk of poor psychological wellbeing, and between poor sleep and increased mental ill-health related outcomes was demonstrated. Conclusion: Findings suggest interventions to address poor sleep and physical inactivity among students may positively impact mental health. Further research of other health behaviors, and their association with mental health, is required.

Students expose various intuitions in probability comparison and calculation tasks. Large volumes of research looked into these intuitions by categorizing learners' strategies, but fewer studies considered how these intuitions may be associated with learners' judgments. Even fewer examined the mixed effects of multiple intuitions held by the same individual. Despite calls from scholars to explore students' understanding of probability in different cultural contexts, there has been a dearth of research on how Chinese students understand probability. This study explores the relationship between students' multiple probability-related intuitions and their judgments in the probability contexts among middle school students in China. In this study, we sampled 707 7th-9th graders from Qingdao, China. We measured students' performance in probability comparisons and calculations and their probability-related intuitions about equiprobability bias and representativeness heuristics. With chi-square tests and multinomial logistic regression analysis, the relationship between the 2 intuitions and students' judgments in probability comparison and calculation tasks was examined in detail (including dual effects). The findings of this study include, first, that at the middle school level, students' equiprobability bias and representativeness heuristics fade with age, but they do not disappear completely. Second, students' intuitions may play a role in solving probability problems, where equiprobability bias may induce them to make an "equal probability" judgment and representativeness heuristics may make them consider a mixed outcome more likely to occur. Third, the 2 intuitions coexisted and influenced students' responses together, but the sensitivity of these dual effects to the students' judgments in the qualitative comparison and quantitative calculation tasks differed. This study will contribute to the fast-iterating policymaking in probability education in China by advocating that curriculum standards pay more attention to students' limitations in conceptual understanding and their exposed intuitions or misconceptions. This study may, to some extent, complement previous works focusing on Western students' probability intuitions by confirming that, even for Chinese students who performed well in PISA, their probability perceptions are also accompanied by intuitions.

This study aims to analyze the alignment between Physics National Volume I test questions and physics curriculum standards as well as establishing a method of evaluating college entrance examination physics test questions using the Evaluation-Surveys of Enacted Curriculum (E-SEC) model. Firstly, Physics National Volume I from 2011 to 2020 was analyzed using the E-SEC model and compared with the physics curriculum standard (2003 and 2017 edition) to calculate the Porter alignment index separately and identify problems. Secondly, the evaluation indexes of test questions were established through the Delphi method, and based on the scoring of the importance of the indexes by education and teaching experts, the Kendall coefficient was applied to test the consistency of the indexes. Then the final evaluation indexes were determined through the single-sample t-test. Finally, 112 high school physics teachers from different regions were selected as the research sample. Data were generated from the questionnaire on teachers' perceptions on college entrance examination physics tests determined by the evaluation index. After collecting the data, descriptive statistical methods were used to analyze. It was found that there is no statistically significant alignment between physics National Volume I and physics curriculum standard. In addition, teachers scored higher on academic achievement (M = 1.906, SD = 0.429) than other dimensions. The findings of this study can be used to compare the alignment between different countries' science curriculum standards and standardized tests, and can provide insights into the improvement of science education from an international perspective.

With the rise of international education in the Asia-Pacific, Chinese students have become a key demographic in Australian universities. However, cultural differences between China and Australia often challenge these students' adaptation. Drawing inspiration from the growing trend in the modern entertainment industry, researchers have explored game-based learning approaches to address solutions in various educational disciplines, including intercultural adaptation in international education. This study examined the effectiveness of using a game-based approach to help Chinese international students improve their intercultural adaptation at a top-ranking Australian university. Using a mixed-method investigation involving 158 university students in the 2019 academic year, this study revealed that participating in game-based orientation programs is beneficial for Chinese students to better understand their study requirements, expand communication pathways, and engage in local social life. The Sociocultural Adaptation Scale (SCAS) was used to define variables, with survey data analysed through the Mann-Whitney U test and interview data interpreted using coded variables. The major concerns for their intercultural adaptation difficulties in Australia relate to the development of academic skills, as well as the adjustment to the local socio-cultural system. Game-based orientation programs can assist them in fostering general academic skills and promoting cultural learning by creating more opportunities to understand and interact with the local socio-cultural context. These findings provide insights for educational administrators, providers, and designers to make further improvements to current university programs and offer more effective support, particularly in the post-COVID-19 recovery of Australian higher education.

This systematic review presents the first synthesis of the scientific literature on estimating school and teacher/class effects on student academic performance using random-effects (RE) models with three or more levels. The review delves into the theoretical framework underpinning the estimation of educational effects, the associated statistical methods, and the empirical findings from multilevel analyses to date. It includes 94 analyses in 32 papers from diverse geographical regions, focusing on both primary and secondary education levels. The findings reveal a broad spectrum of Variance Partition Coefficients (VPCs) from RE models, highlighting the variability in the impact of school and teacher/class levels on student outcomes. The review emphasizes the necessity for comprehensive and diverse datasets, particularly the inclusion of detailed teacher-level data in African studies and the utilization of robust official educational databases in Chinese research. It also acknowledges the contributions of Latin American countries in advancing multilevel modeling and the holistic approach to educational analysis demonstrated in Cyprus. The conclusions underscore the importance of contextualizing educational policies and practices based on the multifaceted influences on student performance. The review calls for future research to expand data collection efforts, adopt standardized reporting practices, and explore advanced statistical techniques to address methodological challenges and approximate causal relationships more accurately.

This study aims to identify the associations between teacher mental health and student mental health. Cross-sectional data were collected from 127,877 students aged 9-20 years and 2,759 teachers across 31 provinces in China. The mental health of students and teachers were assessed by well-being (life satisfaction and positive mental health), and psychological distress (depression and anxiety). Controlling for demographic variables, multilevel regression analyses suggest that higher teacher positive mental health was linked to higher student positive mental health and lower student depression; higher teacher depression were correlated with higher student depression; and teacher life satisfaction and anxiety were not correlated with any indicators of student mental health. The study highlights the significant association between teacher mental health and student mental health.

Irrespective of much research examining the effects of ego depletion on self-control related measures in social psychology, inadequate attention has been paid regarding whether ego depletion influences on logical reasoning performance. To address this gap, this experimental study randomly assigned Chinese college students (n = 112) to either an ego-depletion or control condition. After manipulating self-control strength through typing words without an e-task, they were instructed to work on logical reasoning questions as well as surveys assessing their cognitive, motivational, and metacognitive processes. The results supported our hypotheses regarding logical reasoning and monitoring accuracy, as depleted students were significantly outperformed by non-depleted students. Furthermore, mental effort was a significant mediator between the ego depletion manipulation and logical reasoning performance. Our findings contribute to the ongoing debate about the existence of the ego depletion effect. Theoretical and practical implications are discussed and more future research is needed.

Student-teacher relationship drawings were employed to investigate how students' mental representations of student-teacher relationships were affected by their gender, age, and shyness across the Netherlands and China. The sample included 752 third- to sixth-graders (48.5% boys; M[subscript age] = 9.96) from the Netherlands and 574 third- to sixth-graders (53.7% boys; M[subscript age] = 11.48) from China. Students' drawings were double-coded on eight relationship dimensions. Multiple group models showed that Chinese students' drawings scored lower on anger/tension, role reversal, emotional distance/isolation, and global pathology but higher on vulnerability than those of Dutch students. Boys' drawings displayed higher global pathology than girls' drawings and this difference was larger in the Netherlands than in China. Other associations between student characteristics (gender, age, shyness) and drawing dimensions were equally strong across countries. As an implication, findings from Western countries may not necessarily generalize to students and teachers in Eastern countries. Drawing may be a promising method to further understand differences and similarities in the formation of student-teacher relationships across countries.

Emerging adults are a crucial group in our society, and research indicates that they rarely consider themselves adults because their cognitive, social, and emotional capacities are undergoing transitionary changes, affecting how they learn. Prior studies have not considered sufficiently the characteristics and needs of emerging adult learners in an online environment. This study aims to address this gap in the literature by examining the psychological needs and academic burnout of emerging adult online learners during the Covid-19 pandemic. Through self-determination theory (SDT) and Stimuli-Organism-Response (S-O-R) theory, the key arguments and constructs include the effects of structural and social bonds on emerging adult learners' psychological needs, the effect of psychological needs on academic burnout, and the moderating roles of mindfulness. A valid sample of 294 collected through the survey was the basis of the analysis. PLS-SEM was used to analyse and test the hypotheses. Findings indicate that structural and social bonds affect psychological needs at varying strengths, which is generally consistent with prior findings but with different groups of learners. The moderating roles of mindfulness, however, were mixed. The model robustness further highlights the predictive analysis, which complements the exploratory perspective. This study contributes to the literature by identifying the predictors that fulfill the basic psychological needs of emerging adult learners and examining the effect of this fulfilment on the burnout during the online learning. In addition, this study implies how online trainers and educational institutions can build an optimal environment to reduce the burnout and then improve the learning effectiveness for emerging adult learners. Limitations, and agenda for future research were further discussed to conclude the study.

Unethical research practices are prevalent in China, but little research has focused on the causes of these practices. Drawing on the criminology literature on organisational deviance, as well as the concept of "cengceng jiama," which illustrates the increase of pressure in the process of policy implementation within a top-down bureaucratic hierarchy, this article develops an institutional analysis of research misconduct in Chinese universities. It examines both universities and the policy environment of Chinese universities as contexts for research misconduct. Specifically, this article focuses on China's Double First-Class University Initiative and its impact on elite universities that respond to the policy by generating new incentive structures to promote research quality and productivity as well as granting faculties and departments greater flexibility in terms of setting high promotion criteria concerning research productivity. This generates enormous institutional tensions and strains, encouraging and sometimes even compelling individual researchers who wish to survive to decouple their daily research activities from ethical research norms. This article is written based on empirical data collected from three elite universities as well as a review of policy documents, universities' internal documents, and news articles.

Despite the large numbers of Chinese students in Western TESOL and English language teacher (ELT) programs, very little research has been conducted on these students and we know little about their practicum teaching. This qualitative research study addresses this knowledge gap by investigating the student teaching and post-lesson reflections of four student teachers from the People's Republic of China whom I supervised in an American TESOL practicum. In examining their teaching and reflections from the perspectives of Chinese and embedded American activity systems of ELT practice, analysis found that the student teachers reproduced familiar home-cultural practices that conflicted with the communicative teaching practices advocated by our program and in their practicum classrooms. Yet they exhibited a strong communicative teaching intent not found in previous studies. Post-lesson reflections revealed how they struggled to balance the competing demands of these two very different systems of ELT practice.

Teachers' voice behaviour has attracted growing attention in universities due to its positive outcomes for institutional reform and improvement. This study investigated how and under what conditions university leaders' transformational leadership is beneficial to teachers' voice behaviour using data collected from 434 teachers from universities in China. As a result, we proposed a moderated mediation model of the association between transformational leadership and teachers' voice behaviour in which group voice climate was used as the mediator and team psychological safety as the moderator. The results revealed evidence of an indirect effect of transformational leadership on teachers' voice behaviour through the significant mediating role of group voice climate. Moreover, we found evidence that team psychological safety acts as a significant moderator of group voice climate and teachers' voice behaviour and strengthens the effect of the entire mediating mechanism. Specifically, the mediation effect of group voice climate was significant when team psychological safety levels were at medium or high rather than low levels. Our findings provide a deeper understanding of the benefits and effective mechanism of the impact of transformational leadership on teachers' voice behaviour in the Chinese university context and offer practical suggestions for facilitating teachers' voice behaviour in institutions.

This article presents the findings from a study that explored how the language practices and management to which 156 students from universities in China reported being exposed at home, alongside their language beliefs, use of their entire linguistic repertoire when reading, listening, speaking, and writing at university, and emotions related to being multilingual predicted the language practices and management they envisioned for their own families. Data were gathered through a comprehensive questionnaire administered on campus. The results revealed that the more participants reported exposure to multilingual language practices at home and the stronger their beliefs in the benefits of a multilingual upbringing, the more determined they were to implement multilingual language practices with their own families. Moreover, using languages fluidly at university correlated positively with participants' desire to adopt a more conscious approach to language management in their future families.

The negative effect of poverty on children's cognitive development has been proven, but few studies have examined the potential role of perceived poverty discrimination on poor children's cognitive development. This study investigated the effect of perceived discrimination on executive function, the mediating effect of self-esteem and the moderating effect of perceived social support among 711 children aged 8-13 (M = 9.97 years, SD = 1.19 years, girls: 48.80%) from a Chinese impoverished county. The results indicated that (1) perceived discrimination was negatively associated with children's executive function; (2) self-esteem partially mediated this association; and (3) perceived social support moderated the relation between perceived discrimination and children's self-esteem: high levels of perceived social support increased self-esteem for poor children with more perceived discrimination. The results suggested that self-esteem is a mechanism underlying the negative association between perceived discrimination and children's executive function and perceived social support plays a protective moderating role.

Purpose: Most of the current literature investigates workplace-based formal and informal learning separately; thus, the relationship between these two types of learning remains unclear. This study aims to fill this research gap, drawing on self-determination theory to bridge teachers' formal and informal learning and uncover the relationship between the two. Design/methodology/approach: The participants of the study are 1,886 primary and secondary in-service teachers in China. Structural equation modeling and bootstrapping are used to test the proposed model. Findings: The study reveals complicated influencing mechanisms of formal learning on different types of informal learning among in-service teachers. Teachers' basic psychological needs, satisfaction and challenge-seeking behavior are found to play crucial mediating roles in this process. Practical implications: First, this study suggests that different configurations of intervention strategies should be formulated depending on the foci for improving teachers' learning. Second, this study indicates that only highlighting the importance of reflection, which is the approach currently used, is not sufficient to improve teachers' daily reflective practice. Third, there is an urgent need to design training programs to improve teachers' abilities to purposefully expand their job boundaries, which could not only benefit teachers' performance but also contribute to school improvement. For policymakers and school principals, we suggest that more attention be given to the satisfaction of teachers' basic needs. Originality/value: This study contributes to the literature on workplace learning by connecting formal and informal learning and elucidating how teachers' reported formal learning influences their informal learning activities via varied paths. The findings have implications for continuous professional development policy and training programs in the workplace.

In recent years, language portraits (LPs) have emerged as a valuable tool for visually representing multilingual learners' linguistic repertoires. However, previous studies have primarily relied on traditional methods of inviting participants to sketch their language portraits on paper using pens and crayons. In this paper, we propose the use of digital methods to collect and analyze data on language portraits to examine the translingual practices and negotiations of meaning among multilingual individuals. By utilizing Synchronic Computer-Mediated Communication platforms, participants can actively deploy and mobilize multi-linguistic and multi-semiotic resources in lived experiences, engaging in interactive translanguaging practices. In this particular case study, data were collected through a biographic survey and a sketch of the language portraits in digital form, which were then further supported by follow-up interviews. Four participants' LPs and oral narratives during the interviews were then subjected to qualitative multimodal analysis and discourse analysis. The results revealed that these digital language portraits (DLPs) possess significant features such as digital affordance and multimodality. They tap into the translanguaging spaces that emerge from the creative and critical meaning-making process, enabling multilingual individuals to visualize their linguistic repertoires through digital visual strategies. Furthermore, it was discovered that DLPs can foster creative performance and discursive negotiations, thereby enhancing participants' expressive abilities in developing their language perceptions.

While English medium instruction (EMI) programs proliferate around the globe, research on students' motivation and engagement (ME) in EMI remains underrepresented. Informed by a multidimensional conceptualization of ME as interconnected, this study employed an adapted Motivation and Engagement Scale to examine university students' ME in EMI classes in the Chinese higher education context. The study involved 696 students from 34 Chinese universities. Results show that students were diversely motivated and engaged in EMI classes. Individual variations in student EMI ME across gender, region, grade, major, colleges' prestige, and colleges' profession were also identified. A latent profile analysis reveals four distinct profiles of EMI learners: the 'Demotivated and Moderately Engaged', the 'Moderately Motivated and Engaged', the 'Contradictorily Motivated and Engaged', and the 'Motivated and Engaged'. The findings yield new light on the characteristics of Chinese university students' ME in EMI curricular contexts.

The first purpose of the present study was to characterize progressive and metacognitive dialogue in knowledge-building classrooms. The second purpose was to examine the association between the quality of classroom dialogue and students' learning outcomes, including domain knowledge and conception of collaboration. One hundred thirty college students and their teacher participated in this study. A total of 73 lessons were video-recorded. Qualitative analysis of ­classroom dialogue identified dialogic moves into three categories--articulation and elaboration, building-on and connection, and reflection and coordination. The findings provide a rich illustration of how students engage in metacognitive and progressive dialogue. Quantitative analysis indicated that student engagement in classroom dialogue was positively associated with their domain knowledge and conception of collaboration. The results revealed that considering student involvement in classroom dialogue is essential for understanding how knowledge building occurs in classroom contexts and how collective knowledge and conception of collaboration are developed through classroom dialogue.

Studies of EFL teachers' professional identity have experienced a sociological turn. As a result, much research attention has been showered upon exploring EFL teachers' identity construction under the multiple interactions of individual and social factors. However, there are few documented studies concerning the EFL teachers at tutoring institutions, as a marginalized community of teachers. To this end, the present study drew on the narrative inquiry and case study to indicate the dynamic trajectories of identity construction among EFL teachers at tutoring institutions under the "Double Reduction" policy. 8 EFL teachers were recruited from Chinese tutoring institutions to participate in the semi-structural interviews. The analysis elucidated identity construction of EFL teachers at tutoring institutions from a sociocultural perspective. The construction path could fall into three-story constellations: the initial stage (idealized and flat), the exploratory stage (unstable and insufficient) and the renewal stage (thoughtful and far-sighted). Meanwhile, identity construction has also undergone four changes: enthusiast, victim but explorer, and aspirant. These outcomes may offer critical implications for policymakers and teacher educators to recognize and support the professional development of teachers at tutoring institutions amid policy shifts and contextual challenges.

English-medium instruction (EMI) has burgeoned alongside two decades of L2 self-regulated learning research. In both areas, listening remains under-researched, longitudinal designs are under-employed, and in-depth studies are necessary to unpack learner development. In a context believed to initiate self-regulated learning, the current study employed a longitudinal qualitative design to explore the out-of-class, self-regulated listening practice of 34 Chinese students across their first term transitioning from Chinese-medium high schools to an EMI transnational university in China. Guided by Zimmerman's social-cognitive model of self-regulated learning, 102 transcripts generated from interviewing students at the beginning, middle, and end of their transition term were analyzed using thematic analysis and narrative analysis. The findings are presented chronologically as a synthesis of the students' narrative trajectories. They highlight the students' initial enthusiasm for self-regulated listening practice to 'survive' EMI lectures and a watershed moment at the midterm, when many 'dropouts' stopped practicing as they perceived their proficiency had reached an abstract threshold. The 'continuers' developed sustainable practices informed by the pursuit of long-term, future-oriented goals that outreached the immediate EMI context, guided by metacognitive awareness and emotion regulation strategies. Pedagogical implications to support future cohorts of students to thrive during transition and beyond are provided.

Teaching has always been an emotionally demanding profession, which involves tremendous emotional labour on the part of language teachers. This is particularly true for instructors of English as a foreign language (EFL) suddenly obliged to teach online during the COVID-19 pandemic. Drawing on the approach of autoethnographic self-study, this article reveals the first author's understanding and negotiation of complex emotions during her online teaching from February to May 2020 in Wuhan, the centre of the COVID-19 pandemic during that period. This study sheds light on a language teacher's complex emotional experiences in relation to technology, students and colleagues under the sudden shifts of teaching environment. It also explores how emotional regulation strategies are employed through undertaking emotional labour and observing/renegotiating emotional rules. The study exemplifies the importance of emotionally managed classrooms, and language teachers are advised to make deliberate and strategic efforts in channelling positive emotions into online teaching. The authors call for more attention to self-study as a viable and instrumental approach to facilitating language teachers' continuing development and enhancing their emotional reflexivity and well-being.

Research Findings: A growing number of stakeholders in early childhood education (ECE) rely on self-assessment to assess and improve the quality of ECE. In this systematic review, we investigated the reliability and validity of self-assessment in ECE, summarizing findings from 27 publications. We meta-analytically synthesized findings from 25 publications for 1,882 groups and 79,163 children aged 0-72 months in center-based childcare. Most studies reported high internal consistency, but one study reported a lower consistency. Inter-rater reliability was generally high. A three-level meta-analysis (k = 13, ES = 45) revealed a positive association between self-assessment ratings and ratings with validated measures of ECE quality (r = 0.38), indicating a moderate convergent validity. Studies with lower methodological quality and published "peer reviewed" studies reported somewhat higher correlations between self-assessment ratings and ratings with validated measures. The meta-analytic correlation remained significant after removal of studies with lower methodological quality (r = 0.33) or studies from the "grey" literature (r = 0.44). A second meta-analysis (k = 16, ES = 71) with a focus on the predictive validity of self-assessment ratings showed a small significant association between self-assessed ECE quality and child outcomes (r = 0.09); there were no significant moderators. Practice or Policy: Despite empirical evidence for the validity of self-assessment, further studies are needed to investigate potential bias in self-assessment. Future studies should further explore the validity and reliability of self-assessment measures in ECE, including countries outside the United States.

Research Findings: This study aimed to evaluate the sustainability of the public benefit preschool education service system (PPESS) in China from the perspective of preschool education administrators, principals, and teachers using a newly developed and validated instrument, the "Public-benefit Preschool Education Service System Rating Scale (PPESS-RS)." Altogether, 349 administrators, 255 principals, and 1,118 teachers from the PPESS were randomly surveyed nationwide. First, analysis of the psychometric properties revealed that "PPESS-RS" is a reliable and valid scale with five constructs: "Policymaking," "investment," "kindergarten supply," "kindergarten management," and "caring for the vulnerable." Second, empirical evidence shows that the sustainability of the PPESS is positively evaluated by stakeholders, especially in "kindergarten management" and "policymaking." However, problems persist in terms of "investment," "kindergarten supply," and "caring for the vulnerable." Third, analysis of variance revealed significant differences among geographical regions, urbanicity, and kindergarten types. Practice and Policy: The findings demonstrate that the central and local governments in China need to increase financial investment and improve the investment structure in preschool education, and educational authorities should increase their support for kindergartens in disadvantaged areas to address the disparities in preschool education between urban and rural areas and among different types of kindergartens.

Purpose: This paper contends that data generated by research on supervision are often taken as authentic data. Through an examination of studies that use audio/visual recordings to investigate supervision, the paper both promotes and problematises the recording of supervision meetings as a useful technique for doctoral supervision research. This paper aims to encourage a critical evaluation of methodological choices in research on supervision, and both promotes and problematises the practice of recording supervision meetings to enhance nuance in research on supervision practices. Design/methodology/approach: This paper reviews how prior studies have adopted different research methods to construct the space of supervision, and how the chosen methods have been justified. The paper draws on data from an empirical study which included interviews with supervisors in China, based on recordings of their supervision meetings. Findings: Presenting a single case with one participant to explore the recording and interview process in detail, this study demonstrates how hearing the supervision meeting can present a multi-faceted picture of supervision practice. This multi-faceted picture underpins the alternative understanding of authentic data that this study unpacks. Originality/value: Drawing on the tradition of poststructuralist critiques of traditional research methodology, this study is presented as a methodological paper, with a core aim of interrogating and problematising methodological decisions taken in studies of doctoral supervision. This study reviews research methods that were used in prior studies on supervision, investigating how the chosen methods were justified and how these methods affect the resultant construction of supervision.

Research Findings: The present study aimed to investigate whether the trial-to-trial intraindividual reaction time variability (IIV), which reflects prefrontal cortex activity related to attentional and cognitive control, mediated the longitudinal effects of earlier harsh discipline on children's later externalizing problems. The study involved 235 elementary school children (M[subscript age] = 7.25, 46% female) who underwent up to three repeated assessments. Specifically, the Chinese version of the Parent-Child Conflict Tactics Scale and the Child Behavior Checklist were completed by the children's mothers to assess harsh discipline (including corporal punishment and psychological aggression) and the children's externalizing problems at three assessment waves. In addition, the children's IIV was measured using the Go/No-Go task at three assessment waves. The results from structural equation modeling revealed that the longitudinal path between corporal punishment at T1 and externalizing problems at T3 was partially mediated by IIV at T2. This suggested that more corporal punishment children experienced, the greater IIV and the more externalizing problems they will develop at a later stage. Practice or Policy: The findings highlight the proposed process model, which shows that corporal punishment impairs the development of children's prefrontal function as indexed by IIV, ultimately increasing the risk of externalizing problems.

This study describes the early writing environments of 16 preschool classrooms in China and 155 Chinese preschoolers' early writing skills as assessed through name writing, word dictation, and early composing tasks. The classroom early writing environment consists of children's accessibility to writing materials, and teachers' writing instruction. Preschool writing samples were coded for children's ability to generate both oral (e.g. number of words and ideas) and written language (e.g. recognizable Chinese characters). Confirmatory factor analyses and hierarchical linear modeling were conducted to investigate the structure of Chinese preschoolers' writing skill and to examine its association with classroom writing environment. Research Findings: Results showed that Chinese preschool children could independently generate a variety of writing samples without adult support. Early Chinese writing skills represent two factors, namely (a) the ability to transcribe recognizable characters (transcription skill), and (b) the ability to generate meaningful ideas (composing skill). Teachers' writing instruction was significantly associated with children's writing skill, although the frequency was low. Practice or Policy: The findings revealed the evident complexities of Chinese orthography, while suggesting a universal impact of teachers' scaffolding to young children's early writing. The study prepared an evidence base for future classroom-based early literacy intervention programs.

This study aimed to evaluate the effectiveness of a design thinking teaching and learning model on students' design thinking skills in science class. The study utilised two projects, 'Making a Simple Solar Water Heater' and 'Drawing a 3D Topographic Map of Zhejiang Province,' based on the 5th-grade science curriculum in China, and involved 45 Grade-5 students from a primary school. The quasi-experimental repeated measure method was used to evaluate the students' improvement in design thinking skills, with task-based pre-, mid-, and post-tests. Employing quantitative data analysis, the results showed significant improvement in students' overall performance, with more pronounced improvement between the pre-test and post-test than between the pre-test and mid-test. The analysis of the seven design indexes of students' design work demonstrated significant improvement in five indicators, except for 'material' and 'shape.' The study highlights the importance of incorporating design thinking into elementary school curricula to equip students with the necessary competencies for success in the twenty-first-century workforce.

In the context of the rapidly evolving social media landscape with the potential to revolutionise sexual health education, this article presents a critical discourse analysis and qualitative content analysis of the top 10 Chinese sexual health influencers' online discourses regarding sex and sexuality. Findings suggest that influencers utilise a range of destigmatisation strategies to facilitate sex education within a heavily censored social media environment. These include widening understandings of normalcy, using relatable images and alternative terminology to discuss sexuality, and incorporating paradoxical narratives that seek to navigate between empowering women and reinforcing self-regulation. However, the effectiveness of influencers' work is constrained by a complex web of factors, including the stringent censorship and content control enforced by the Chinese government, the economic interests that shape platforms' algorithms and advertising practices, and the persistence of societal and cultural norms that perpetuate harmful stereotypes and attitudes regarding sexual health. This study illuminates the complexities of online sex and sexuality education and sheds light on both the potential and limitations of influencers in fostering open and more inclusive dialogue about sexuality.