Chinese College Students Research Articles

Gender-based emergency response and crisis management knowledge assessment: A cross-sectional study on Chinese tertiary student

While disaster risk reduction (DRR) has been thoroughly examined, the significance of gender in Chinese university students' emergency response (ER) and crisis management (CM) knowledge remains questionable. Though the significance of DRR is becoming more widely recognized, more needs to be known about how male and female students see potential risks and respond to emergencies. Using Krathwohl's knowledge typology to give a structured analysis, this study investigates gender-specific differences in ER and CM knowledge to close this gap. These distinctions must be understood to create gender sensitive DRR approaches. Thereafter, this cross-sectional study assessed ER and CM knowledge in 388 university students in Jiangxi Province, China, using a self-structured questionnaire. In contrast to conventional ideas that propose distinct gender differences, our results show more subtle distinctions. Though general knowledge levels were comparable across each gender, certain distinctions surfaced, such as the fact that female students were better at addressing threats such as electrocution, while male students understood natural threats such as cyclones better. In addition, these variations were affected by family contexts and academic backgrounds. The results underscore the necessity of DRR programs that consider these gender-based differences to improve their efficacy. In response to emergencies, policymakers ought to adapt interventions to accommodate the unique strengths and requirements of each gender. To gain a comprehensive understanding of these disparities, future research should investigate supplementary variables, including cultural influences and socio-economic status, and implement longitudinal methodologies.

Causes and Consequences of Foreign Language Speaking Anxiety among Chinese College Students

Speaking anxiety is the most prominent and common phenomenon in the process of foreign language learning. As one of the important affective factors, anxiety has a pivotal influence on students' motivation promotion, effect absorption, and the establishment of the thinking-acting pool in foreign language learning. In this article, we will try to analyse the causes of foreign language speaking anxiety among Chinese university students from the comprehensive perspectives of individual students, family expectations, educational resources, and domestic and international environments, and shed light on the related problems it leads to.

A survey study of success attribution factors in reading comprehension performance-evidence from Chinese college students of Japanese language majors

Attribution beliefs are important psychological factors that affect students’ reading performance. This paper reports a survey study on Japanese Major students’ success attribution factors in reading comprehension performance through a questionnaire and follow-up interviews. The participants are 160 third-year Japanese language learners from four universities in Jiangsu Province, China. Findings revealed that 1) the Japanese third-year language learners show a tendency of positive attribution style on the whole, with the mean value of Internal Factors (Mean=3.68) higher than that of External Factors (Mean=3.23), which means that most of Japanese Major learners attribute their success to Internal Factors in terms of Japanese reading comprehension performance. 2)There are differences existing between high achievers and low achievers with regard to success attribution factors in Japanese reading comprehension performance, with high achievers’ mean scores higher than low achievers in both Internal Factors and External Factors. The research findings have greatly enhanced our understanding of Japanese language learners’ success attribution beliefs in reading comprehension performance, which will provide educational guidance and recommendation for both teachers and students during the process of teaching and learning Japanese language.

A Study on the Effect of Learning Engagement on Performance Anxiety Among Chinese University Students Majoring in Music and Dance: The Mediating Effect of Performance Self-efficacy

A Study on the Effect of Learning Engagement on Performance Anxiety Among Chinese University Students Majoring in Music and Dance: The Mediating Effect of Performance Self-efficacy

The role of physical activity in mitigating stress-induced internet addiction among Chinese college students

BackgroundThis study addresses the nexus of stress, physical exercise, and internet addiction in college students, aiming to unravel their complex interactions. With prior research hinting at correlations, this study seeks deeper insights into the optimal exercise duration and the mediating role of physical activity in the stress-internet addiction relationship. MethodsWe examined 2892 Chinese college students, assessing psychosocial traits via established scales: the Chinese Internet Addiction Scale (CIAS-R), International Physical Activity Questionnaire (IPAQ), and DASS-21 for stress. We adopted a questionnaire survey method to collect data, and through convenience sampling, participants were selected. Analysis involved Structural Equation Model (SEM) and restricted cubic splines (RCS). ResultsAmong participants, 22.0 % self-reported internet addiction symptoms. Notably, a non-linear correlation between moderate (MPA) and vigorous physical activity (VPA) and internet addiction was evident (P < 0.001), while light physical activity (LPA) showed no significant association (P = 0.182). MPA initially reduced internet addiction as activity hours increased, but its efficacy lessened after 0.8 h/day. Conversely, VPA's impact fluctuated, declining from 0 to 0.18 h/day, then stabilizing. SEM analysis highlighted VPA and MPA's partial mediation in the stress-internet addiction relationship. Specifically, the path coefficient from stress to MPA was −0.037 (P < 0.05), and the path coefficient from MPA to internet addiction was −0.056 (P < 0.01). Additionally, the path coefficient from stress to VPA was −0.067 (P < 0.001), and the path coefficient from VPA to internet addiction was −0.102 (P < 0.001). ConclusionThis study unveils the intricate interplay between physical activity, stress, and internet addiction among college students. With 22.0 % reporting addiction symptoms, urgent interventions tailored to promoting healthy physical activity levels are imperative to mitigate internet addiction risks. LimitationsThe cross-sectional nature of our design precludes the establishment of causal relationships between psychological stress and internet addiction.

Effect of physical exercise on negative emotions in Chinese university students: The mediating effect of self-efficacy

ObjectiveThis study investigates the impact of physical activity on negative emotions among university students and examines the mediating influence of self-efficacy, aiming to furnish empirical insights and a theoretical framework to enhance and optimize the mental health of this population comprehensively. MethodsUsing the cluster random sampling method, 5341 university students were selected from three universities. The questionnaire included demographic information about university students, physical exercise behaviors, expressions of negative emotions such as depression and anxiety, and self-efficacy in physical exercise. The types of questionnaires included the Physical Activity Rating Scale (PARS-3), the General Self-Efficacy Scale (GSES), and the Depression Anxiety Stress Scales (DASS). Results76.877 % of university students had low exercise. The detection rates of depression, anxiety and stress in negative mood were 77.041 %, 64.276 % and 47.931 %, respectively. There were significant differences in physical exercise and negative mood scores among university students of different genders and grades. University student. Negative emotions were significantly correlated with physical exercise and self-efficacy (P < 0.001). According to the regression model, physical exercise can significantly predict negative emotions and self-efficacy. The mediating effect of self-efficacy is evident. ConclusionPhysical exercise among university students typically comprises light workouts, associated with a high prevalence of anxiety symptoms. Self-efficacy acts as a mediator in the effects of physical exercise on negative emotions within this group.

Emotions in English language classrooms among Chinese top university students

The role of learner emotions in language learning has long been observed and researched. Of various emotions, foreign language anxiety, enjoyment and boredom have been the most often researched, while research on other emotions like pride and sadness is hardly available in the current literature. Research on emotions in students with special characteristics can be hardly found as well. Hence, this study collected interview data from 26 and survey data from 520 top students in two universities in China to examine their emotions in English language class. Analyses of the data revealed the following major findings: (a) The participants experienced a diversity of emotions in their English language class due to both learner-internal and external reasons, but the most often reported emotions were anxiety, enjoyment and boredom, (b) significant correlations existed among the students’ English language classroom anxiety, enjoyment and boredom, (c) English language classroom anxiety and boredom significantly negatively while enjoyment significantly positively predicted the students’ English test performance, and (d) English language classroom anxiety debilitated English learning but motivated students to study harder as well; enjoyment facilitated English learning but students might forget much of what had been learned after class; though boredom caused some students to be absent-minded in class, most students would study on their own when feeling bored. These findings further pinpoint the important role and complex nature of learner emotions in second/foreign language learning. Based on these findings, specific suggestions for language teachers and learners are discussed.

Intolerance of uncertainty and internet addiction among college students in China post-pandemic era: the mediating role of future anxiety

Due to the repeated changes in the COVID-19 pandemic, we live in an era of various uncertainties that raise future anxiety and behavioral addiction problems. According to the Protection Motivation Theory (PMT), the present study attempted to explore the impact of COVID-19 intolerance of uncertainty (COVID-19 IU) on internet addiction (IA) among college students and the mediating role of future anxiety (FA) by constructing a mediating model. A questionnaire survey was conducted on 679 Chinese college students and PROCESS 3.5 was utilized to test the hypotheses. The results indicated that the COVID-19 IU was significantly positively correlated with IA and FA, and FA was significantly positively correlated with IA. COVID-19 IU had a significant positive predictive effect on IA; FA played a complementary partial mediating role between COVID-19 IU and IA. The results supported the PMT, which not only enriched our understanding of FA under uncertain life circumstances, but also deepened our understanding of the potential mechanisms of the effects of IA. Finally, discussions and suggestions were presented based on the results.

Depression and suicidal ideation among Chinese college students during the COVID-19 pandemic: the mediating roles of chronotype and sleep quality

BackgroundThis study was intended to investigate the correlation between depression and suicidal ideation among Chinese college students during the COVID-19 pandemic and the potential mediating roles of chronotype and sleep quality in this relationship .MethodsA sample of 4,768 college students was selected from four institutions in Anhui Province, China, and the study was conducted during the COVID-19 pandemic (November to December 2020) using a stratified, cluster, multi-stage sampling method. This study used the two-item Patient Health Questionnaire (PHQ-2) to assess depressive symptoms, the Morningness-Eveningness Questionnaire 19 (MEQ-19) to determine individual sleep chronotypes (i.e., morning or evening preference), and the Pittsburgh Sleep Quality Index (PSQI) to evaluate sleep quality. Participants were asked about suicidal ideation. MPLUS 8.3 software was used to analyze the mediating effect of chronotype and sleep quality on the relationship between depression and suicidal ideation.ResultsDuring the COVID-19 pandemic, the prevalence of suicidal ideation among Chinese college students was 5.4%. Depression was inversely correlated with chronotype (beta = − 0.346, P < 0.01) and positively correlated with sleep quality (beta = 0.846, P < 0.001), indicating that students experiencing depressive symptoms were more likely to have a later chronotype and poor sleep quality. A later chronotype (beta = − 0.019, P < 0.05) and poor sleep quality (beta = 0.066, P < 0.01) predicted suicidal ideation. Depression emerged as a direct and significant risk factor for suicidal ideation (effect value = 0.535, 95% confidence interval: 0.449 ~ 0.622). Chronotype and sleep quality were found to have potential mediating effects on the relationship between depression and suicidal ideation; however, the chain-mediating effect of chronotype and sleep quality was not statistically significant.ConclusionsOur findings suggest that during the COVID-19 pandemic, depression can precipitate suicidal ideation through its influence on sleep chronotype and quality. These compelling findings highlight the urgency of early intervention strategies intended to mitigate suicidal thoughts, particularly among students exhibiting depressive symptoms, who experience disrupted sleep patterns and poor sleep quality.

Chinese College Students' Stigmatization towards People with Mental Illness: Familiarity, Perceived Dangerousness, Fear, and Social Distance.

Attribution models have been examined in Western countries. However, little is known about the applicability of the attitude-emotion-behavior model within Chinese culture. This study aimed to examine the association between familiarity, perceived dangerousness, fear, and social distance towards persons with mental illness (PMI) in the Chinese context. An online cross-sectional survey was conducted from October to November 2022 in mainland China. A total of 1493 college students completed a questionnaire evaluating familiarity, perception of dangerousness, fear, and social distance regarding PMI. Path analysis was employed to validate the model proposed in this study. Participants expressed moderate to high levels of stigma towards PMI. Familiarity was negatively associated with social distance (p < 0.01). Participants who perceived PMI as dangerous were more prone to exhibit a reaction of fear (p < 0.001), consequently leading to social distance (p < 0.01). However, the mediating effect of perceived dangerousness and fear on the relationship between familiarity and social distance was not significant (p > 0.05). The results of this study provide support for Corrigan's attributional model of stigma in the Chinese context. Contact-based interventions for stigma reduction should emphasize multiple elements of contact, including the quality of contact, rather than familiarity.

Dual Effects of Self-Compassion on Posttraumatic Stress Symptoms and Posttraumatic Growth: The Roles of Trauma-Related Shame and Guilt

Previous studies have shown that self-compassion can alleviate posttraumatic stress symptoms (PTSS) and promote posttraumatic growth (PTG). However, only a few studies explored the dual effects of its positive and negative components on PTSS and PTG. Also, the emotional mechanisms between self-compassion and PTSS/PTG remain unclear. Thus, with the three-wave longitudinal design, we examined the mediating role of trauma-related shame and guilt between self-compassion and PTSS/PTG among traumatized Chinese college students. 782 Chinese college students (467 females; M age = 18.98, SD = 1.37) who had experienced traumatic events within the previous six months of the initial assessment were included in the study. In the direct effect model, compassionate self-responding (CSR) negatively predicted PTSS and positively predicted PTG. In contrast, uncompassionate self-responding (USR) positively predicted both PTSS and PTG. In the indirect model, CSR negatively predicted PTSS through trauma-related shame and guilt, but also negatively predicted PTG through trauma-related guilt. USR positively predicted PTSS through trauma-related shame and guilt and positively predicted PTG through trauma-related guilt. Thus, CSR can benefit posttraumatic college students by alleviating PTSS and promoting PTG, and USR may also have an adaptive side. Still, we should focus on the maladaptive and adaptive sides of trauma-related emotions in the intervention of posttraumatic college students.

Effects of different parenting styles on the physical health of Chinese university students.

Annual declines in university students' physical health have an impact on social stability and the nation's long-term growth. Parenting style, which is crucial to a child's growth and development, may have a big influence on physical health. This study delves into the effects of different parenting styles on the physical fitness of Chinese college students under gender differences. Through random allocation and stratified sampling methods, this study comprehensively investigated 3,151 undergraduate students (male = 1,365; female = 1786) with an average age of 18.44 years (SD = 1.46), from a university in Jiangsu Province, China. Parenting styles of college students were evaluated by the Parental Bonding Instrument (PBI). Physical fitness tests were based on the Chinese National Student Physical Fitness Standards including body mass index, lung capacity, standing-long-jump, bent-leg-sit-up, seated forward bend, pull-ups, 50 m sprint, and 800/1,000 m run. Further investigations focused on the relationship between parenting styles and physical health by statistical analysis methods such as Pearson correlation and multiple linear regression. Significant differences were identified in gender, family members, and academic majors in most of the correlation indicators between different parenting styles and physical health among college students. Further analysis showed that the parenting styles of democratic and authoritative mothers and democratic fathers were more conducive to the promotion of physical health among female university students. The combination of a democratic fathering style and a permissive mothering style is considered an ideal parenting model for male students. This study confirmed that different parenting styles have a significant impact on the physical health of college students. Positive parenting styles may improve physical health, while negative ones are likely to have adverse effects, especially among female students. It is also important to notice differentiated parenting styles with respect to male and female university students. Therefore, more attention should be raised on parenting styles to enhance physical health of the student population.

How Teachers' Emotional Leadership Influences College Students' Learning Engagement.

Teachers' emotional leadership plays a crucial role in influencing college students' learning engagement. This study, grounded in Affective Events Theory, surveyed 1034 Chinese college students (649 females and 385 males) to examine their perceptions of teachers' emotional leadership, achievement emotions, emotional susceptibility, and learning engagement. The findings reveal that teachers' emotional leadership has a significant positive impact on college students' learning engagement. Specifically, college students' achievement emotions mediate the relationship between teachers' emotional leadership and their learning engagement. Additionally, college students' emotional susceptibility moderates the relationship between teachers' emotional leadership and their achievement emotions; however, it does not moderate the impact of teachers' emotional leadership on learning engagement through achievement emotions. This study validates the application of Affective Events Theory in the educational field, deepens the understanding of the mechanism and boundary conditions of emotional leadership's impact on learning engagement, and offers insights for enhancing college students' learning engagement.

Evaluating music education interventions for mental health in Chinese university student: a dual fuzzy analytic method

This study addresses the growing anxiety and depression among Chinese university students by evaluating and ranking music education strategies to alleviate these issues. We integrates Fuzzy Analytic Hierarchy Process (FAHP) and Fuzzy Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS). FAHP was utilized to determine the weight of factors such as academic pressures, social relationships, and cultural norms, while fuzzy TOPSIS ranked the effectiveness of music education interventions based on these weights. The results revealed that ‘Mental health stigma’ and ‘Academic Pressures and Rigidity’ are among the highest weighted factors, significantly impacting student anxiety. ‘Music Appreciation and Music-Based Self-Care’ emerged as the most effective strategy. These results highlight the importance of direct involvement in music-related activities for improving student mental health.

An analysis of predictive modeling and factors influencing CET-4 pass rate among Chinese university students: a machine learning-based approach

An analysis of predictive modeling and factors influencing CET-4 pass rate among Chinese university students: a machine learning-based approach

Investigating the learning self-efficacy of a fully online teaching environment among undergraduate Chinese medical students: a cross-sectional study

BackgroundFully online learning has become a common option in many universities worldwide in the post-COVID-19 era. The study aimed to evaluate the dimensions and characteristics of the fully online learning self-efficacy among Chinese undergraduate medical and nonmedical students.MethodsA cross-sectional study was conducted from January to August 2023 at Xihua University in China. A stratified cluster sampling method was used to enroll participants of undergraduate students. The Chinese version of the online learning self-efficacy scale (OLSES) was used to collect the demographic information. Cronbach’s alpha coefficient, exploratory factor analyses, confirmatory factor analyses, and linear regression analyses were conducted in the study.ResultsA total of 203 college students were included in the study. One hundred and twenty (59.1%) of the participants were medical students and 83 (40.9%) were nonmedical students, and most of them (64.5%) were from rural areas. The Cronbach’s alpha coefficients were determined to be 0.90, 0.86, 0.87, and 0.95 for the learning in a fully online environment, time management, technology use subscales, and the whole scale, respectively. Exploratory factor analysis revealed the justifiability of factor analysis. In the confirmatory factor analysis, the majority of the goodness-of-fit indices reached an acceptable threshold (χ2/df = 3.14, RMR = 0.06, RMSEA = 0.10, NFI = 0.84, RFI = 0.80, IFI = 0.89, TLI = 0.85, CFI = 0.90). More than half of the students reported insufficient self-efficacy for learning in a fully online environment and time management, whereas 55.7% showed good self-efficacy for technology use. Although more medical students than non-medical students had higher self-efficacy scores in the three domains of self-efficacy, the proportion of students with good self-efficacy was slightly lower among medical students than non-medical students, with no significant differences between the medical students and nonmedical students.ConclusionsMost Chinese university students’ that participated to our study found self-efficacy for fully online learning as insufficient (results on the three domains, ranging from 36.5 to 55.7%) and had a good level of fully online learning self-efficacy. Medical students and nonmedical students are not differences in the self-efficacy of fully online learning. Thus, pedagogues should take measures to help students including medical and nonmedical improve their self-efficacy in online environment learning, time management and technology use, ultimately enhancing their academic success.

Complex Relationships Between Students' Foreign Language Attitudes and Proficiency Perceptions with Foreign Language Classroom Enjoyment: Insights from Chinese University Students of Japanese.

In the present study, we addressed (a) Chinese students' level of enjoyment in studying Japanese; (b) the independent and interactive predictive associations of student attitudes towards the Japanese language and their perceived Japanese proficiency with their Japanese classroom enjoyment; and (c) the gender as a potential moderating variable in these relationships. Three hundred participants completed three questionnaires assessing their attitudes towards the Japanese language, perceived Japanese proficiency, and Japanese classroom enjoyment. Descriptive analysis, multiple regression analysis, and path analysis revealed the following: (a) high overall student enjoyment in the Japanese classroom; (b) student attitudes towards both Japanese and their perceived Japanese proficiency were significant positive predictors of their levels of Japanese classroom enjoyment; (c) there was no significant interaction in the relationship between student attitudes towards the Japanese language and their perceived Japanese proficiency and Japanese classroom enjoyment; and (d) gender differences significantly moderated the relationships between perceived Japanese proficiency and Japanese classroom enjoyment, characterized by a stronger relationship among female participants; but gender was not a significant mediator in the relationship between attitudes towards the Japanese language and Japanese classroom enjoyment. We discuss these findings and their pedagogical implications, as well as the limitations of this study and future research directions.

Beholding the Faces of Happiness: Soliciting the Views of the Chinese Art Students Toward an Enriched Well-Being Program

The basic purpose of this study was to investigate the happiness levels of students in Chinese art colleges, with the aim of addressing pressing issues of student well-being and identifying the factors that influence happiness levels in this academic context. This study adopts qualitative interview research method. We conducted in-depth interviews with representative students from art schools in different regions of China to gain a deeper understanding of their experiences and perceptions. Analysis of the survey data revealed several key findings. Overall, most students at Chinese art colleges say their happiness ranges from medium to high. Factors that promote their well-being include a supportive social environment, opportunities for artistic expression, and a sense of belonging to the university community. However, there is a significant correlation between happiness levels and factors such as work intensity, stress levels and financial problems. Qualitative analysis of the interview data further shed light on the students' nuanced experiences, underscoring the importance of overall well-being to academic success. The survey results show that the happiness of Chinese art college students is obviously affected by internal and external factors. To improve overall well-being, it is recommended that the Institute implement targeted interventions aimed at reducing academic stress, fostering a culture of support and inclusion, and providing resources for mental health and financial assistance. In addition, promoting a balance between academic rigor and extracurricular activities can lead to a more fulfilling student experience. Future research efforts should continue to monitor and assess student well-being levels, with a focus on longitudinal studies and comparative analyses across different academic institutions.

The relationship between physical exercise and sense of social fairness among college students: the chain-mediated role of perceived social support and life satisfaction.

The development of a stable society is closely linked to a prevalent sense of social fairness. Participating in physical activities, which are inherently social, plays a crucial role in fostering mental stability within social contexts. This study aims to examine how physical exercise influences the sense of social fairness among college students, focusing on the potential mediating effects of perceived social support and life satisfaction. The study surveyed 496 Chinese college students using several scales: the Physical Activity Rating Scale-3 (PARS-3), Perceived Social Support Scale (PSSS), Satisfaction with Life Scale (SWLS), and Social Justice Scale (SJS). (1) A positive correlation was found between physical exercise and sense of social fairness (r = 0.151, p < 0.01). A significant direct effect of physical exercise on sense of social fairness was also observed (β = 0.151, t = 3.971, p < 0.01). (2) Physical exercise was a positive predictor of perceived social support (β = 0.113, t = 4.062, p < 0.01), which in turn positively influenced both life satisfaction (β = 0.333, t = 18.047, p < 0.01) and sense of social fairness (β = 0.485, t = 6.931, p < 0.01). Additionally, life satisfaction had a positive effect on sense of social fairness (β = 0.431, t = 3.247, p < 0.01). (3) Both perceived social support and life satisfaction significantly mediated the relationship between physical exercise and sense of social fairness through two pathways: physical exercise → perceived social support → sense of social fairness (mediating effect: 0.055); and physical exercise → perceived social support → life satisfaction → sense of social fairness (mediating effect: 0.016). (1) Physical exercise enhances both perceived social support and the sense of social fairness among college students, suggesting that it not only directly contributes to an enhanced sense of social fairness but also fosters supportive social relationships. (2) The influence of physical exercise on the sense of social fairness operates both directly and indirectly through the mediating roles of perceived social support and, sequentially, life satisfaction.

The Impact of Aerobics on Chinese Women's Psychological Health and Well-Being

The researcher aimed to assess the impact of aerobics participation on the psychological health and well-being of Chinese female students, focusing on their mental health, quality of life, self-esteem, body image, mood states, sense of belonging, and coping strategies. The study examined the respondents' profiles, including age, length of engagement, and course, to determine if these factors influenced their assessments. Additionally, it explored challenges in maintaining a regular aerobic exercise routine, the long-term psychological benefits anticipated from continued participation, and proposed a Wellness Initiative Program based on the findings. The study utilized the Descriptive research design employing both quantitative and qualitative methods of research and utilized 332 Chinese college students who are enrolled in Hengyang Normal University in Hengyang City, Hunan Province, must be enrolled this SY 2023-2024, and must be a female student who participated or enrolled in aerobics. The study revealed that young adults, mainly from the Chinese Language and Literature department, benefited from aerobics in terms of mental health and self-esteem, with older participants and those engaged longer seeing greater effects. The study recommends a Wellness Initiative Program through aerobics to improve women’s psychological health and well-being.