Chinese College Students Research Articles

Acculturation in China: acculturation strategies, social support, and self-assessment of Mandarin learning performance of international students in Chinese universities

ABSTRACT Acculturation strategies contribute to international students’ self-assessment of Mandarin learning (ML) performance, but the mechanism remains unclear. This study employed a convergent design of mixed methods and explored the roles of acculturation strategies and local support resources in international students’ (ISs) self-assessed ML performance in Chinese universities. The quantitative findings based on the questionnaire survey (N = 520) found that ISs’ Mandarin level was positively associated with the integration strategy and local support resources (i.e. Chinese teachers and Chinese friends). Besides, integration and marginalisation mediated the relationship between support resources and self-assessed ML performance, with integration acting as a more positive mediator compared with marginalisation. Further qualitative findings based on the longitudinal data (i.e. reflective journals) supported the positive roles of integration and local support resources in self-assessed ML performance. Moreover, this study identified how ISs improved their Mandarin through positive adjustments in their acculturation strategies (e.g. from separation to integration) and active mobilisation of local support resources. These findings provide a richer understanding of the complexity and dynamism of ISs’ self-assessed ML performance. Implications were provided for ISs and Chinese universities concerning ML and support services.

Impact of music learning on students' psychological development with mediating role of self-efficacy and self-esteem.

Professionals and academics have recently placed a greater emphasis on comprehending the elements that go into improving students' psychological wellbeing. Students frequently face major obstacles as a result of the rigorous nature of academic life, which can result in problems like tension, depression and other psychological health concerns. These complications have a long-lasting influence on their future aspirations in addition to affecting their academic achievement. This study determined the effects of music learning on students' academic performance and psychological well-being. The mediating role of self-efficacy and self-esteem are also examined in this study. The data is collected from 326 students in Chinese universities and applied structural equation modeling for empirical analysis. The findings show that music education improves the students' psychological well-being, which in turn improves their academic performance. Additionally, psychological health is a major factor in improving the academic performance. There is significant mediating impact of self-efficacy and self-esteem in relationship between mental well-being and music education. To improve students' psychological health, it is suggested that policy makers should consider the integration of music education into academic settings.

Sex differences and cultural diversity in perceptions toward eSports between American and Chinese university students

Sex differences and cultural diversity in perceptions toward eSports between American and Chinese university students

Implementation of Ideological and Political Theory Course Based on Problem-Based Learning Combined with Small Private Online Course teaching model to Enhance Learning Achievement and Citizenship of Chinese College Students

Background and Aim: Problem-based learning is a kind of targeted and practical learning for students to solve real problems. In the problem design stage, the design of problem scenarios is the core of problem-based learning. The concept of Small Private Online Course (SPOC) was first proposed by Professor Armando Fox, director of MOOC Lab at the University of California, Berkeley, and is abbreviated for Small Private Online Course. In this study, Problem-Based Learning combined with a Small Private Online teaching model were combined to generate a new teaching model. This teaching model emphasizes the role of the problem in the teaching process. Learning throughout the course is an open and dynamic system that can be adapted and improved based on feedback. The purpose of this study was; 1) To compare students’ learning achievement before and after learning through ideological moral and legal basic courses based on problem-based learning combined with the Small Private Online Course (SPOC) teaching model and 2) To compare citizenship of Chinese college students before and after learning through ideological and political theory course based on problem-based learning and Small Private Online Course (SPOC) teaching model. Materials and methods: In this experimental study, 50 students (one class) from Xi’an University were investigated. This study used test and self-evaluation forms given to students before and after learning through ideological and political theory education based on problem-based learning combined with small private online (SPOC). Data were collected and analyzed by means, standard deviation, and dependent sample t-test. Results: The results of the learning achievement before and after learning based on problem-based learning and small private online (SPOC) on ideological and political theory course, it was found that the mean scores of pretests of students’ learning achievement were 13.31(SD=6.860) and mean scores of posttests were 17.32 (SD=7.197). The post-test score of students' learning achievement was higher than that of the pre-test score at.01 level of significance. Moreover, the results of citizenship of Chinese college students found that the mean scores of pretests of citizen self-evaluation scores were 35.42 (SD=9.338) and the mean scores of posttests were 44.18 (SD=9.736). The posttest scores of citizenships of Chinese college students were higher than that of the pretest scores at.01 level of significance. Conclusion: The developed ideological and political theory course based on problem-based learning combined with small private online (SPOC) has a significant effect on improving the learning achievement and citizenship of Chinese college students.

The prevalence of 12-month suicidal ideation and associated factors among university students in China: Findings from a three-wave cross-sectional study from 2021 to 2023

BackgroundMany studies have shown that the COVID-19 pandemic has increased the risk of suicidal tendencies among the public. However, there is limited research reporting on the changing trends in suicidal ideation after 2020 in the context of the long-term normalization of COVID-19 prevention and control measures in China. MethodsThe self-administered online questionnaire was adopted to collect 12-month suicidal ideation, depressive symptoms, anxiety symptoms, stress, and some demographic information from university students by convenient cluster sampling in Shandong, Shaanxi, and Jilin Provinces, China. Multivariate logistic regressions were performed to assess the association between different factors and suicidal ideation. ResultsThe prevalence of 12-month suicidal ideation from 2021 to 2023 among university students was 3.89 %, 5.81 %, and 4.33 %, respectively, showing a trend of first increasing and then decreasing. The trends presented a similar tendency in the subgroups according to gender, majors, and grades, except among urban freshman-year students. The associated factors of suicidal ideation were different among university students in different surveys. However, female gender, poor mental health, and depressive symptoms were linked to a higher risk of suicidal ideation. LimitationsMore representative large-scale longitudinal studies should be used to monitor the suicidal behavior of university students. ConclusionsThe prevalence of 12-month suicidal ideation among Chinese university students exhibited a pattern of initial increase followed by a subsequent decrease from 2021 to 2023. Despite the complete lifting of COVID-19 prevention and control measures in China, the prolonged three-year epidemic may have enduring adverse effects on university students, underscoring the ongoing importance of providing continuous mental health services to this population.

Family system profiles and career decision self-efficacy among Chinese university students: a latent profile analysis

Family system profiles and career decision self-efficacy among Chinese university students: a latent profile analysis

Relations between perceived social support and prosocial behavior among Chinese college students during online learning: Testing mediation and moderation models of meaning in life

Base the protective role of perceived social support and meaning in life, the function of meaning in life as a mediator and moderator of perceived social support and prosocial behavior among Chinese college students enrolled in online learning was examined in this study. This survey was completed by 459 college students in total (Mean age = 19.65, SD = 1.21). The results shown that Chinese college students’ perceived social support and prosocial behavior during online learning were significant lower than normal offline learning, but meaning in life was no significant difference. Perceived social support, prosocial behavior and meaning in life were all positive correlated with each other. The relationship between perceived social support and prosocial behavior was mediated and moderated by meaning in life. These findings enrich the research on prosocial behavior among college students by examining possible pathways linking factors associated to prosocial behavior during online learning. The findings suggest the need to promote prosocial behavior development through cultivate perceived social support and meaning in life among college students.

Why don't Chinese college students seek help from the National Health Service (NHS)? Chinese college students' use of medical services in the UK

BackgroundInternational students have a lower utilization rate of the local medical service system for studying abroad, and it has been found that there may be multiple reasons behind this phenomenon. This study explores the usage of medical service systems by international students and the underlying logical factors through a study of the usage of National Health Service (NHS) of Chinese students in the UK. MethodsTo address the research questions, this study employed an online survey methodology that ran between 1st May and August 20, 2019 facing the Chinese students in the UK. A total of 1,050 questionnaires were distributed and 1,001 questionnaires were recovered, of which 977 contained valid responses (questionnaire response rate was 95.3 % and validity rate was 97.6 %). Before the questionnaire was designed and after it was issued, two focus group interviews were conducted to provide reliable and detailed information to inform the questionnaire design and to supplement the questionnaire survey data with more profound psychological qualitative data. The two focus groups consisted of 10 and 12 Chinese students studying in the UK and each lasted more than 3 h. ResultsThe survey data showed that the medical services utilization rate of Chinese students in the UK is relatively low compared to UK residents and domestic Chinese students. Their decisions and behaviours around medical services usage in the UK are not significantly related to age, gender, and monthly income, but are instead related to their current education status, types of disease suffered, and information acquisition about the UK medical services before coming to the UK. When getting sick, in addition to seeking help from official medical services, Chinese students studying in the UK tend to self-diagnose and self-medicate; seeking help from social networks based on friendship and domestic relatives are also alternatives to accessing medical services. ConclusionCombining the theories of ‘sick role’ and ‘illness experience’, the decisions and behaviours related to medical services usage by Chinese students in the UK are significantly influenced by their understanding of medical services, which is socially and culturally learned in China. Understanding the perspective of the ‘sick role’ and the ‘illness experience’ of Chinese students may help to better think about how improvements can be made to their utilization rate of medical services and their health status during their studies in the UK. This study not only provides us with specific information and understanding on the usage of medical services for Chinese students in the UK, but the research results may also provide a reference for other similar research on the health and medical service use of other international students studying in the cross-cultural contexts.

The Relationship Between Character Strengths and Subjective Well-Being Among Chinese Impoverished College Students: The Chain Mediating Roles of Perceived Social Support and Positive Emotions.

The mental health of economically disadvantaged college students in China is notably inferior to that of their non-disadvantaged peers. As such, these students necessitate a broader spectrum of psychological support beyond mere financial assistance. Seligman's PERMA theory has established a compelling association between social support and positive emotions with subjective well-being. However, there is a scarcity of research focusing on character strengths within this framework, particularly the mechanisms that underlie their relationship. Hence, this study aims to examine the relationship between character strengths and subjective well-being among Chinese impoverished college students, while also delving into the chain mediating roles of perceived social support and positive emotions. A convenience sampling method was employed to collect cross-sectional data from impoverished college students. Participants (N=336, Mean age=20.67) were assessed using four instruments: the Chinese Virtues Questionnaire (CVQ-96), the Perceived Social Support Scale (PSSS), the Positive and Negative Affect Scale (PANAS), and the Satisfaction with Life Scale (SWLS). Character strengths, perceived social support, positive emotions, and subjective well-being were all significantly positively correlated with each other (p<0.01). In addition, regression analysis indicated that character strengths positively predicted perceived social support (β=0.71, p<0.001), positive emotions (β=0.44, p<0.001), and subjective well-being (β=0.52, p<0.001). Perceived social support positively predicted positive emotions (β=0.34, p<0.001), and subjective well-being (β=0.44, p<0.001). Positive emotions positively predicted subjective well-being (β=0.88, p<0.001). Furthermore, chain mediation analysis revealed that character strengths influenced subjective well-being both directly and indirectly through perceived social support and positive emotions. Perceived social support and positive emotions play a chain mediating role between character strengths and subjective well-being among impoverished college students.

Cybervictimization and Non-Suicidal Self-Injury Among Chinese College Students: an Exploration Through the Lens of Experiential Avoidance Model.

Non-suicidal self-injury (NSSI) is a growing public health concern among college students, with cybervictimization (CV) emerging as a significant contributing factor. Grounded in the experiential avoidance theory, this study investigates the mediating roles of cognitive fusion and negative emotions in the relationship between CV and NSSI, providing new insights into these key variables. A convenience sample of 457 undergraduate students (29% male; mean age 18.36±0.66 years) from two universities in Fujian Province participated in this study. Data were collected using the Cyberbullying Victimization Scale, Cognitive Fusion Questionnaire, Positive and Negative Affect Schedule, and Non-Suicidal Self-Injury Scale. Descriptive statistics and Pearson correlation analysis were conducted using SPSS 25.0, while the mediating effects were analyzed using Process 3.5. (1) Significant positive correlations were found among CV, cognitive fusion, negative emotions, and NSSI (p < 0.01). (2) CV was directly associated with NSSI (β = 0.22, p < 0.001) and positively predicted both cognitive fusion (β = 0.17, p < 0.001) and negative emotions (β = 0.15, p < 0.01). Additionally, cognitive fusion (β = 0.16, p < 0.01) and negative emotions (β = 0.11, p < 0.05) significantly predicted NSSI. (3) Mediation analyses revealed that cognitive fusion and negative emotions mediated the CV-NSSI relationship through three pathways: CV→cognitive fusion→NSSI (mediation effect = 0.026), CV→negative emotions→NSSI (mediation effect = 0.02), and CV→cognitive fusion→negative emotions→NSSI (mediation effect = 0.01). The study confirms that CV influences NSSI indirectly through cognitive fusion and negative emotions, supporting the experiential avoidance model. These findings underscore the importance of addressing cognitive and emotional processes in interventions aimed at reducing NSSI among college students.

Loneliness, social support, and interpersonal trust among Chinese university students: Basis for educational implications and recommendations

Loneliness, social support, and interpersonal trust among Chinese university students: Basis for educational implications and recommendations

Factors Influencing Chinese Vocational College Students' Satisfaction with Learning Management Platform

Background and Aim: In the rapidly evolving landscape of education, online learning platforms, such as the Chaoxing Learning Platform, have gained substantial attention. Recognizing the pivotal role of student satisfaction in the effectiveness of these platforms, this study aims to investigate the factors influencing college students' satisfaction specifically within the context of Beihai Vocational College.Materials and Methods: This study employed a purposive sampling method, selecting 150 respondents from Beihai Vocational College who met the research objectives to ensure the representativeness and credibility of the survey results. Quantitative research methods were applied, utilizing measurement tools in various aspects, including system quality, information quality, interaction, perceived usefulness, and student satisfaction. Results of Cronbach’s Alpha of the research instruments show that the alpha coefficient of information quality and interaction is within the range of 0.8 to &lt;0.9， and the alpha coefficient of system quality, perceived usefulness, and student satisfaction is within the range of 0.9. The level of Cronbach’s alpha in the variables is within very good to excellent level. This indicated the acceptable level of internal consistency of the research instrument, which confirmed the reliability of the research instrument. Ultimately, methods such as descriptive statistics and multivariate regression analysis were used to conduct in-depth data analysis, aiming to comprehensively understand the impact of the Chaoxing learning platform on student satisfaction. Results: The results of the study showed that the independent variables system quality (β = 0.1465, P = 0.287), information quality (β = 0.3602, P = 0.016), and perceived usefulness (β = 0.5478, P = 0.005) were significantly positively correlated. In addition, the test also found that interaction (β = -0.0430, P = 0.084) did not have a significant effect on students' satisfaction with the Chaoxing Learning Platform at Beihai Vocational College. Conclusion: The results of the study indicate that most of the students of Beihai Vocational College are satisfied with using the Chaoxing Learning Platform for learning, and students can learn, communicate, and collaborate well through this platform, which provides satisfactory learning results.

Modesty, epistemic curiosity, and wisdom among Chinese vocational college students

Modesty, epistemic curiosity, and wisdom among Chinese vocational college students

The association between appetite and eating behaviors among Chinese female university students

BackgroundYoung females are at a higher risk of developing unhealthy eating behaviors. This study investigated the relationship between appetitive traits and eating behaviors among female university students. MethodsThe study participants were 520 female university students from a public university in Eastern China. Appetitive traits were assessed using the Chinese version of the Adult Eating Behavior Questionnaire (C-AEBQ). Data on eating behaviors, including food intake frequency, meal regularity, and dieting behavior, were collected using self-administered questionnaires. The body mass index (BMI) was calculated using self-reported data. Pearson's and Spearman's correlations were used to correlate appetitive traits with BMI and eating behaviors. Latent profile analysis (LPA) was used to identify different appetitive patterns, and logistic regression was used to analyze the relationship between different appetitive patterns and eating behaviors. ResultsTwo food-approach traits (food enjoyment and emotional over-eating) were positively correlated with BMI, while two food-avoidance traits (slowness in eating and satiety responsiveness) showed negative correlations. Food responsiveness was linked to a higher intake of delivered food, spicy food, and sugar-sweetened beverages, whereas satiety responsiveness was correlated with more frequent meal skipping. The LPA identified four appetitive patterns: food approachers, food approachers with emotional under-eating, food avoiders, and food avoiders with emotional over-eating. Food avoiders had significantly lower BMI than the other groups. Compared to food approachers, food avoiders skipped breakfast more frequently, and food avoiders with emotional over-eating skipped both breakfast and lunch more often. After adjusting for BMI, appetitive patterns showed no significant relationship with dieting behavior. ConclusionAmong female university students, appetitive patterns correlated with eating behaviors, and students with food-avoidance patterns had a higher risk of meal irregularity. These findings emphasize the importance of implementing trait- and pattern-specific approaches to promote healthy eating behaviors among female university students.

The influence of learning motivation on employment competitiveness of Chinese college students mediated by learning engagement: Basis for strategies to improve students’ competitiveness in employment

The influence of learning motivation on employment competitiveness of Chinese college students mediated by learning engagement: Basis for strategies to improve students’ competitiveness in employment

In what environment can female college students excel? An analysis of gender differences in learning of Chinese college students

With the expansion of higher education in China, gender equity has been largely improved at the entrance to undergraduate education. Yet, whether male and female students developed equally during college is still under debate. Using data from a Chinese national college student survey in 2021, this study explores gender differences in learning behaviors and outcomes of college students and examines whether they are influenced differently by educational environmental factors. Employing multiple regression models, we find that though female students outperformed males on active learning behaviors and academic scores, they were less active in higher-order learning behaviors, resource-intensive high-impact educational practice, and student-faculty interactions and reported lower educational gains than their male counterparts. Environmental and educational factors, including institute type, gender composition, academic challenges, and student support, influence the gender gaps in different ways. Overall, most female college students behave under the gender expectations of society and are less responsive to educational factors than their male counterparts. Collectively, these findings underscore the need for heightened awareness of gender gaps in the learning process in different learning environments and advocate for a more tailored collegiate environment that optimally supports female students’ educational pursuits.

A Double-Edged-Sword Effect of Overplacement: Social Comparison Bias Predicts Gambling Motivations and Behaviors in Chinese Casino Gamblers.

Overconfidence, a widely observed cognitive bias, has been linked to increased gambling motivations and behaviors. However, previous studies have largely overlooked overconfidence under a social comparison context, known as overplacement, i.e., the tendency of individuals to believe that they are better than their similar peers. In the present study, we tested the effect of overplacement on gambling motivations and behaviors though a Pilot Survey of Chinese college students (N = 129) and a Field Survey of Chinese Macao casino gamblers (N = 733). Our results revealed a double-edged sword effect of overplacement: Serving as a risk factor, evaluating one self's earning ability as higher than others was linked to more gambling motivations (β = 0.18, p = .005) and frequency (β = 0.18, p = .004); Serving as a protective factor, evaluating oneself as happier than others was linked to less gambling motivations (β = - 0.32, p < .001) and problem behaviors (β = - 0.26, p < .001). These findings expand the relationship between overconfidence and gambling from a cognitive bias perspective to a social comparison perspective. Our study not only revealed a typical profile of gambling motivations and behaviors among different demographic groups in Chinese casino gamblers, but also highlighted the importance of considering social factors in the study of the psychological mechanisms of gambling.

The Role of Alexithymia and Moral Disengagement in Childhood Physical Abuse and Depressive Symptoms: A Comparative Study Among Rural and Urban Chinese College Students.

There is robust evidence indicating the adverse association between childhood abuse and depressive symptoms. However, the ways in which childhood physical abuse is indirectly associated with adulthood depressive symptoms by alexithymia and moral disengagement remain poorly understood, particularly in the context of China. The present study aims to investigate how childhood physical abuse may be associated with depressive symptoms via the serial mediation effects of alexithymia and moral disengagement among college students in China. A total of 686 college students (female: 53.2%) aged from 17 to 28 years old (M = 21.33; SD = 2.53) were recruited from mainland China to participate in an online survey assessing the variables of interest. Structural equation modeling and multiple group analysis were performed using Mplus 7.0 to investigate the hypothesized model. College students' experiences with childhood physical abuse was significantly associated with their depressive symptoms. This relationship was partially mediated by alexithymia and then by moral disengagement. Meanwhile, alexithymia and moral disengagement had a chain mediating effect on childhood physical abuse and depressive symptoms. Furthermore, multigroup analysis revealed that the association between alexithymia and depressive symptoms was stronger among rural students compared to urban students. Furthermore, the mediation model involving moral disengagement applies exclusively to rural students. Alexithymia and moral disengagement exerted serial mediating effect on the association between childhood physical abuse and depressive symptoms. This pattern was particularly pronounced among rural students. These findings underscore the importance of addressing both childhood adversity and maladaptive cognitive processes in the prevention and treatment of depression.

Self-Regulated Learning Level of University Students and Educational Revelation

Self-regulated learning is a crucial component of students' competitiveness and is strongly linked to their academic achievement and performance. The study, which involved polling 309 Chinese university students, revealed that their level of self-regulated learning fell within the average range. Specifically, the analysis of the average scores for several self-regulated learning components revealed that participants exhibited the greatest requirement for social and environmental resources. In contrast, their motivation to learn scored the lowest. To enhance student support and guidance, the teacher's perspective offers educational recommendations to improve students' self-regulated learning skills and foster their overall development in the learning journey.

The impact of online interaction and information technology accessibility on academic engagement among international undergraduate students in Chinese universities: The mediating effect of learning interest

Academic engagement was recognized as a crucial predictor to measure the effectiveness of online teaching of international students. Therefore, this study established a mediating model to explore the mechanism underlying of interaction and information technology accessibility on academic engagement of international students, as well as the impact of learning interest on these mechanisms with the context of online teaching. Using a stratified random sampling method, 1895 international students from 32 Chinese universities were selected. These international students had completed the academic engagement scale, interaction scale, information technology accessibility scale, and learning interest scale. The study variables were analyzed in sequence for reliability and validity, common method biases test, correlation analysis, structural equation model testing, and bias-corrected percentile Bootstrap testing. The results revealed that online interaction positively affected the academic engagement of international students in Chinese universities (β= 0.35, p < 0.001), and learning interest played a partial mediating role between online interaction and academic engagement (indirect effect = 0.10, 95 % Boot CI = [0.06, 0.13], p < 0.001). Information technology accessibility did not have a direct impact on academic engagement (β= 0.06, p > 0.05); but learning interest played a complete mediating role between information technology accessibility and academic engagement (indirect effect = 0.09, 95 % Boot CI = [0.05, 0.11], p < 0.001). The results of Bootstrap showed that the mediating effects within the model were significant. The findings of this study explored the potential mechanism underlying the online academic engagement of international students in Chinese universities, and provided empirical evidence for universities and educators to implement differentiated learning support, assist international students in adapting to online learning styles, and stimulate the endogenous motivation of students' learning.