Chinese High School Research Articles

Comparison of Chinese High School Math Education Objectives in the Traditional Chinese Education System and International Education System

Comparison of Chinese High School Math Education Objectives in the Traditional Chinese Education System and International Education System

Mental toughness in adolescents: bridging family relationships and depression across personality traits

BackgroundAdolescence is a pivotal stage vulnerable to mental health issues like anxiety and depression. While family relationships, mental toughness, and personality traits are known to impact adolescent mental health, their interactive and moderating roles are not fully understood.AimThis study aims to investigate the mediating role of mental toughness in the relationship between family relationships and depression among high school students, and to examine the varying impacts of personality traits on this mediation.MethodA cross-sectional study was conducted on a sample of 734 adolescents. Participants completed measures assessing family relationships, mental toughness, personality traits, and mental health outcomes (depression). Latent Profile Analysis, Multiple Regression Analysis, and Structural Equation Modeling, to investigate these relationships.ResultsThe study found that mental toughness significantly mediates the relationship between family relationships and depression. Notably, this mediating effect varied between personality type; it was more pronounced in the moderate-reserved type compared to the proactive-engaged type. LPA identified two distinct personality types of students based on their personality traits, with differential patterns of family relationships, mental toughness, and depression. Multiple regression analysis indicated that character and adaptability, components of mental toughness, were significant negative predictors of depression.ConclusionThe study contributes to understanding the dynamics of adolescent mental health, particularly in the context of Chinese high school students. It underscores the importance of considering family dynamics, personality traits, and mental toughness in developing effective mental health interventions for adolescents.

Roles of parents in life satisfaction and educational hope among Chinese high school students.

The well-being of the Chinese high school students linked to the National Higher Education Entrance Examination, known as gaokao, has been a spotlight education issue in China. This study employed self-determination theory and Bourdieu's sociocultural theory to examine the relationship between life satisfaction, educational hope, and parental support among Chinese high school students. A number of 3,810 high school students from eight schools in Jiangsu, China, completed a validated context-relevant questionnaire. Structural equation model analysis suggested that parental support significantly impacted students' life satisfaction and educational hope. Findings showed that parental intangible support in terms of providing information, advice, encouragement, praise, and care has a direct and significant impact on the life satisfaction of Chinese youth. The extent to which students attach importance to and put effort into achieving their educational aspirations, known as goal commitment, mediated the relationship between parental support and life satisfaction. Moreover, Chinese high school students' educational hope is shaped by their family. Parental support moderates goal commitment, which varies based on parental education background. In short, parents play a critical role in the growth and development of Chinese high school students.

Using social network analysis to investigate mathematical connections in U.S. and Chinese textbook problems

Textbooks, as potentially implemented curricula, play an important role in supporting classroom teaching and learning. Mathematical connections, one of the essential and hot topics advocated in mathematics education, have been emphasized in national curriculum reforms in various countries. However, little is known about the connection networks represented in school textbooks; even less has been done to compare textbooks from different countries. In this study, we propose an innovative method for examining how connections are represented in two popular U.S. (the UCSMP series) and Chinese (the PEP-A series) high school textbook problems involving quadratic relations. By using social network analysis, we identified 1129 connections, characterized connection networks into dense, moderate, and sparse digraphs, identified influential, prominent, and dual concepts and representations, and evaluated the strength between typical and reverse connections. The results revealed that the Chinese series presented a denser network of balanced between-concept connections but limited within-concept connections. The U.S. series exhibited more within-concept connections but emphasized typical connections, thus validating the potential of this innovative method. From this study, we suggest that our novel method provides a theoretical contribution to textbook analysis and connection analysis, which has rich implications for practice, for example, examining the network of connections students construct as a way to assess and to promote their conceptual understanding, and our approach opens the possibility of adopting new and efficient analytical tools from social network analysis in mathematics education research.

Analysis of Text and Use of Chinese High School Mathematics Textbooks from the Perspective of Classroom Blank Space

Analysis of Text and Use of Chinese High School Mathematics Textbooks from the Perspective of Classroom Blank Space

THE APPLICATION OF CREATIVE METHOD IN TRADITIONAL MUSIC COURSE FOR 10TH GRADE STUDENTS IN CHINA

The purpose of this study was to explore the influence of creative methods on the traditional music performance of grade 10 Chinese senior high school students. At the same time, the satisfaction of grade 10 students with learning traditional Chinese music with creative methods was investigated. The study was conducted in a secondary school in China with 50 students over a period of six weeks. Quantitative data was collected through students' achievement tests (pretest and post-test) and students’ satisfaction questionnaires.
 The data was analyzed for students’ learning achievement through the t-test for dependent sampling, mean, and standard deviation, as well as for the students’ satisfaction with the mean and standard deviation. The findings revealed that the creative method was effective in improving the students’ learning achievement, with a post-test mean score of 30.88, which was higher than the mean score of the pretest (15.88). In addition, the students’ satisfaction showed that every part was at its highest level. It means the students felt positive and satisfied with the use of creative teaching methods to improve the performance of traditional music in Chinese secondary schools.

Effects of task-based language teaching on functional adequacy in L2 writing

Task-based language teaching (TBLT) has generally been reported to enhance second language (L2) writing on linguistic features such as complexity, accuracy, and fluency. The research on how it influences pragmatic dimensions, however, has been scarce. Drawing upon a pretest-posttest design, this study investigates the potential of TBLT in pragmatic development in Chinese high school students’ English writing. Eighty Chinese senior high school students from two parallel classes participated in this study over four weeks. One class as the experimental group received TBLT writing instruction while the other class as the control group maintained the traditional product approach of writing teaching. Pragmatic outcomes were assessed in terms of functional adequacy (i.e., content, task requirements, comprehensibility, and coherence/cohesion) with functional adequacy rating scales. Results showed the salient effects of TBLT in helping students become more functionally adequate in English writing. In particular, it promoted the content, task requirements, and comprehensibility of students’ writing. The coherence and cohesion performance in writing, however, did not demonstrate considerable improvement. Intriguingly, a significant correlation was identified between students’ English proficiency and the coherence/cohesion dimension in their written texts. The study highlights the effectiveness of TBLT in facilitating L2 writing performance from the perspective of pragmatic dimensions and emphasizes the importance of developing students’ pragmatic writing ability. These findings have significant implications for Chinese high school English writing instruction.

The Relationship between Geographical Self-Efficacy and Academic Achievements in Geography: A Moderated Mediating Model

There are limited studies on the impact of domain-specific self-efficacy on academic achievements. The geospatial thinking ability is paramount to understand the relationship between geographical self-efficacy and academic achievements in geography. This study aims to explore the mediating effect of geospatial thinking on the relationship between geographical self-efficacy and academic achievements, and the moderating role of gender and attendance type. A total of 749 Chinese high school students, working as participants, anonymously completed a questionnaire covering topics like geographical spatial thinking, geographical self-efficacy, academic achievements in geography, gender, attendance type, and place of residence. The analysis using MPLUS 8.3 software indicates that geographical self-efficacy significantly predicts academic achievements in geography. Geospatial thinking plays a significant mediating role in this pathway, with gender and type of attendance having moderating effects. This study enhances the understanding between domain-specific self-efficacy and academic achievements, providing crucial guidance for educational practices, such as emphasizing geospatial thinking training for high school students, focusing on encouraging female students, and properly scheduling rest times for boarders, which will significantly contribute to the sustainable development of geography education.

Learning elements for developing higher-order thinking in a blended learning environment: A comprehensive survey of Chinese vocational high school students

Learning elements for developing higher-order thinking in a blended learning environment: A comprehensive survey of Chinese vocational high school students

A Mixed-Methods Approach to Students’ Engagement in English Learning in the Chinese Context

Since language use is at the center of language learning, learners’ active engagement in learning activities is crucial for successful language learning. Answering the call for positive language education, the present study investigated the levels and influencing factors of engagement in English learning among 437 Chinese senior high school students. This study employed an explanatory sequential mixed-methods design, collecting data through questionnaires and semi-structured interviews. The results showed that students were generally well-engaged in English learning. Moreover, students were more inclined to engage in English learning behaviorally, emotionally, and cognitively. Students’ agentic engagement in English learning was relatively low and mainly reflected after English classes. The relatively low agentic engagement might be shaped by a series of personal and contextual factors, including the traditional Chinese concept of “honoring and respecting the teacher”, teachers’ teaching strategies, students’ learning strategies, English proficiency, learning climate, and teaching styles. Pedagogical implications for English teachers concerning enhancing students’ English learning engagement were provided.

Trait mindfulness's effect on junior high school students' social anxiety: psychological resilience acts as a mediation factor

The current research studied one's connection between trait mindfulness and social anxiety in junior high school students using mental resilience as an intermediary variable. The Resilience Scale for Chinese Adolescents (RSCA), the Mindful Attention Awareness Scale, and the Social Anxiety Scale for Adolescents (SAS-A) were used for providing a survey to 276 Chinese junior high school students. The key findings were as follows: 1) Social anxiety, psychological resilience, and trait mindfulness were found to be significantly correlated; 2) Psychological resilience acted as a partial mediating factor in establishing a link between trait mindfulness and social anxiety among junior high school students. Thus, the more trait mindfulness junior high school children have, the less social anxiety they experience, with psychological resilience serving as a partly mediation role. All things considered, this results explain this process by which trait mindfulness impacts social anxiety in this age range, providing guidance for interventions aimed at reducing social anxiety in junior high school kids.

The Protective Roles of Self-Compassion and Parental Autonomy Support Against Depressive Symptoms in Peer-Victimized Chinese Adolescent Girls: A Longitudinal Study.

Peer victimization (PV) is a common and serious problem in school contexts, which hinders adolescents' emotional development and social adaptation. The present study aimed to test the longitudinal relationship between PV and the increase of depressive symptoms (DSs) among Chinese mid-late adolescents using a two-wave longitudinal design and examine the buffering effects of self-compassion (SC) and parental autonomy support (PAS) on this relationship. A relatively large sample of Chinese high school students (N = 722, 52.1% boys; age at Time 2 = 16.23 years old, SD = 0.79) were surveyed annually at two time points. The results showed that PV at Time 1 positively predicted DSs at Time 2 after controlling for the DSs at Time 1. In addition, SC and PAS moderated the longitudinal relationship between PV and the development of DSs, while such moderating effects only existed in girls but not in boys. Specifically, the positive relationship between PV and DSs was non-significant among girls with higher levels of SC or PAS. Our findings highlighted that SC and PAS might be important protective factors buffering against DSs for victimized girls.

Dress Code in Chinese High Schools: A Preliminary Design towards its Sociological Impacts

The dress code is enforced at several high schools in China, mandating that students adhere to certain guidelines. These guidelines prohibit the wearing of braces, skirts that are deemed too short, and anything that is considered attention-grabbing. It is intriguing to note that clothing codes often impose greater restrictions on women as compared to males. Certain educational institutions require their students to adhere to a dress code that mandates the wearing of complete ensembles daily. The independence of several pupils is constrained by intricate and stringent regulations, which also reinforce the notion of gender differentiation between boys and girls. Numerous attires exhibit a lack of comfort, hence impeding students' ability to effectively engage in learning and perform optimally. Individuals are often informed that these regulations are implemented to mitigate the impact of their attire on fellow members inside the institution, therefore potentially impeding their ability to engage in learning and professional activities. The objective of the rigorous experiment is to assess its efficacy. The occurrence of social desire bias may arise when both individuals involved in a trial possess an awareness of its proceedings. This phenomenon occurs when individuals provide responses that are widely embraced by society, but fail to accurately reflect their true beliefs and opinions. The Implicit Association Test (IAT) is used to ensure the validity of the experiment. By using this preliminary experimental design, further analyses, and investigations might use more dependable data to examine the whole of the matter.

The Relationship Between Chinese High School English Learners’ Classroom Engagement and English Academic Achievement: A Case Study of English Learners in a High School in Henan China

Classroom engagement is often referred to as a crucial factor for students’ academic achievement. However, within the realm of second language acquisition, only a limited number of scholars made empirical investigations into the association between engagement in the English classroom and English academic achievement. In particular, research on second language learners at the basic education stage is lacking. Therefore, this study examines the current state of English classroom engagement among high school students and its relationship with English academic achievement through a case study of students in Henan China. This study found that high school students’ overall English classroom engagement was high, but individual-based agentic behavior engagement was low. Furthermore, male students exhibited significantly lower levels of various dimensions of English classroom engagement compared to female students. Moreover, interaction-based emotional engagement, individual-based cognitive engagement, individual-based behavioral engagement, and interaction-based conventional behavioral engagement were found to significantly predict students’ English academic achievement. Furthermore, gender is found to exert a significant moderating influence on the association between individual-based cognitive engagement and English academic achievement among students. Implications of these findings for English instruction are discussed.

Academic English Writing Challenges in a Blended EFL and ESL Learning Environment: Insights from Chinese International High School Students

In the wake of China's educational internationalization policy and the technological shifts post-COVID-19, the mode of educational globalization has undergone significant transformations. In this context, this study investigates the academic English writing challenges of Chinese international high school students (CIHSSs) in a blended English as a foreign language (EFL) and English as a second language (ESL) learning environment. Drawing on Vygotsky's sociocultural theory and prior research, the study examines the specific hurdles CIHSSs face in academic writing. Previous research has highlighted various difficulties in academic English writing for international students; however, a significant research gap exists concerning high school students, especially in blended learning context settings. To fill this gap, this qualitative case study explores CIHSSs’ English language learning experiences, focusing particularly on their academic writing challenges in a blended EFL and ESL context. Through semi-structured individual interviews with three CIHSSs, the study conducts a thematic analysis to identify key challenges across five areas: cultural differences, unfamiliarity with academic norms, language proficiency limitations, communication barriers, and technological adaptation issues. The findings emphasize the importance of communication, especially peer support and collaborative learning, underlining the need for effective English language learning strategies (ELLSs). These insights are vital for educators and learners to navigate the complexities of blended EFL and ESL learning environments effectively.

Investigating the mediating roles of executive functioning and rumination in the relations between dispositional mindfulness and depression among high school students

This study investigates the intricate relations between dispositional mindfulness, executive functioning, rumination, and depression among Chinese high school students. It aims to understand how dispositional mindfulness can potentially predict depression in this demographic, providing insights for preventive interventions targeting adolescent depression. Despite growing recognition of mindfulness in mental health, its relations between executive functioning, rumination, and depression in high school students is not fully understood. The study involved 608 high school students (59.5% female; M age = 16.37 SD = 0.53) from the southwestern region of China. Data were collected using established scales: the Mindful Attention Awareness Scale (MAAS), the Teenage Executive Functioning Inventory (TEXI), the Ruminative Response Scale (RRS), and the Centre for Epidemiological Studies Depression Scale (CES-D). The analysis revealed significant correlations: a significant positive association between mindfulness and executive functioning capabilities, alongside notable negative associations between mindfulness and both rumination and depression, and a negative correlation between executive functioning and both rumination and depression.A positive correlation was observed between rumination and depression. Analytical the mediation model indicated that mindfulness predicts depression in directly, with this predictive effect being partially mediated by executive functioning and rumination in a serial multiple mediation model. These results corroborate the initial hypotheses and highlight the intricate interactions between mindfulness, executive functioning, rumination, and depression in high school student. This study underscores the importance of mindfulness, executive functioning, and rumination in understanding adolescent depression. The findings offer valuable insights for future research and highlight key areas for potential preventive strategies in adolescent mental health.

Navigating the emotional landscape: Insights into resilience, engagement, and burnout among Chinese High School English as a Foreign Language Learners

To explore the relationship between resilience, engagement, and burnout among Chinese senior high school students learning English as a Foreign Language (EFL), this study delves into relatively lesser-examined aversive emotions in language education. It sheds light on how these learners experience and manage these emotions in the in the Chinese senior high school EFL education context. Grounded in Self-Determination Theory (SDT), this study acknowledges the spectrum of emotional experiences in language learning, ranging from positive states like engagement to negative states like burnout and disengagement. The rationale for combining these three variables—burnout, resilience, and engagement—lies in their interconnected nature in the emotional landscape of language learning. Through semi-structured interviews with 25 senior high school students and subsequent analysis using MAXQDA software, this study uncovers how learning environment factors, course content, teacher-student interactions, and individual motivations significantly influence these emotional states. This study not only advances our understanding of the emotional dynamics of senior high school EFL learners, but also offers practical insights for educators and policymakers, which may contribute to a comprehensive exploration of how resilience, engagement, and burnout shape the learning experiences of Chinese senior high school EFL learners.

Online teaching, gender differences and education outcomes: Evidence from Chinese urban high schools during the COVID-19

We examine the short- and medium-term impacts of online teaching during COVID-19 on the academic performance of high school freshmen, employing unique data from three high schools of different academic performance levels in Zhejiang Province, China. We find that relative to the cohort not affected by COVID-19 and experiencing no online teaching in their freshman year, online teaching had short-term negative effects on Chinese performance in the high-performing school and math performance in the mid-performing school but no significant effects on other tests and in the low-performing school. The negative effects disappeared eight months after students returned to traditional classroom teaching, and students in the high-performing school indeed experienced a significant positive effect in math performance. Moreover, following online teaching, girls in key classes in the high-performing school performed better in math in both the short and medium term, significantly narrowing the math performance gap with their male classmates, while boys in the low-performing school experienced significant declines in both Chinese and math in the medium term.

Factors Affecting Online Teaching and Learning among Chinese High School Students: Education Equality Perspectives

Online learning is significant to promote education equality in high school sector. This research aims to explore the factors affecting students' acceptance of online learning, construct a structural equation model of high school students' online learning behavior, and propose measures to promote educational equity. The study employed quantitative research methods, utilizing online questionnaires to gather 633 data from high school students in Dazhou, Bazhong, and Liangshan regions. A comprehensive approach to data analysis was adopted, including descriptive statistical analysis, reliability and validity tests, confirmatory factor analysis, structural equation modeling, and path analysis. Key findings revealed the significant influence of online teaching quality and course content on students' perceived usefulness, ease of use, subjective norms, attitudes towards online learning, and their subsequent learning intentions and behaviors. The study confirmed the mediating roles of these perceptions and attitudes in shaping students' engagement with online learning platforms. In conclusion, the research provides vital insights into the dynamics of online education in a high school setting. It highlights the need for enhanced teaching quality and course design to improve online learning experiences. The findings offer valuable implications for educators, policymakers, technology developers, and other stakeholders, emphasizing the importance of a collaborative approach to create more effective and equitable online learning environments. This study lays a foundation for future research and strategies aimed at optimizing the potential of online education, ensuring it is accessible and beneficial to all students.

Associations of compositional time use with self-reported health, depression, and cognitive outcomes among Chinese adolescents

Adolescents are experiencing substantial changes across many developmental dimensions. Their daily time allocation might be closely related to these changes. Using two waves of nationally representative data (Mage = 12.90, n = 8,030), this study examined the evolving time-use patterns of Chinese junior high school students (CJHSS) transitioning from grades 7 to 8 and their impacts on self-reported health, depressive symptoms, and cognitive abilities. The latent class analysis identified four stable time-use clusters among CJHSS: obedient actives (OA, highest study time), moderate actives (MoA, high study time), independent actives (IA, lowest study time and highest other time), and multifaceted actives (MuA, highest sleep time). Individual fixed-effect models revealed that transitioning to study-centered actives (OA and MoA) decreased self-reported health and increased depression, while the counterpart actives (IA and MuA) were beneficial. Specifically, study time was negatively associated with self-reported health and cognitive outcomes and positively related to depression, whereas sleep and other time led to lower depressive symptoms. Notably, the associations between time use and developmental outcomes (depression and cognition) were heterogeneous across students’ gender, family economic status, and parental education. Our findings provide novel insights regarding interventions for optimizing adolescents’ time allocation and improving their well-being under the “Double Reduction” education policy.