Chinese High School Research Articles

The influence of daily life events on learning crafting and the intervening roles of academic emotions and regulatory focus in high school students.

The adaptation of students to academic challenges in high school is crucial for academic performance. This study proposes the concept of "learning crafting," a previously under-researched area, and investigates its associated variables. Using a diary method, we studied 187 Chinese high school students (64% female; Mage = 15.57) over a 9-day period. We examined the effect of daily life events on learning crafting, and considered academic emotions as mediators and regulatory focus as moderators. Hierarchical linear modeling revealed that daily positive events were positively correlated with learning crafting at both within-person and between-person levels. Positive academic emotions served as mediators of this relationship. Furthermore, promotion focus had a positive moderating effect on the relationship between daily positive events and positive academic emotions. Conversely, daily negative events were only negatively correlated with learning crafting at the between-person level, and no additional significant relationships were identified. This study elucidated the effect of daily life events on learning crafting, its mediating mechanisms, and conditional factors. These results not only contribute to crafting theory, but also provide theoretical underpinnings for future interventions targeting high school students'learning crafting.

The protective effects of meaning in life on the relationships between attachment anxiety, rumination, and nonsuicidal self-injury: A moderated mediation model

Nonsuicidal self-injury (NSSI), which refers to the direct and deliberate destruction of one’s body tissues without the intention of death, is a serious public health problem. Attachment anxiety is an important predictor of NSSI, but the underlying mechanisms between their relationship need to be further explored. This study examined the mediating role of rumination and the moderating role of meaning in life in the relationship between attachment anxiety and NSSI. MethodsThe study was cross-sectional, and 2,716 Chinese junior high school students (53.3 % male; Mage = 12.25 years, SD = 0.86) were measured by the attachment anxiety subscale of Experience of Close Relationships-Relationship Structures Scale, the Rumination Responses Scale, the Self-Injurious Behavior Assessment Questionnaire, and the Meaning in Life Questionnaire. ResultsThe results showed: (1) attachment anxiety, rumination and NSSI were significantly and positively correlated; (2) rumination partially mediated the relationship between attachment anxiety and NSSI; (3) meaning in life moderated the pathways of attachment anxiety → NSSI and rumination → NSSI respectively. ConclusionsFindings of the study further reveal the mechanism underlying the relationship between attachment anxiety and NSSI from a cognitive perspective, and also help provide ideas for the prevention and intervention of adolescents NSSI (i.e., improving adolescents’ meaning in life).

The Application of ESA Teaching Model in Teaching English Writing in High School

Inspired by Chinese teachers' one-directional indoctrination English writing class and difficulties of Chinese high school students in English writing, the current study applied ESA (Engage Study Active) method to overcome the situation. The research subject in this paper is the teaching of English writing in high school, and this paper explores the effectiveness of applying the ESA teaching model toward English writing class. This study uses qualitative research to investigate whether the ESA teaching model of writing classes can stimulate students' interest in writing, enhance their writing skills, and improve their writing performances. According to the findings, implementing the ESA method can significantly improve students' engagement and writing performance. Students' motivations to write were increased, and writing activities in the classroom were improved. The study suggests that the ESA teaching model can be an effective approach to teaching English writing in Chinese high schools. To keep up with the changing needs of students, Chinese teachers' traditional approach must be modified. The findings of this study can help teachers and educators improve their teaching methods and improve students' learning experiences.

Analyzing Ecological Factors Leading to Similarities and Differences in Mathematics Learning in Public and International High Schools in China

There are frequent discussions about Chinas public and international high school educational systems nowadays. This paper will discuss ecological factors that lead to the similarities and differences between the subject of mathematics in the two educational systems. In this work, the theory of behavioristic, cognitive, and constructive learning approaches will be mentioned to analyze the existence of the two educational systems. Then, this paper will analyze how teachers teaching habits, textbook designs, and family involvement ecologically affect students mathematics learning. The paper compares and contrasts public and international educational systems through the lens of analyzing mathematical learning in Chinese high schools, providing a reference for researchers interested in Chinese education.

The Old and New Course Selection Methods in Chinese High School: Analysis from Gender Perspectives

After the Ministry of Education and the State Council in China enacted the regulations about the educational revolution in 2014, the new way of course selection in Chinese high schools gradually spread. At the same time, due to the obvious shortcomings of the old course selection method, it is progressively replaced by the new one. Based on the educational revolution, problems such as gender stereotypes still existed and they can influence students choice on course selection. This article compares two ways of course selection and analyses factors that can influence students course choices. In the two different ways of course selection, except for students interests, gender stereotypes from teachers and parents are the main factor affecting students. Meanwhile, these gender stereotypes will always exist in the choice of college majors and future jobs. In the new way of course selection, there is a certain degree of improvement. Therefore, based on the new and better way of course selection, schools and parents should avoid gender stereotypes, guide students to choose suitable courses and meet the personalized development of students.

Research on the Application of Python in Chinese High School Education: Challenges and Solutions

Python programming courses have been gradually introduced into the high school education stage in China since 2013. This paper explores the application of Python in the Chinese education system, discusses the challenges faced, and presents corresponding solutions. Python facilitates students learning and problem-solving abilities while aligning with the demands of the era. Despite positive progress, challenges such as resource constraints and teacher training need to be addressed. Also, several problems encountered during the implementation of Python in practice are identified, including scheduling prioritization, insufficient qualifications of teachers, and challenges in remote areas. Solutions are proposed, such as incorporating Python into the curriculum evaluation and supervision, improving teacher qualifications through training and collaborations with experts, and providing hardware support in remote areas. Therefore, this paper presents the application status, challenges, and solutions of Python in Chinese high school education. It emphasizes the importance of promoting collaboration, practical abilities, and learning confidence among students. Future research can further explore the impact of Python on education and analyze specific contexts to enhance the localization and specialization of Python in China.

Career Adaptability and Academic Achievement Among Chinese High School Students: A Person-centered Longitudinal Study.

Career adaptability, essential for high school students' career development, is closely associated with academic achievement. However, it is still unclear whether there exist multiple subgroups among Chinese high school students that exhibit distinct combinations of the career adaptability dimensions and whether these subgroups display significant differences in academic achievement. Using latent profile analysis, this study identified career adaptability profiles in Chinese high school students and examined their effects on academic achievement through a longitudinal design. Chinese high school students (Wave 1: N = 1783, 42.9% boys, Mage = 15.17, SD = 0.86; Wave 2: N = 1395, 42.9% boys, 82.4% science students, Mage = 16.19, SD = 0.88) completed a packet of measures on two occasions at eight-month intervals. Career adaptability was assessed at Wave 1, and academic achievement was assessed at Wave 2. Five distinct career adaptability profiles were identified: (1) Low control and confidence; (2) Below average; (3) Control dominant and low confidence; (4) Above average; (5) High. Profiles of career adaptability displayed significant differences in academic achievement. High, Above average, and Control dominant and low confidence students' achievements were significantly higher than Low control and confidence students. These findings indicate that students with an overall high level of career adaptability or more robust career control are more likely to achieve higher academic achievement. In addition, level (average scores of all dimensions across different profiles) and shape (distinct forms displayed by the specific combination of dimensions) effects exist in the influence of career adaptability profiles on academic achievement. This highlights the dynamic and diverse nature of adolescent career development within the Chinese high school context.

중학생의 귀인양식과 수학 불안의 관계에서 수학 학습 자기효능감의 매개효과

Objectives This study focuses on the question of the mediating effect of self-efficacy on mathematics learning between attributional style and mathematics anxiety among Chinese junior high school students.
 Methods 822 students from F middle school in Anhui Provnice of China were selected and surveyed, and the col-lected data were subjected to descriptive statistics, reliability analysis, t-test, and correlation analysis using SPSS 27.0, and the mediating effect of self-efficacy in mathematics learning of junior high school students on the rela-tionship between attributional style and mathematics anxiety was tested using SPSS Process Macro 3.4.
 Results Significant correlations were found between the three variables of attributional style, mathematics self-efficacy, and mathematics anxiety among Chinese junior high school students. Mathematics self-efficacy fully mediated the relationship between success attributions and mathematics anxiety, and mathematics self-ef-ficacy partially mediated the relationship between failure attributions and mathematics anxiety.
 Conclusions Based on this study, it is suggested that attributional styles and mathematics learning self-efficacy should be considered as key psychological variables in counselling interventions for mathematics anxiety.

The individual and combined associations of health behaviours with health-related quality of life amongst junior high school students in China.

This study aimed to investigate the individual and joint associations of sedentary behaviour, physical activity (PA), sleep and breakfast eating on health-related quality of life (HRQoL) amongst Chinese junior high school students. Data were from 783 junior high school students who participated in a health behaviour and health survey in Jining city of Shandong province of China. HRQoL was measured by the EuroQol five-dimensional questionnaire, youth version (EQ-5D-Y). Multivariable logistic and linear regressions were applied to examine the associations between health behaviours and HRQoL. Multivariable regression analyses showed that using a computer ≥ 2 h a day (vs. < 2 h/day) is associated with increased likelihood of having health problems in the three EQ-D-Y dimensions, including walking, looking after self and doing usual activities. Lower PA is associated with more problems in feeling worried, sad or unhappy, and with a lower visual analogue scale (VAS) score. Students who had insufficient sleep time (e.g., <7 h/day), and skipped eating breakfast were more likely to experience lower HRQoL in the dimensions of having pain or discomfort, and feeling worried, sad or unhappy, and a lower VAS score than those students who had longer sleep time and no breakfast skipping. Students who reported having the combined ≥ 2 unhealthy behaviours relative to the peers with 0-1 unhealthy behaviours were more likely to have lower HRQoL. The findings in the present study underline the importance of promoting healthy behaviours in order to improve HRQoL amongst Chinese junior high school students.

Mediating Roles of Self-Esteem and Empathy in the Relation Between Mindfulness and Cyberbullying Perpetration Among Adolescents: A Longitudinal Perspective

ABSTRACT Prior research has documented that mindfulness is negatively associated with aggressive behaviors. Recently, studies have examined mediating psychological constructs that account for the relationships between mindfulness and cyberbullying perpetration. The purpose of the current study was to examine the longitudinal relationship between mindfulness and cyberbullying behaviors through the mediating variables of self-esteem and empathy. This study used a two-wave longitudinal design. The final sample consisted of 661 Chinese junior high school students. Participants completed four self-report questionnaires including mindfulness, self-esteem, empathy, and cyberbullying perpetration. Structural equation modeling revealed that mindfulness was significantly related to cyberbullying perpetration over time. Self-esteem and empathy significantly mediated the relationship between mindfulness and cyberbullying. Future research may focus on the potential mechanisms linking mindfulness and other protective factors with cyberbullying perpetration to facilitate the development and use of cyberbullying interventions.

The relationships between peer victimization, hostile attribution bias, and revenge: A latent profile analysis

We explored possible patterns of peer victimization among middle school and high school students using latent profile analysis, and evaluated latent class differences in demographic characteristics and their associations with hostile attribution bias and revenge. We collected self-report questionnaire data from 14,271 Chinese middle school (grades 6–8) and high school (grades 9–11) students across 43 schools located in five provinces and autonomous regions. The results indicated that there were three latent classes of peer victimization with similar profile characteristics for middle school and high school students: the non/low-victimized class, the moderately victimized class, and the highly victimized class. The frequency of peer victimization was higher for students in the 8th and 10th grades than for those in the 11th grade. Boarding school students and left-behind students were more vulnerable to peer victimization. The more serious the peer victimization suffered by adolescents, the higher was their hostile attribution bias and desire for revenge.

Efficacy of Inquiry-Based Learning and Teaching Approach in EFL Inferential Reading Comprehension among Chinese High School Students

Chinese EFL high school teaching often overlooks critical inferential reasoning in reading comprehension. This study proposes a shift from teacher-centric methods to an Inquiry-Based Learning and Teaching (IBLT) framework, expected to enhance EFL inferential reading abilities among Chinese high school students. This aligns with China's National English Curriculum Standards, emphasizing the importance of such proficiency. The study gauges current EFL reading comprehension in Chinese high schools and assesses IBLT's efficacy through a controlled, nine-week experiment, with data analysis revealing a positive impact. The findings aim to inform pedagogical tactics, promoting a more interactive, student-focused teaching model.

Uncovering English as a foreign language teacher resilience: a structural equation modeling approach

Abstract While teacher resilience has gained wide currency in the general education field, empirical research on language teacher resilience is still insufficient, especially with regard to the exploration of its inner structure. Against this backdrop, this study utilized a quantitative approach to investigate the structure of English as a foreign language (EFL) teacher resilience. An adapted Chinese version of the Multidimensional Teachers’ Resilience Scale (MTRS) was completed by 539 Chinese junior high school EFL teachers. Exploratory and confirmatory factor analyses provided an acceptable fit for the 13-item MTRS and identified a tri-factorial structure of teacher resilience concerning professional competence, sociability, and grit. Based on these findings, the paper offers some implications for developing studies on language teacher resilience in the future.

Comparative Analysis of Reading Text Readability in Chinese Junior High School English Teaching Textbook Based on Corpus

Readability is one of the important factors for students to consider when choosing a text to read. Based on a self-built corpus of Junior High School textbooks in China, this paper mainly investigates the differences in readability between reading texts in junior high school English textbooks. From vocabulary, sentence, and comprehensive indicators, this study makes quantitative statistics on the factors that affect the readability of English textbook texts to understand the readability of different textbook texts and to explore whether there are differences in the readability of eight textbooks. Finally, the results show significant differences in the readability of the eight editions of English readers. The average word length and new words rate are the highest in Popular Science Press, which reach 4.43 words and 8.40%, respectively. Among the average sentence length and the frequency of compound sentences, the Shandong Education Press has the highest, going 11.36 words and 11.03%, and confirmed that the Shandong Education Press has the highest difficulty. The textbook arranger can take the difficulty of the reading text into account once they have determined the readability of the text. They can then arrange or select a textbook appropriate for students, enabling them to comprehend and master the text more effectively.

A Comparative Analysis of the Contents of “Acid-Base Neutralization Titration” in the New and Old Editions of the Textbook Published by People’s Education Press Based on Core Competencies in China

In the new edition of the high school chemistry textbook, published by People’s Education Press in China in 2019, the knowledge of “Acid-Base Neutralization Titration” is extracted as an independent class hour from the content of “The Application of pH” in the old edition textbook published in 2004. Based on the idea of Chinese core competencies in chemistry, the contents of “Acid-Base Neutralization Titration” in the 2019 edition and the 2004 edition of Chinese high school chemistry textbooks are compared and analyzed in this paper. It is found that the new edition of textbook is optimized in many aspects, for example, a variety of columns are set up, exercises are simplified, and the content is more concise and organized. At the same time, some suggestions are presented about the approaches to cultivating students’ core competencies and the improvement of calculation method of the examples in the new edition of textbooks.

Strategies Used in EFL Reading Comprehension: The Case Study of Seven Chinese High School Students

Reading skill plays an important role in the English education in China especially when English reading is tested on an exam paper. Using a delayed retrospective questionnaire, this paper aims at eliciting EFL reading strategies from seven Chinese high school students. The results show that most of the students are able to adopt cognitive strategies, in their reading progress, such as memorizing, using background knowledge, underlining the key information, and finding clues from the context. However, low-proficiency students tend to use fewer strategies than high-proficiency students due to either limited English competence or a lack of self-confidence. In addition, all of them also adopt testing strategies such as skimming and scanning, but very few have an awareness of meta-cognitive strategy that refers to self-reflection on effective EFL learning method. Pedagogical implications are discussed, and possible suggestions are proposed for this EFL community.

Fostering critical thinking using Graphic Organizers in English language reading class

Fostering students’ critical thinking (CT) is an increasing concern in EFL classrooms in China as many students struggle to utilize the skill, particularly in EFL reading comprehension classes. This study investigated the effects of graphic organizers (GOs) on 60 Chinese senior high school students’ CT skills (analyzing and generalizing) in EFL reading classes. This study adopted a quasi-experimental mixed-method research design involving an experiment and an interview. The findings of this study showed the positive impacts of GOs on students’ CT skills. After the intervention, the results of the experimental group improved significantly. The findings showed that GOs could effectively improve the analytical and generalization skills of Chinese high school English reading class students. The students in the experimental group reported that the instructions received were motivating, increased their comprehension, made them more focused on reading and aware of CT skills and how to apply them in real reading contexts. This study implies that teachers may consider GOs an alternative teaching tool to improve CT skills in English Language reading classes, particularly in EFL contexts. Guidelines for teachers to use the different types of GOs to promote critical thinking should also be prepared to ensure the effective use of GOs in promoting reading comprehension and critical thinking skills.

Investigations of the Relationship Between Emotion and Students Motivation in Chinese High School

There have been many studies examining the relationship between emotion and motivation, but many questions about the relationship between anxiety and motivation in high school students remain unanswered. This paper will discuss the close connection between anxiety and high school students motivation. First, this paper will introduce what is anxiety and the production process of anxiety from a psychological view. Second, divide anxiety into several levels to explain the influence of anxiety on students' learning motivation, such as mild anxiety, severe anxiety, and excessive anxiety. Third, we will discuss motivation, learning motivation, the classify of motivation, and the connection between motivation and learning. Last but not the least, when anxiety inevitably appears, how should students control anxiety and even how use anxiety to make themselves more motivated to study, this is also the main goal of this discussion.

English Speaking Anxiety in Chinese International High School Students

Speaking anxiety has a wide range of effects on students, notably speaking anxiety in a foreign language, which has a negative impact on students' foreign language learning, but there are fewer investigations on speaking anxiety among Chinese international high school students. This study was completed by the Foreign Language Speaking Anxiety Scale (FLSAS). A survey of students in an international high school in Hubei Province found that students had moderate speaking anxiety, there is no significant correlation be-tween gender and speaking anxiety, not having enough time to reflect before speaking in English and lack of vocabulary are the main causes of speaking anxiety. The article offers recommendations on the causes of speaking anxiety for students, teachers, and school.

Cyberbullying and Depression among Chinese Youth

Cyberbullying is the use of electronic communication to harass, insult, or cause harm to a person via the Internet. Cyberbullying has become more prevalent in todays society, and young people who experience it frequently feel isolated and helpless, potentially contributing to the rising rate of depression. However, little research has been conducted on the depression caused by cyberbullying among Chinese high school students. Therefore, this study focuses on the current state of depression among Chinese high school students and its correlation with age, gender, and city level. The questionnaire used was a modified Chinese version of the CES-D scale and was distributed via social media to 184 current Chinese high school students from various regions. After conducting a pilot study, the language of the Chinese version of the CES-D scale has been adjusted to become more understandable for students. Participants filled out an online questionnaire, and SPSS was used to analyse the data. Male students have a slightly lower average total depression score (M = 62.74) than female students (M = 65.71). There was no correlation between gender and student depression. Furthermore, there is no significant correlation between school location and depression levels (p = 0.084, p &gt; 0.05). In addition, the overall Pearson correlation score indicates that depression and age are correlated with a weak association of 0.178 and a significance of 0.016 (p = 0.016, p &lt; 0.05).