Chinese High School Research Articles

Sleep quality of Chinese high school seniors before and after school reopened from quarantine: differences between commuter students and residential students

Sleep quality of Chinese high school seniors before and after school reopened from quarantine: differences between commuter students and residential students

How rumination influences meaning in life among Chinese high school students: the mediating effects of perceived chronic social adversity and coping style.

Meaning in life can be affected by many factors during adolescence. This study explored the relationship between rumination and meaning in life among high school students, as well as the mediating effect of perceived chronic social adversity and coping style. A sample of 1,275 Chinese high school students were surveyed using four questionnaires. Data analysis was conducted using Harman's single-factor test, Pearson's correlation coefficient with confidence intervals (CI), and a structural equation model. We found that rumination significantly negatively affected meaning in life among high school students (β = -0.28, 95% CI = -0.33-0.23). Perceived chronic social adversity (β = -0.14, 95% CI = -0.29-0.02) and negative coping style (β = -0.09, 95% CI = -0.16-0.04) each had mediating effects between rumination and meaning in life. Further, perceived chronic social adversity and coping style had chain-mediating effects between rumination and meaning in life, with both positive (β = -0.11, 95% CI = -0.17-0.07) and negative (β = -0.08, 95% CI = -0.13-0.04) coping styles showing significant effects. To enhance the meaning in life among high school students, appropriate strategies to reduce the levels of rumination and perceived chronic social adversity are needed, while also fostering appropriate coping styles.

Genre-Based Teaching Approach and Problem-Based Learning (GBA- PBL) Application, Reading Strategies, and Self-Regulation

This study evaluates the Genre-Based Teaching Approach and Problem-Based Learning (GBA-PBL) mode on English expository reading and learning experiences in Chinese high schools. Using a quantitative and descriptive methodology, it profiles 428 Tianjin students from grades 10 to 12, focusing on their demographic details like age, sex, school type, and grade level. The research assesses GBA-PBL's effectiveness in understanding expository texts and developing critical thinking. It identifies predominant reading strategies such as predicting, monitoring, inferring, and summarizing, and examines students' self-regulation levels, including goal-setting, progress monitoring, and self-reflection. Significant variations in responses based on age, especially in goal setting and self-reflection, were observed, while other demographics showed less impact. The study confirms a strong relationship between understanding expository text structures, reading strategies, and self-regulation. Based on these findings, it proposes a reading program to enhance high school students' reading skills. This research highlights the beneficial impacts of GBA-PBL in fostering better comprehension and critical analysis of expository texts among high school students.

Why am I always lonely? The lasting impact of childhood harsh parental discipline on adolescents' loneliness

AbstractObjectiveThis study examined the mechanism of the effect of childhood harsh parental discipline on the developmental trajectory of loneliness among adolescents.BackgroundMore and more adolescents experience the problem of loneliness. The effect of early parenting on the developmental change of adolescent loneliness has not been sufficiently determined.MethodA total of 1,214 Chinese high school adolescents responded to a series of questionnaires about loneliness, childhood harsh parental discipline, and core self‐evaluation three times at intervals of six months. The latent growth modeling and the structural equation model were established to investigate the developmental change of adolescent loneliness and the mechanism of childhood harsh parental discipline that affected the trajectory of adolescents' loneliness.ResultsThere was a linear growth pattern in loneliness among high school adolescents. Childhood parental psychological aggression and corporal punishment positively predicted the initial level of loneliness, and childhood parental corporal punishment negatively predicted the changing slope of loneliness. Core self‐evaluation mediated the effect of childhood parental psychological aggression on the trajectory of loneliness.ConclusionChildhood parental corporal punishment directly affected the trajectory of adolescents' loneliness while childhood parental psychological aggression indirectly affected the trajectory of adolescents' loneliness through core self‐evaluation.ImplicationsThis study further enriched the research content on the developmental change of loneliness among high school adolescents and revealed the long‐term effect and mechanism of childhood harsh parental discipline on the trajectory of adolescent loneliness, providing new ideas for preventing and alleviating loneliness among adolescents.

Effects of web geographic information system (GIS) technology and curriculum approaches on education for disaster risk reduction

Abstract. Disaster risk reduction education (DRRE) is a strategy to mitigate the harmful effects of disasters. The implementation of DRRE in schools is on the rise, and web geographic information system (GIS) technology in DRRE is becoming increasingly prevalent. However, little knowledge exists about whether students can improve their understanding of disaster risk reduction (DRR) through web GIS technology and which factors affect their learning of web hazard maps. This study has provided materials and curricula for DRR education in Chinese and Japanese high schools and utilized them eight times in the classroom between 2020 and 2022. These classes had three forms of implementation due to the COVID-19 pandemic: online, on-site and online–on-site mixed. The students first answered a pretest. Then they learned about DRR using the explanatory web pages and the web hazard maps by answering quizzes shown on the pages. After that, they answered a posttest and a questionnaire. Most students exhibit improved results after utilizing the digital DRR materials. This improvement is pronounced for the on-site implementations, while the mixed online–on-site implementation proves less effective. The pretest scores for the implementations using local disaster cases are low, but the subsequent improvement is significant. The ability of students to utilize electronic devices affects the learning of GIS-related content rather than other aspects. The daily use of online maps and attention to disaster prevention and mitigation affect the learning of all the materials. Increasing the use of online hazard maps is key to realizing social DRR.

Research on the Social Causes Behind the Phenomenon of Studying Abroad in Mainland China - Taking High School Students as an Example

With the rapid development of Chinas economy, the exchanges between China and the outside world are becoming increasingly close, and the exchanges in education are no exception. More and more Chinese families choose to send their children to study abroad, and China has become the largest source of international students in the world. However, for a long time, the difficulty of applying for prestigious universities has increased year by year, and the problems such as the increase in living costs still exist objectively. In order to fully understand the real reasons why high school students choose to study abroad, as well as the fundamental reasons why the number of Chinese students choose to study abroad is not decreasing but increasing during the epidemic period, this study is based on Otterbachs push-pull theory, and adopts literature analysis and interview method to conduct case analysis. The research objects are overseas undergraduate students and international high school students in mainland China. Through the research, it is found that the social causes of Chinese high school students choosing to study abroad mainly stem from two factors: different education systems and students surrounding environment.

The Correlations Between Perceived Classroom Environment, Foreign Language Learning Boredom and EFL Achievement: A Full Mediation Model

Abstract The present study adopted a mixed-methods approach to investigate the relationships between EFL (English as a foreign language) learners’ perceived classroom environment (PCE), foreign language learning boredom (FLLB), and English achievement. Two hundred and seventy Chinese high school students participated in a questionnaire survey and 9 students participated in a semistructured interview. The results revealed that: 1) General PCE was negatively correlated with FLLB and positively correlated with achievement. Task orientation was the only component of PCE that significantly related to achievement; all components of PCE except student cohesiveness were significantly related to FLLB; 2) Teacher support, task orientation, and class order negatively influenced FLLB, which negatively influenced English achievement. None of the components of PCE directly influenced English achievement; 3) FLLB fully mediated the influence of teacher support and task orientation on achievement. Responses from the participants triangulated our findings in the quantitative part. According to the research findings, English teachers should adequately support their students and appropriately orient learning tasks to reduce students’ boredom levels and improve their English achievement.

THE RELATIONSHIP BETWEEN LEARNER AUTONOMY AND LANGUAGE LEARNING STRATEGIES OF CHINESE JUNIOR HIGH SCHOOL STUDENTS IN KUNMING, YUNNAN PROVINCE

This study aimed to investigate the language learning strategies and autonomy of 143 Chinese junior high school students from Kunming, Yunnan province. The measuring instrument for learner autonomy (MILLA) and the strategy inventory for language learning (SILL) were used to collect data. Then, the relationship between learner autonomy and preference for language learning strategies was analyzed using Pearson Correlation. The results of the quantitative research revealed that participants perceived themselves as high-level autonomy learners (mean = 3.88, SD = 0.47) in all dimensions, including technical, psychological, political, philosophical, and socio-cultural dimensions. They usually use language learning strategies (mean = 3.57, SD = 0.67) of both direct and indirect strategies. The Chinese junior high school students perceived that they had the capacity to decide their goals and the contents of learning English. However, they also hoped that the teacher could be a collaborator during their learning process. They reported that they used meta-cognitive strategies at the highest frequency (mean = 3.68, SD = 0.78), while compensation strategies were reported at the lowest frequency (mean = 3.36, SD = 0.76). A moderate positive correlation (r = 0.68, 0.01 level 2-tailed) was found between the level of learner autonomy and the preference for language learning strategies. Suggestions and practical implications are offered for teachers to help students consciously use language learning strategies that can subsequently help them become autonomous learners.

The impact of Self-Efficacy on Foreign Language Performance among High School Students

In recent decades, the notions of self-efficacy and fear of failure have attracted considerable research attention in the field of educational psychology. However, research on the influence of these two variables on foreign language performance is limited, and empirical data about the potential mediating function of fear of failure in the mechanism of self-efficacy impacting academic performance is lacking. This study is conducted with Chinese high school students as the target population to investigate these two variables. A questionnaire is designed and analyzed to explore whether fear of failure mediates the relationship between self-efficacy and foreign language (FL) performance. This study finds that self-efficacy has no discernible effect on fear of failure, indicating that the indirect effect between these variables is also not significant. However, high school pupils’ performance in a foreign language is affected by their level of self-efficacy and their fear of failure, and the variables are independent of each other. Researchers believe that these two variables can be considered a set of psychological indicators of students’ perceptions of the academic curriculum, which can influence students’ foreign language performance. Furthermore, the results reveal that grade, language studied by students, beliefs about effort, and other factors also influence students’ foreign language performance.

The Relationship between Family Adaptability and Cohesion, Interpersonal Trust among Chinese High School Students: The Mediating Role of Sense of Coherence

The Relationship between Family Adaptability and Cohesion, Interpersonal Trust among Chinese High School Students: The Mediating Role of Sense of Coherence

The Influence of Depression on Learning Motivation among Chinese High School Students

Mental health problems, like depression, have long been a subject that has attracted researchers from a diverse range of fields, including psychology and education. Depression could lead to worse academic performance and suicidal behaviours. In China’s background, high school students are in a critical stage of development and need to prepare for Gaokao. Keeping a high learning motivation is crucial. Previous research was focused on adults and university students and seldom looked at high school students. Also, the influence of depression on learning motivation is unknown. This research aims to find out the relationship between depression and learning motivation among Chinese high school students. The SDS and MAAT survey was used to gather data from high school students, and 171 students participated in the study. The SPSS was used to analyse data. Notably, results indicated a significant negative correlation between depression and learning motivation among Chinese high school students. Importantly, depression has a negative influence on learning motivation. Additionally, this research did not consider locations and other external effects on students. The results provided straightforward implications for schools, teachers, students and parents to prevent or intervene in students’ mental health problems to increase high school students' learning motivation.

The Use of Foreign Language Enjoyment in the Promotion of EFL Learners’ Willingness to Communicate

Willingness to communicate in a second or foreign language (L2 WTC) is of great importance when it comes to individual difference variables, which influences largely the target language learning process. The growing emphasis on real communication in language learning has greatly promoted studies of L2 WTC and made it a significant goal of L2 pedagogy. In view of that, many potential antecedents of L2 WTC were examined to with anticipations of facilitating it. However, emotional factors, especially positive ones, remain relatively rare touched. Thus, present study aims to explore the effects of foreign language enjoyment, one of the positive emotions applied in pedagogy, upon Chinese high school EFL learners’ WTC through the review of relevant studies, and provide some solutions on how to take advantage of foreign language enjoyment in the promotion of EFL learners’ L2 WTC. The first solution concerns learners’ motivations, interests, and their attitudes towards the target language. The second solution related to teachers themselves, including their enthusiasm, teaching styles and their emotions. While the third solution deals with learning environment, a friendly and safe atmosphere probably leads to higher degrees of FLE, and further more engagement.

A Cross-Cultural Comparative Analysis of Educational Methodologies and Their Effects on Depression Levels and Sleep Quality in High School Students

This paper undertakes a comparative analysis of educational methodologies in Eastern Asian and Western cultures, focusing on Chinese public high schools and international schools. Chinese pedagogy traditionally underscores foundational education with rote learning and memorization but lacks flexibility. In contrast, the Western educational paradigm prioritizes imagination, observation, and analytical skills, albeit with perceived inadequacies in academic proficiency. The primary objective is to compare depression levels and sleep quality among high school students from diverse domestic and international educational frameworks while evaluating the philosophies of various high schools globally. The study employs a quantitative approach to detect relation between variables. The sample comprises 398 participants from 74 high schools in China, America, the United Kingdom, Singapore, the Philippines, and Canada, obtained through snowball sampling. The research aims to provide insights into the relationship between students mental status and school types, exploring gender differences through cross-tabulations of the Zung Self-Depression Scale(SDS), Pittsburgh Sleep Quality Index (PSQI), and depression levels. The findings reveal significant disparities in depression levels and sleep quality between students from international schools and Chinese public high schools. Notably, the former group reported higher depression levels and poorer sleep quality. Moreover, non-binary students demonstrated the highest depression levels and the poorest sleep quality among the surveyed groups. These observations highlight the urgency of addressing adolescent mental health and emphasize the necessity for a comprehensive educational approach that considers students cognitive and personality development, fostering a more inclusive and equitable school and social environment for minority groups.

The Impact of Self-efficacy on Mathematics Academic Performance among Chinese High School Students

Mathematics is a vital subject in Chinese high school study. Many studies have indicated that high school students self-efficacy may have a great impact on students mathematics academic performance. Therefore, based on a summary of previous research, this paper will investigate how self-efficacy influences academic performance in mathematics learning and the score of Chinese high school students get. Meanwhile, it also explores the relationship between Chinese high school students evaluation of their confidence in learning mathematics and their true sense of self-efficacy. Data will be gathered for all of the studies using questionnaires, and descriptive analysis, correlation analysis, and regression analysis will all be used. Authors get the following findings from data analysis: firstly, students self-efficacy is positively correlated with their math grades, which means the more students believe that they can learn mathematics well, the higher their math grades will be. Secondly, males have a stronger sense of self-efficacy in learning mathematics than females. Finally, the respondents have a relatively accurate assessment of their confidence in learning mathematics.

The mediating roles of resilience and motivation in the relationship between students’ English learning burnout and engagement: a conservation-of-resources perspective

Abstract Language learning is a dynamic process involving fluctuating resources (e.g. resilience, motivation, and engagement) and stressors (e.g. burnout). With the guidance of Hobfoll’s Conservation of Resources Theory, the current study explored the mediating roles of resilience and motivation between burnout and engagement among 640 Chinese senior high school students. The results show that English learning burnout as a psychological stressor significantly and negatively predicted the psychological resources of engagement; resilience and motivation both mediated the relationship between burnout and engagement; and resilience and motivation jointly mediated the chain between burnout and engagement. Indeed, the mediating process could be deemed a process by which students’ psychological resources fluctuate. In this mediating process, students suffering from stress rely on their resource caravans and employ the resources they possess to avoid the psychological stressor’s consequences and replenish what has been lost.

Insight from the association between critical thinking and English argumentative writing: catering to English learners' writing ability.

English argumentative writing (EAW) is a 'problem-solving' cognitive process, and its relationship with critical thinking has drawn attention in China. This is because fostering EAW proficiency is a crucial element but a challenging task for Chinese high school English teaching and learning. The present study examined how critical thinking is related to Chinese high school students' EAW performance. The study identified eight critical thinking disposition (CTD) subscales and aims to determine whether EAW and CTD are correlated. A questionnaire modified from the Chinese Version Critical Thinking Disposition Inventory (CTDI-CV) and the Evaluation Criteria for English Argumentative Writing (ECEAW) were employed in this study. Both instruments were administered to 156 students from Grade 12. A purposive sampling of high school students was used in this study. Student EAW performance was scored by two experts based on the Evaluation Criteria for English Argumentative Writing. A significant relationship was found between students' CTD and EAW abilities. Furthermore, among the eight CTD subdispositions, cognitive maturity, truth-seeking, analyticity, and justice were found to be positively correlated with EAW, and they all were found to be the main predictors of EAW proficiency among high school students. Zhangzhou high school students' CTDs were overall positive, and students' EAW performance correlated significantly with the overall CTD and its four subdispositions of cognitive maturity, truth-seeking, analyticity, and justice. These four subdispositions showed a significantly predictive validity on EAW performance as well.

Latent profiles of problematic smartphone use severity are associated with social and generalized anxiety, and fear of missing out, among Chinese high school students

We explored problematic smartphone use (PSU) using latent profile analysis (LPA) and relationships with anxiety variables, including severity of generalized anxiety disorder (GAD), social anxiety disorder (SAD), and Fear of Missing Out (FoMO) in a non-clinical sample. We conducted a web-based survey (during the COVID-19 pandemic from February to March 2020) with high school students (N = 1,797; 1,164 female; ages 13–19 years) in Tianjin, China, administering the Smartphone Addiction Scale-Short Version (SAS-SV) to assess PSU, Generalized Anxiety Disorder (GAD-7) Scale, Social Interaction Anxiety Scale (SIAS), and Fear of Missing Out (FoMO) Scale. Using Mplus 8.7, we conducted LPA on SAS-SV item responses to uncover latent profiles and relations with anxiety and fear measures. A three-profile PSU model fit the data according to fit indices and likelihood ratio tests. SAS-SV item responses were lowest in profile 1, moderate in profile 2, and most severe in profile 3. Individual PSU profiles modeled by LPA demonstrated significant differences in social and generalized anxiety severity and FoMO. Controlling for age and sex, adolescents with higher levels of anxiety were more likely to be classified as profiles 2 and 3 rather than profile 1. These findings will hopefully inspire future studies and treatments concerning the severity of PSU as it relates to various psychopathology constructs.

The English Learning Motivation of Chinese High School Students: Cross-grade Survey Analysis

Existing literature indicates that motivation is the most powerful determining factor that influences the rate and success of second language learning (Jiang, 2016; Kramsch & Yin, 2018; Li & Edwards, 2017; Liu et al., 2016; Liu, 2016; You & Dörnyei, 2016; Zhi & Wang, 2019). Currently, there is a growing body of empirical research indicating the changes in second language learning motivation in different grades at the same or different schools (Chambers, 1999; Kim, 2011, 2012a, b; Lamb, 2007; Williams et al., 2002). The findings of previous studies have mostly shown that student second language learning motivation increases with increasing school grades. Do¨rnyei (2000) suggested that concentrating on the time dimension of second language motivation is crucial for comprehending the second language motivation of students. However, the temporal variations of second language motivation, particularly motivational changes at different Chinese high school grades, have not been sufficiently emphasized by second language motivation researchers, therefore, this quantitative research investigated the changes in Chinese high school students’ English learning motivation from Grade 10 to Grade 12. An English learning motivation questionnaire was used and administered to 3000 students from Grades 10 to 12 in public high schools across mainland China, and employed the reliability analysis and analysis of variance to analyze quantitative data. The statistical results revealed that Grade 12 students ranked highest in English learning motivation, followed by Grade 11 and Grade 10 students. Furthermore, the college entrance examination had a positive impact on Grade 12 students' motivation to learn English.

Applying Anchoring Effect in Catering Industry A Case Study of Cotti Coffee vs. Luckin Coffee

Behavioral economics is one of the hot topics in current research. Some researchers have found that the anchoring effect in behavioral economics theory generally appears in various markets in people's lives. This paper focuses on the anchoring effect in the catering industry, taking Luckin Coffee and Cotti Coffee as case studies on why and how anchoring has an effect on consumers' consumption decisions. This study conducted a questionnaire among Chinese high school students to show the existence of anchoring effect and explain how individuals make consumption decisions. Finally, this paper discusses the reasons why people are not affected by the anchoring effect, and gives corresponding suggestions from the perspectives of merchants and consumers, that is, how merchants can strengthen the anchoring effect on consumers to increase sales and how consumers can avoid falling into the consumption trap created by the anchoring effect.

The Relationship between Perceived Coach's Competence Support, Task Orientation, Self-Efficacy and Engagement of Chinese High School Football Players

The Relationship between Perceived Coach's Competence Support, Task Orientation, Self-Efficacy and Engagement of Chinese High School Football Players