Chinese Primary School Research Articles

A reciprocal association between interpersonal relationship quality and student's positive affect: Athree-wave random intercept cross-lagged study in a Chinese primary mathematics learning context.

This study adopted a three-wave random intercept cross-lagged panel model to explore the longitudinal reciprocal relationships between (a) the teacher-student relationship (TSR) quality and (b) the parent-child relationship (PCR) quality and positive affect among Chinese primary school students. Two primary school student samples, including 3505 and 2505 students, were tracked with their perceived relationship quality with math teachers and parents and their positive affect levels in mathematics learning over three academic years. The results demonstrated that more closeness with parents could significantly predict students' subsequent higher level of positive affect in mathematics learning. However, more closeness with their math teachers did not show significant prediction. Meanwhile, more conflict with math teachers and parents could significantly predict their subsequent lower degree of perceived positive affect in mathematics learning. That is, a reciprocal association lines in the PCR quality and positive affect, whereas only a unidirectional association exists between the TSR and positive affect. The predictions of the experienced positive affect on their perceived interpersonal relationships with math teachers and parents were stronger than those in the reverse association. This study identifies that while the effects of closeness with math teachers and parents on positive affect in students' math learning differ, conflict with math teachers and parents indeed harms students' experienced positive affect in math learning. More attention should also be paid to fostering positive affect in math learning.

Association of exposure to phthalates and phthalate alternatives with dyslexia in Chinese primary school children.

Previous studies have shown associations between children's exposure to phthalates and neurodevelopmental disorders. Whereas the impact of exposure to phthalate alternatives is understudied. This study aimed to evaluate the association of exposure to phthalates/their alternatives with the risk of dyslexia. We recruited 745 children (355 dyslexia and 390 non-dyslexia) via the Tongji Reading Environment and Dyslexia Research Project, and their urine samples were collected. A total of 26 metabolites of phthalates/their alternatives were measured. Multivariate logistic regression and quantile-based g-computation were used to estimate the associations of exposure to the phthalates/their alternatives with dyslexia. More than 80% of the children had 17 related metabolites detected in their urine samples. After adjustment, the association between mono-2-(propyl-6-hydroxy-heptyl) phthalate (OH-MPHP) with the risk of dyslexia was observed. Compared with the lowest quartile of OH-MPHP levels, the odds of dyslexia for the third quartile was 1.93 (95% CI 1.06, 3.57). Regarding mixture analyses, it was found that OH-MPHP contributed the most to the association. Further analyses stratified by sex revealed that this association was only observed in boys. Our results suggested a significantly adverse association of di-2-propylheptyl phthalate exposure with children's language abilities. It highlights the necessity to prioritize the protection of children's neurodevelopment by minimizing their exposure to endocrine-disrupting chemicals like di-2-propylheptyl phthalate.

Urban-Rural Differences in Early Arithmetic Performance are Accounted for by Phonological Processing

ABSTRACT Urban and rural children have different levels of performance in arithmetic processing. This study investigated whether such a residence difference can be explained by phonological processing. A total of 1,501 Chinese primary school students from urban and rural areas were recruited to complete nine cognitive tasks: two in arithmetic performance (subtraction and multiplication), one in phonological processing (word rhyming), two in quantity processing (numerosity and number comparison), one in visuo-spatial processing (mental rotation), as well as a mathematical reasoning task (number-series completion) as a contrast with arithmetic processing and two general cognitive tasks (choice reaction time and Raven’s progressive matrices). The results showed that Chinese urban children had superior performance in arithmetic, which was eliminated after controlling for phonological ability, but not after controlling for quantity or visuo-spatial performance or general cognitive factors. Urban children also showed better performance in mathematical reasoning than did rural children, but residence difference in mathematical reasoning was not eliminated by any of the cognitive factors. The above result suggests that phonological processing explains the relationship between residence and arithmetic performance.

Analysis and Evaluation of the Application Effect of Flipped Classroom in Primary School Chinese Education

Analysis and Evaluation of the Application Effect of Flipped Classroom in Primary School Chinese Education

Unpacking Chinese young learners’ L2 learning motivation: Does CLIL make a difference?

AbstractThis study aimed to compare the English language learning motivation of two cohorts of Chinese primary school learners in a Content and Language Integrated Learning (CLIL) and a non‐CLIL instructional setting. A total of 270 learners from third, fourth and fifth grades in the CLIL programme (N = 184) and the non‐CLIL programme (N = 86) participated in this study. Data were collected through a young learners’ L2 motivation questionnaire. Results indicated that CLIL learners overall displayed a significantly higher level of L2 motivation than their non‐CLIL counterparts in the Ideal L2 Self domain and L2 Learning Experience. However, students in the non‐CLIL programme overall rated themselves higher in the Ought‐to L2 Self domain. When comparing L2 motivation levels between CLIL and non‐CLIL sub‐groups in different grades, we found that the non‐CLIL subsamples’ mean motivational scores witnessed a continuous decline with the increase of grade in the scales of Ideal L2 Self, Ought‐to L2 Self and Parental Expectations. Regarding Cultural Interest and L2 Learning Experience, CLIL students in both the fourth‐ and fifth‐grade cohorts exhibited a significantly higher level of motivation than their non‐CLIL peers. This study provides empirical evidence supporting the implementation of CLIL programme as a potential strategy to boost young learners’ motivation towards L2 learning.

Form perception is a cognitive correlate of the relation between subitizing ability and math performance.

"Subitizing" defines a phenomenon whereby approximately four items can be quickly and accurately processed. Studies have shown the close association between subitizing and math performance, however, the mechanism for the association remains unclear. The present study was conducted to investigate whether form perception assessed on a serial figure matching task is a potential non-numerical mechanism between subitizing ability and math performance. Three-hundred and seventy-three Chinese primary school students completed four kinds of dot comparison tasks, serial figure matching task, math performance tasks (including three arithmetic computation tasks and math word problem task), and other cognitive tasks as their general cognitive abilities were observed as covariates. A series of hierarchical regression analyses showed that after controlling for age, gender, nonverbal matrix reasoning, and visual tracking, subitizing comparison (subitizing vs. subitizing, subitizing vs. estimation) still contributed to simple addition or simple subtraction but not to complex subtraction ability or math word problem. After taking form perception as an additional control variable, the predictive power of different dot comparison conditions disappeared. A path model also showed that form perception fully mediates the relation between numerosity comparison (within and beyond the subitizing range) and arithmetic performance. These findings support the claim that form perception is a non-numerical cognitive correlate of the relation between subitizing ability and math performance (especially arithmetic computation).

Accelerometer-measured sedentary volume and bouts during the segmented school day among Chinese school students

Background/ObjectiveThis study examined sedentary volume and bouts of Chinese primary and middle school students during different segments of a school day and determined whether gender and school level are associated with their sedentary volume and bouts. MethodsA total of 472 students participated in this study. Accelerometers were used to measure the sedentary volume and sedentary bouts of different durations (i.e., 1–4 min, 5–9 min and ≥10 min) during all segments. ResultsThe participants spent the majority of their time in sitting (61.7%) and sitting bouts of ≥10 min (37.3%). They spent higher percentages of time in sitting during regular classes (76.7%) and out-of-school time (54.5%), and lower during physical education (PE) classes (32.2%), lunch break (35.4%) and recess (38.0%). The highest proportions of time were in sedentary bouts of ≥10 min during regular classes (50.2%), out-of-school time (28.0%) and lunch break (18.8%), while the greatest percentages occurred in sitting bouts of 1–4 min during PE class (16.4%) and recess (18.6%). Girls and middle school students had higher percentages of sedentary volume than boys and primary school students during most segments. They spent greater proportions of time in sitting bouts of ≥10 min during regular classes, lunch break, and out-of-school time, and higher proportions in sedentary bouts of 1–4 min than boys and primary students during PE classes. ConclusionRegular class and out-of-school time were identified as key segments for reducing sedentary volume and breaking up prolonged sitting. Interventions on interrupting prolonged sitting during lunch break should also be explored. Girls and middle school students should receive more attention in future interventions.

The Multiple Roles of Social-Emotional Skills in Student Educational, Psychological, and Social Outcomes: An Empirical Study from China

The aim of the present study was to investigate the multiple roles of social-emotional skills in the educational, psychological, and social outcomes of Chinese primary and secondary students, using an ordinary least squares (OLS) regression method based on the 2019 Survey on Social and Emotional Skills (SSES) data. A two-stage stratified probability sampling design (sampling schools at the first stage and students at the second stage) was administered to gain a representative sample, and the final sample contained 7,141 participants across both 10-year-old and 15-year-old cohorts. The results indicated that task performance, collaboration, and engaging with others are stronger contributors to student educational outcomes than emotional regulation and open-mindedness; that emotional regulation and collaboration are stronger contributors to student psychological outcomes than task performance, open-mindedness, and engaging with others; and that emotional regulation, collaboration, and engaging with others are stronger contributors to student social outcomes than task performance and open-mindedness. Generally, open-mindedness embodied a relatively weaker effect on student educational, psychological, and social outcomes. The findings suggest that social-emotional skills function differently across student educational, psychological, and social outcomes, which may provide some effective guidance to proceed with social-emotional education in Chinese primary and secondary schools.

Relationship between Anemia and Academic Performance in Chinese Primary School Students: Evidence from a Large National Survey

Anemia is a global public health problem, especially common among children in developing countries, which affects their physical and mental health development. However, there is currently a lack of research on the relationship between anemia and academic performance. The objective of this study was to explore the association between anemia and academic performance, and the possible factors mediating this association among Chinese children. The data for this study came from the baseline survey of the Chinese Education Panel Survey Elementary School Cohort. The cohort was conducted from September 2018 to June 2019 in 160 elementary schools, covering 20 provinces and 40 counties/districts throughout China. Paper-based questionnaires were used, completed by 4th grade students, parents, head teachers, main teachers, and principals. The data used included questionnaire responses, physical measurements, and academic performance of 17,695 students. Based on students’ hemoglobin levels and school altitude data, we grouped them into anemia and nonanemia categories using WHO criteria. The anemia group had 1,154 individuals, while the nonanemia group had 16,541 individuals. An ordinary least squares regression and mediation effect analysis were conducted. Our findings found the prevalence of anemia was 6.52% among Chinese Grade 4 students. Students without anemia had a higher average test score for three academic subjects than students with anemia (P<0.001); their test scores for Chinese, Mathematics, and English were also higher (P<0.05). Multivariate regression analysis showed a negative association between anemia and average test scores as well as individual test scores for the three subjects. Mediation analysis found that anemia affected academic performance directly (P<0.05), and indirectly by decreasing the cognition score (P<0.05). The indirect effect was 19.9% of the total effect. Findings highlighted anemia affected academic performance both directly and indirectly. Nutrition-related interventions should be implemented to prevent a decrease in academic performance among students with anemia.

Unleashing digital superheroes: Unravelling the empathy factor in digital competence and online teacher autonomy support

AbstractConsiderable research has been dedicated to studying teachers' digital competence, yet limited insights have been gained regarding its impact on online teacher autonomy support. Based on the Technological Pedagogical Content Knowledge (TPACK) framework, this study utilized a multiple regression analysis model to explore how teachers' digital competence affects online teacher autonomy support. Drawing on data from 652 Chinese primary school teachers, the study revealed that teachers' digital competence positively influenced online teacher autonomy support via teachers' cognitive empathy. Teachers' emotional empathy strengthened the direct effect of cognitive empathy on online teacher autonomy support, and its indirect effect on teachers' digital competence on online teacher autonomy support. The findings inform TPACK framework development and practical considerations in online teaching, deepening understanding of the impact of digital competence on online teacher autonomy support.Practitioner notesWhat is already known about this topic Previous research has recognized the importance of teachers' digital competence in supporting learners' autonomy and enhancing their online learning experiences. Existing studies have explored different dimensions of teachers' digital competence, including technological proficiency, pedagogical knowledge and content expertise. Studies have also examined the role of empathy in online teaching and learning, emphasizing its importance in fostering positive teacher–student relationships and promoting student engagement and motivation. What this paper adds This study introduces digital competence as a novel and comprehensive assessment of technology integration in teaching, bridging an existing gap in the literature. This study recognizes the importance of socio‐emotional skills in online teaching by including teachers' empathic traits within the expanded TPACK framework. Teachers' cognitive empathy acts as a mediator and emotional empathy functions as a moderator in the relationship between digital competence and online teacher autonomy support, offering new insights into the underlying mechanisms. Implications for practice and/or policy Teacher educators should find ways to support teachers' digital competence in facilitating learners' autonomy in online learning environments effectively. Teacher educators should incorporate teacher empathy development into teachers' professional development programmes for online teaching, offering tailored interventions to differentiate and enhance both cognitive and emotional empathy.

Features of motivation of Chinese primary school children for physical activity

Features of motivation of Chinese primary school children for physical activity

Features of motivation of Chinese primary school children for physical activity

Features of motivation of Chinese primary school children for physical activity

Examining the Effects of Communication Features of Educational Robots on Students’ Cognitive Load, Attitudes, and Learning Performance

Educational robots represent a unique form of teacher presence. Exploring how the communication features of robot instructors affect student learning experience could contribute to the advancement of educational robots. This study examined the impact of speech rate, voice type, and emotional tone of robots on students’ cognitive load, attitudes toward robot-assisted teaching, and learning performance. We recruited 477 Chinese primary school students assigned to either the speech rate, voice type, or emotional tone experiment. The results indicate that speech rate significantly influenced students’ cognitive load, with the medium speed condition resulting in higher germane load compared to both fast and slow speed conditions. Moreover, students had a lower preference for adult male voices over adult female, boy, or girl voices. However, voice type did not significantly impact attitudes toward robot-assisted teaching or learning outcomes. Emotional tone did not affect students’ cognitive load, attitudes, or learning performance. These findings provide valuable insights for instructors and designers when configuring the communication features of educational robots in classroom environments. Additionally, students generally prioritized the intelligence of the robot over its communication features, and they did not perceive the teaching content as difficult in all experiments. This study has methodological and practical significance.

Pilot randomized controlled trial of a game-based intervention for teaching basketball in Chinese primary school physical education

ABSTRACT This study aimed to examine the preliminary efficacy and feasibility of implementing a tailored version of the MASTER coach education programme in Chinese primary schools to support physical education (PE) teachers’ basketball lesson design and delivery. A total of 20 primary schools in Beijing, China were recruited, with one PE teacher and their class (N = 715 students aged 10–13 yrs) from each school included in the study and randomly allocated to the MASTER intervention (n = 10) or control group (n = 10). Compared to the control group, a significant difference was observed in the MASTER group for the proportion of playing-form activities delivered during PE (27.65, 95% CI [20.27, 35.03]) and for teachers’ perceptions of confidence (23.92, 95% CI [15.87, 31.92]) and competence (24.12, 95% CI [10.28, 24.71]) to teach. Significant differences between groups were observed for students’ perceived athletic competence (3.56%; 95% CI [3.15, 3.96]), enjoyment (11.83%; 95% CI [10.98, 12.69]), well-being (8.51%; 95% CI [7.02, 10.00]), intrinsic motivation (+0.74%; 95% CI [0.30, 1.17]), introjected motivation (−2.24%; 95% CI [−2.77, −1.70]), and external motivation (−0.49%; 95% CI [−0.90, −0.08]). The MASTER programme was effective in improving teaching practices in Chinese primary schools, and in facilitating improvements in teacher and student outcomes.

A112: Effects of Healthy Physical Education Curriculum Model of China on Student Physical Fitness

Purpose: The development of Healthy Physical Education Curriculum Model of China (HPE-C) was aimed for students’ physical and mental health. Some studies have proved that the application of HPE-C can effectively improve Chinese primary and secondary school students' physical fitness. However, the results of these studies were not uniform due to the differences in intervention methods, experimental periods, and regions. Consequently, the purpose of this study was to specifically synthesize the evidence for HPE-C for Chinese primary and secondary school students’ physical fitness. Methods: An extensive online search, utilizing keywords such as 'Healthy Physical Education Curriculum Model of China,' 'Primary school,' 'Middle school,' 'High school,' 'Application effect,' and 'Experimental study,' yielded over 80 published studies within the past 7 years. The databases employed for the search included CNKI, CQVIP, and the WanFang database. The eligibility criteria required that the research: (a) had full-text availability, (b) involved primary and secondary students aged 7-18 years in China, (c) conducted a randomized controlled trial or quasi-experiment, and (d) reported essential parameters such as sample size, mean difference, and standard deviation. Since the outcome measures were continuous variables, mean difference or standardized mean difference was utilized. Effect sizes, along with 95% confidence intervals, were calculated using Review Manager 5.4 software, and the heterogeneity among effect sizes was assessed through I² statistics. Results: A total of 81 studies and articles were considered for inclusion and 11 studies qualified for this review. Seven studies used 50-meter running to test the speed quality of students, had an effect size of -0.24, 95%CI[-0.30,-0.18], Z=7.73 (p < 0.00001). Five studies used sit and reach to test the flexibility quality of students, had an effect size (mean difference) of 0.59, 95%CI[-0.03,1.20]， Z=1.87(p=0.06). Four studies used stand long jump to test the strength quality of students with an effect size (mean difference) of 4.66, 95%CI[2.16,7.17], Z=3.65(p=0.0003). Five studies tested the student’s endurance quality with 1000-meter running for male students and 800-meter running for female students, had an effect standardized mean difference of -12.56, 95%CI[-20.47,-4.65], Z=3.11(p=0.002). Conclusions: This meta-analysis shows that the application of HPE-C had an significant effect on the speed, strength and endurance of Chinese primary and secondary school students, but the effects on flexibility is not significant. Teachers should attach importance to the exercise of students' flexibility in order to promote the all-round development of students' physical fitness when applying HPE-C.

Current Situation of Guqin Teaching in Chinese Primary Schools and Countermeasures Research

Current Situation of Guqin Teaching in Chinese Primary Schools and Countermeasures Research

Analysis of the Current Situation and Trends in Research on Comprehensive Practical Activities in Chinese Primary Schools from 2001 to 2023

Analysis of the Current Situation and Trends in Research on Comprehensive Practical Activities in Chinese Primary Schools from 2001 to 2023

Research on Strategies for Improving Primary School Chinese Pinyin Ability Based on Blended Learning

The teaching of Pinyin is the basis of Chinese teaching in primary schools. The level of Chinese spelling ability will have a direct impact on students’ future learning and cognition of things. How can we better improve the classroom quality of primary school Chinese and the learning efficiency of students? This is a question that needs to be considered. In the teaching process, blended learning can fully leverage students’ subjectivity and teachers’ leadership, thereby improving students’ overall level. Through conducting educational quasi experiments, selecting the same teaching content for teaching design, selecting research subjects, and setting up experimental and control groups in the experiment, the experimental group adopts a mixed teaching mode, while the control group continues to use traditional teaching mode. Finally, test questions are used for summary evaluation and interviews with parents. The implementation effect is summarized through data analysis. The experimental results show that compared with traditional single classroom teaching, The blended learning classroom is lively and interesting, effectively solving problems such as students’ difficulty in reading tones and overall recognition of syllables. From this, it can be seen that the blended learning mode is one of the effective ways to improve primary school Chinese spelling ability. During the learning process, tasks are assigned online before class, materials are collected, and various teaching methods are used to analyze and expand after class. Students use blended learning mode to preview online, expanding knowledge in offline classrooms, this learning model also provides ideas for teaching other teaching content.

The implementation of the "double reduction" policy in Chinese primary and secondary schools: an analysis of the policy framework and implementation strategy

The implementation of the "double reduction" policy in Chinese primary and secondary schools: an analysis of the policy framework and implementation strategy

A Comparative Study of Music Curriculum in Chinese and French Primary Schools

A Comparative Study of Music Curriculum in Chinese and French Primary Schools