Chinese Undergraduate Students Research Articles

Characterizing Chinese undergraduate students’ empathizing-systemizing profiles: a person-centered approach

While the empathizing-systemizing (E-S) theory provides a valuable framework for explaining gender differences in STEM majors, previous studies suffer from methodological issues (i.e., the arbitrary cut-off criteria and WEIRD sampling) as well as discrepancies in the behavioral correlates of E-S types. To address the gaps, this study utilized a 3-step latent profile analysis to identify naturally occurring E-S profiles in a Chinese sample and explored the predictors and distal outcomes of the identified profiles. The study recruited 785 (aged 18–25 years, 60% female) Chinese undergraduates. Results revealed five E-S profiles: Disengaged, Empathizers, Navigating systemizers, Technological systemizers, and Self-declared allrounders. Controlling for socioeconomic status, being male predicted a higher likelihood of membership into the Technological systemizers. Besides, membership to the Navigating systemizers and Technological systemizers was associated with better intuitive physics performance. However, no significant variation was observed for social sensitivity performance across E-S profiles. Overall, our results partially conformed to previous findings, highlighting the importance of cultural adaptation and methodological considerations when classifying students’ cognitive types.

Psychache, Hopelessness, and Suicidal Ideation and Behaviors: A Cross-Sectional Study from China

This study explored the relationship between variables emphasized in the theory’s first step of the three-step theory (3ST)—psychache, hopelessness, and their interaction—to suicide-related variables (i.e., lifetime suicidal ideation and attempt, past-year suicidal ideation, communication of suicidal thoughts, and self-reported future suicide attempt likelihood). Chinese undergraduate students (N = 11,399; mean age = 20.69 ± 1.35) from seven provinces participated in this cross-sectional survey. They answered the Suicidal Behaviors Questionnaire-Revised, Psychache Scale, and Beck Hopelessness Scale. Bivariate and multivariate analyses were used to examine the association between psychache, hopelessness, and hopelessness × psychache interaction on the outcome variables. Bivariate analyses showed that psychache and hopelessness were correlated with suicidal ideation and behaviors. In multiple regression models, the interaction between psychache and hopelessness was significantly associated with past-year suicidal ideation and self-report chances of a future suicide attempt, p < 0.001, though effect sizes for the interaction term were small. The results are broadly consistent with the 3ST’s proposition of how the combination of pain and hopelessness is related to various suicide-related variables. The low prevalence of suicide-related communication should inform future suicide prevention measures by encouraging help-seeking. Psychache as a correlate of the self-reported likelihood of a future attempt could be further investigated.

Unpacking the role of motivation and enjoyment in AI-mediated informal digital learning of English (AI-IDLE): A mixed-method investigation in the Chinese context

This paper examines how Chinese university students negotiate their second language (L2) motivational dynamics, including their ideal and ought-to L2 selves, to participate in informal digital learning of English (IDLE) mediated by generative artificial intelligence (AI). It demonstrates the extent to which enjoyment, the most observable positive emotion in L2 learning, influences their involvement in AI-mediated IDLE (AI-IDLE) activities. Employing an explanatory sequential mixed-method design, this study surveyed 690 Chinese undergraduate students and conducted 12 post-survey interviews. Using a structural equation modeling approach, the quantitative analysis reveals that participants’ ideal L2 self can significantly predict both their sense of enjoyment and AI-IDLE, while the ought-to L2 self is only able to directly predict enjoyment. The quantitative results also demonstrate that enjoyment can partially mediate the relationship between the ideal L2 self and AI-IDLE and simultaneously fully channel the indirect impact of the ought-to L2 self on AI-IDLE. Supplementing these quantitative findings, the interview data provides a nuanced understanding of how motivation and enjoyment shift and interact with learning contexts as participants engage in AI-IDLE. Drawing on these quantitative and qualitative insights, this study identifies implications for pedagogy, particularly in terms of motivating Chinese university students to engage in IDLE while maintaining emotional well-being in the age of generative AI.

Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability

This study examined the impact of an artificial intelligence (AI)-supported approach to peer feedback provision on the feedback quality and writing ability of English as a foreign language (EFL) student reviewers. The researchers integrated an AI chatbot named Eva into an online peer review system to assist students in generating feedback. A total of 124 Chinese undergraduate students participated in nine peer review tasks over three weeks, with 64 students in the experimental group (using Eva) and 60 students in the control group (without AI support). Pre- and post-tests were conducted to assess the quality of student reviewers' peer feedback and these feedback providers' subsequent writing performance before and after the intervention. The findings revealed that the intervention significantly enhanced students' feedback quality. Additionally, the study showed that the proposed approach improved feedback providers' writing ability. This research underscores the potential of AI technology in enhancing EFL writing instruction.

The Effects of Perceived Parents’ Ambivalent Sexism on Chinese Undergraduate Students’ Career Compromise -The Mediating Effect of Self-esteem-

The Effects of Perceived Parents’ Ambivalent Sexism on Chinese Undergraduate Students’ Career Compromise -The Mediating Effect of Self-esteem-

Evaluating the Impact of a Sino-Portuguese Exchange Programme on Portuguese-major Students Personal Development in Chinese Higher Education

This dissertation investigates the impact of a Sino-Portuguese exchange program on the personal development of Chinese undergraduate students majoring in Portuguese who have participated in the programme for a semester or a year. Generally, students aim to enhance language proficiency, expand cultural perspectives, and establish new social networks during exchange study. However, the topic of what specific activities during exchange study made the students more competent was less discussed. Therefore, to better understand the role of exchange experiences, the research adopts a qualitative approach grounded in interpretivism, utilizing semi-structured voice interviews with seven participants. and the thematic analysis is adopted to process the interview transcripts, the findings demonstrate overall positive attitudes toward the program. Notably, socio-cultural immersion significantly improved exchange students oral expression, increased social resilience, enhanced independence, and greater cultural awareness. This study offers insights into Chinese students' international exchange experiences in higher education and it can probably contribute to improving the design, operation, and management of exchange programs.

Utility of Single Items within the Suicidal Behaviors Questionnaire-Revised (SBQ-R): A Bayesian Network Approach and Relative Importance Analysis.

The Suicidal Behaviors Questionnaire-Revised (SBQ-R) comprises four content-specific items widely used to assess the history of suicide-related thoughts, plans or attempts, frequency of suicidal ideation, communication of intent to die by suicide and self-reported likelihood of a suicide attempt. Each item focuses on a specific parameter of the suicide-related thoughts and behaviors construct. Past research has primarily focused on the total score. This study used Bayesian network modeling and relative importance analyses on SBQ-R data from 1160 U.S. and 1141 Chinese undergraduate students. The Bayesian network analysis results showed that Item 1 is suitable for identifying other parameters of the suicide-related thoughts and behaviors construct. The results of the relative importance analysis further highlighted the relevancy of each SBQ-R item score when examining evidence for suicide-related thoughts and behaviors. These findings provided empirical support for using the SBQ-R item scores to understand the performances of different suicide-related behavior parameters. Further, they demonstrated the potential value of examining individual item-level responses to offer clinically meaningful insights. To conclude, the SBQ-R allows for the evaluation of each critical suicide-related thought and behavior parameter and the overall suicide risk.

Impact of Online Flipped Classroom on Student Learning Experience: A Mixed-Methods Study

ABSTRACT Using mixed quantitative and qualitative methods, the current study examined the efficacy of fully online flipped classroom. 250 Chinese undergraduate social work students, with 126 students experienced the conventional online teaching method and 124 students learned with the online flipped classroom approach, were involved. The quantitative analyses show that students who experienced online flipped classroom had a lower performance in lecture participation and overall course grade; and had less positive perceptions of the course. The qualitative analyses reveal both advantages and challenges of the online flipped model. There is insufficient evidence to conclude the effectiveness of online flipped classroom in social work education and further investigation on cultural and contextual factors contributing to an effective online flipped approach is warranted.

The Effectiveness of Team-Based Learning for Undergraduate Education in China: A Systematic Review

Team-based learning (TBL) teaching models are a student-centered teaching model widely used in Europe and the United States but are just beginning to be used in China. This research conducted a synthesis of previous scientific studies on the use of the TBL teaching model in Chinese undergraduate education to explore the impact of two main objectives: the TBL teaching model on Chinese undergraduate students’ achievement and sustainability skills and using systematic Evaluation and Meta-Analysis (PRISMA) method to searched and screened 30 articles using China National Knowledge Infrastructure (CNKI) and google scholar, which was published from 2013 to 2023. The results of this study show that TBL teaching model is effective in improving Chinese undergraduate students’ achievement, problem-solving skills and teamwork skills. Therefore, TBL teaching model can be implemented in Chinese undergraduate education. Still, the use of TBL teaching model is narrow due to its late start in China. More rigorous methodology and mixed-methods design of the study are needed to improve the transferability of the results.

L2 listening in a digital era: Developing and validating the mobile-assisted self-regulated listening strategy questionnaire (MSRLS-Q)

Mobile technologies have transformed L2 listening. These technologies provide learners with an abundance of materials that transcend the limitations of traditional classroom instruction. Understanding how learners engage with such materials is crucial if teachers are to facilitate students' development of self-regulated listening strategies. This study reports on the development and validation of a new instrument, the Mobile-assisted Self-Regulated Listening Strategy Questionnaire (MSRLS-Q). Informed by a social cognitive understanding of self-regulation, items were generated from existing literature and semi-structured interviews with 16 Chinese undergraduate students. The questionnaire was validated through an exploratory factor analysis with 309 Chinese undergraduate students, followed by a confirmatory factor analysis with a separate sample of 327 students. Results confirmed a 31-item, five-factor model covering students' pre-, during- and post-listening strategies: Goal setting and mobile resource planning, Cognitive and metacognitive multimedia listening, Mobile-assisted motivational control, Structuring online social space, and Listening evaluation and adaptation. Structural equation modelling revealed that four of the five factors significantly predicted students’ international orientation to use English. The results emphasize self-regulated listening as a cyclical process reflective of cognitive, motivational, and social dimensions of strategy use. Implications for research and pedagogical use of the MSRLS-Q are discussed.

On the correlation among the students’ epistemic cognition, academic emotions, and academic achievement in higher education

Students' academic achievement relies on a variety of pedagogical, affective, and individual factors. The investigation of academic emotions and epistemic cognition has been a focal point in existing research. Previous studies have predominantly delved into the essence of students' epistemic cognition and academic emotions. Nonetheless, the correlation between the epistemic cognition, academic emotions, and academic success of Chinese undergraduate students remains inadequately explored. This research delves into the interconnectedness of these variables and examines which facets of epistemic cognition and academic emotions can forecast students' academic performance. A total of three hundred and eighty (380) Chinese undergraduate students were chosen via random sampling for this study. Their self-reported academic achievements were taken into account. Additionally, they completed questionnaires tailored to evaluate their epistemic cognition and academic emotions. The participants' scores underwent Pearson correlation and multiple regression analyses. The findings indicate that positive emotions correlate positively, while negative emotions correlate negatively with students' academic success. Furthermore, positive emotions and three categories of epistemic cognition were found to be predictors of students' academic accomplishments. In conclusion, it is deduced that both epistemic cognition and positive emotions play a role in enhancing students' academic success. The implications of these findings extend to educational psychologists, educators, and students, both theoretically and practically.

Academic Satisfaction and Meaning in Life: The Mediating Roles of Personal Growth Initiative and Career Adaptability

The present study examined the relationship between academic satisfaction and meaning in life. To further explain the relationship between these factors, we examined personal growth initiative and career adaptability as mediator variables. A total of 691 undergraduate students were invited as participants. They completed the following four inventories: the Meaning in Life Scale, the Academic Satisfaction Scale, the Career Adaptability Scale, and the Personal Growth Initiative Scale. The results indicated the following: (a) Chinese undergraduate students’ academic satisfaction could positively predict their presence of meaning in life and search for meaning in life. (b) The relationship between academic satisfaction and presence of meaning in life among Chinese undergraduate students was mediated by personal growth initiative and career adaptability, but the relationship between academic satisfaction and searching for meaning in life among Chinese undergraduate students was only mediated by personal growth initiative. This study demonstrated that academic satisfaction promoted meaning in life not only directly but also indirectly through the mediating effect of personal growth initiative and career adaptability.

Factors affecting Chinese undergraduate medical students’ behavioural intention and actual use of intelligent tutoring systems

This study examined Chinese undergraduate medical students’ acceptance and adoption of intelligent tutoring systems (ITSs) using the general extended technology acceptance model for e-learning via a Likert-scale questionnaire. Specifically, it examined the relations between the five antecedents and the four core components in the model (i.e., perceived usefulness (PU), perceived ease of use (PEOU), behavioural intention and actual use of ITSs). The results of PLS-SEM showed that perceived enjoyment was the most influential antecedent as it significantly impacted both PU and PEOU. Both self-efficacy and prior experience only significantly contributed to PEOU but not PU. Both PU and PEOU significantly and positively predicted behavioural intention, which in turn had a significant and positive path to actual use. The results provide some practical implications to teachers as to how to encourage Chinese undergraduate medical students’ adoption of ITSs: by integrating some gamification elements into the learning activities in ITSs to foster students’ enjoyable feelings or familiarising students with using ITSs so that they can quickly adapt to learning through them. This could be achieved by providing guidance in using ITSs via videos, websites or booklets, or at the beginning of the course, inviting senior students to share their perceived advantages and usefulness of using ITSs. Implications for practice or policy: Because of the importance of perceived enjoyment, teachers may integrate some gamification into the learning activities in ITSs to nurture students’ enjoyable feelings. To enable students to quickly accommodate learning via ITSs, institutions may provide students with information on common features of ITSs or how to navigate a specific ITS. Teachers may explicitly explain how learning objectives can be better achieved through using an ITSs so that students will appreciate its usefulness.

Pedagogical relationships in short-term study abroad programmes: exploring the role of consumer identity in collaborative learning among Chinese students in the UK

PurposeThe marketisation of higher education fosters the notion of students as consumers, highlighting the shifting dynamics of student–teacher relationships. This paper aims to contribute to ongoing discussions about students as consumers and their involvement in pedagogical practices. We explore students’ experiences in short-term study abroad (SA) programmes that involve collaborative learning, examining how a consumerism-oriented approach affects students’ perceptions of their pedagogical identities and student–teacher pedagogical relationships.Design/methodology/approachA qualitative exploratory study was conducted to capture students’ rich and subjective perceptions and experiences. The data were gathered through semi-structured interviews with 15 Chinese undergraduate students who participated in a short-term SA programme at a UK university. Following data translation and transcription, a thematic analysis approach facilitated our exploration.FindingsChinese students engage in SA programmes as a strategic investment in personal growth and transformation, with their consumer-oriented identity fostering a mutually beneficial relationship with educators and group members. This consumer mindset appears to enhance active student engagement and, to some extent, create reciprocal student–teacher interactions through power sharing and collaborative involvement.Originality/valueThis study presents empirical data exploring the impact of consumer identity on the dynamics of student–teacher relationships in the SA context. It provides recommendations for implementing pedagogical approaches designed to mediate the influence of consumerism on student engagement, particularly in shaping collaborative student–teacher relationships. This study offers insights for future research on the effects of consumerism in higher education within cross-cultural contexts.

Exploring the impact of serious leisure on well-being and self-perceived employability: the mediating role of career adaptability amongst Chinese undergraduates

PurposeThis study aims to explore the impact of engaging in serious leisure (SL) on the well-being (WB) and self-perceived employability (PE) of university students while also considering the role of career adaptability (CA) as a mediator.Design/methodology/approachA total of 905 domestic undergraduate students from China completed an online survey.FindingsThe findings reveal that participation in SL positively influences WB and PE. Additionally, the results indicate that CA mediates the SL-WB relationship but not the SL-PE relationship.Originality/valueThe theoretical contribution of this research comes from advancing our understanding of sustainable career theory through empirical testing of SL, PE, and CA on WB outcomes within a higher education setting. The practical implications of this study involve providing universities with strategies to support domestic Chinese undergraduate students in enhancing their WB and PE through active engagement in SL pursuits and the development of CA. Moreover, our findings serve as a foundation for future research investigating whether insights gained from domestic Chinese undergraduate students can provide solutions on a global scale to address the persistent challenges of improving student WB and PE.

COGNITIVE STRATEGY USE AND SELF-REGULATION AS MEDIATORS BETWEEN PERSONALITY AND ACADEMIC ACHIEVEMENT AMONG CHINESE UNDERGRADUATES IN MALAYSIA

Background and Purpose: The number of Chinese students studying abroad has increased significantly in recent years. As a result, their academic achievements are rapidly gaining attention. This study aims to look into the relationship between the big five personality traits and academic achievement in Chinese undergraduate students in Malaysia. It also aims to investigate if cognitive strategy use and self-regulation have a mediation effect on these personality traits.
 
 Methodology: The 44-item Five Inventory and Motivated Strategies for Learning Questionnaire were used as the instrument. Respondents were picked from year 2 to year 4 at six private universities in Selangor, Malaysia. A total of 430 valid surveys were gathered using stratified random sampling. For data analysis, structural equation modelling (SEM) and confirmatory factor analysis (CFA) were used.
 
 Findings: Findings showed a significant direct effect of the big five personality traits in terms of agreeableness on academic achievement. The full structural model is valid, reliable and fits well with the data. There is a mediation effect of the cognitive strategy use in the relationship between the big five personality (except extraversion trait) and academic achievement. Additionally, self-regulation mediates conscientiousness and academic achievement, openness to experience traits and academic achievement.
 Contributions: This study developed measurement scales for the measurement model and a full structural model based on two mediators.
 
 Keywords: Self-regulated learning strategy, cognitive strategy use, self-regulation, big five personality, academic achievement.
 
 Cite as: Yina, M., & Zahari, I. (2024). Cognitive strategy use and self-regulation as mediators between personality and academic achievement among Chinese undergraduates in Malaysia. Journal of Nusantara Studies, 9(1), 245-268. http://dx.doi.org/10.24200/jonus.vol9iss1pp245-268

The Effectiveness of the PBL Teaching Model on the Achievement and Critical Thinking Skills Development of Chinese Undergraduate Students: A Systematic Review

Problem-based learning teaching models is a student-centered teaching model. This paper searched China’s largest database, China Knowledge Network, using the Systematic Reviews and Meta-Analyses (PRISMA) guidelines method to search and screen prospective studies on the teaching effectiveness of the PBL teaching model published from 2013 to 2023, and based on the pre-set inclusion/exclusion criteria, a total of 30 papers were selected. The results show that the PBL teaching model effectively improves Chinese undergraduate students’ achievement and critical thinking, and therefore, PBL can be implemented in Chinese undergraduate education. However, the use of the PBL teaching model is narrow due to its late start in China, and a more rigorous methodology and mixed-methods design of the studies are needed to improve the transferability of the results.

Changes and predictors of mental health of Chinese university students after the COVID-19 pandemic: A two-year study

BackgroundPsychological repurcussions of COVID-19 pandemic has received wide attention, but there's limited attention paid to psychological recovery afterwards. This study focuses on the changes and predictive factors of mental health of Chinese university students post-pandemic. MethodsThis study included 1175 Chinese undergraduate students sampled in May 2022 and May–June 2023, right before and after peaks of infections following the end of lockdown policy in China. The participants completed a survey of demographic variables, and three questionnaires: 12-item General Health Questionnaire, Positive Psychological Capital Questionnaire, and Prosocial Tendencies Measure. ResultsThe participants sampled in 2023 have significant lower GHQ scores and higher PPQ scores than those sampled in 2022, while there is no significant difference in PTM scores between them. The proportion of participants with GHQ-12 scores exceeding 12 in 2023 showed slightly decrease compared to that in 2022. The infection of significant others, the sense of hope, and PPQ self-efficiency, hope and optimism subscale scores were significantly associated with GHQ-12 scores in 2023, but actual infection or quarantine experience were not. ConclusionsThe mental health and psychological capital of the university students have been significantly improved within a year. It is worthy to pay attention to the infection of significant others, the sense of hope, and psychological capital in a pandemic to improve the mental health of university students. LimitationsCompared to a cross-sectional study, longitudinal research is the better choice for a two-year comparison.

Human papillomavirus (HPV) vaccination intentions and associated factors among female Chinese undergraduate students

Human papillomavirus (HPV) vaccination intentions and associated factors among female Chinese undergraduate students

Mental Health of Hong Kong University Students Under COVID-19: Protective Ecological Factors and Underlying Mechanism

While the COVID-19 has brought severe challenges to university students’ mental health, there is inadequate research on the related protective factors from different ecological systems and the underlying mechanisms. Guided by the ecological systems theory and the positive youth development approach, this study investigated the associations between two protective factors in the ecological systems (i.e., positive family functioning in the microsystem and Chinese cultural beliefs of adversity in the macrosystem) and students’ mental health in Hong Kong higher education during the period of the pandemic, with resilience (i.e., an important positive youth development quality) proposed as a mediating factor. This study was based on data collected in a large-scale survey of 978 Hong Kong Chinese undergraduate students (mean age = 20.69 with 62.9% being female) in the summer of 2022. Validated measures were used to assess students’ mental health problems (anxiety and depression), the ecological protective factors (positive family functioning and Chinese cultural beliefs of adversity), and resilience. Structural equation modelling was conducted to examine the associations between ecological protective factors and mental health problems, as well as the mediating effects of resilience in the associations. Structural equation modelling revealed that both positive family functioning and Chinese cultural beliefs of adversity negatively predicted anxiety and depression, with resilience partially mediating all paths. The study contributes significantly to the understanding of different ecological protective factors in higher education students’ mental health and the mediating role of resilience. It also provides practical implications for intervention and prevention.