High School Students In China Research Articles

Teacher and family support, teacher–student relationship, and psychological capital in online learning: A moderated mediation model

This research examined the impact of teacher support on students' psychological capital during the process of online learning, and investigated the mediating effect of the teacher–student relationship and the moderating role of family support. For this purpose, 577 junior high school students in China completed a survey. The findings revealed a positive relationship between teacher support and students' psychological capital. Moreover, teacher–student relationships mediated the influence of teacher support on students' psychological capital. Furthermore, family support moderated the link between teacher support and teacher–student relationships. These results have practical implications for guiding teachers' efforts in the online learning environment, facilitating teacher support, and providing more effective assistance to students who have little family support.

Physical activity and school adaptation among Chinese junior high school students: chain mediation of resilience and coping styles.

As a crucial juncture in students' educational journey, junior high school presents challenges that profoundly influence well-being and academic performance. Physical activity emerges as a pivotal factor shaping the holistic development of junior high school students. Beyond its recognized impact on physical and mental health, engaging in regular physical activity proves effective in augmenting students' adaptability to school life. Despite its importance, the mechanisms through which physical activity influences school adaptation in junior high school students remain understudied in academic research. In exploring the potential mechanisms, this study aims to validate the mediating roles of resilience and coping styles by examining the association between physical activity and school adaptation among junior high school students. This study employed cross-sectional survey approach among junior high school students in China. Through the convenience sampling, 1,488 participants aged from 12 to 16 years old (Average age = 13.59, SD = 1.017) from two Junior high schools in Changsha City, Hunan Province were recruited to complete the Physical Activity Scale, School Adaptation Questionnaire for Junior High School Students, Resilience Scale for Adolescents, and Simple Coping Styles Questionnaire. For data analysis, the SPSS 26.0 and Amos 26.0 were used for statistical processing. The results showed that physical activity exhibited a significant correlation with school adaptation (r = 0.656, p < 0.001). Resilience, positive coping style and negative coping style played partial mediating roles between physical activity and school adaptation, with the effect size were 0.229, 0.170, 0.171. The chain mediation effect size of resilience and positive coping style was 0.042, while the chain mediation effect size of resilience and negative coping style was 0.050. Physical activity positively predicts Chinese junior high school students' school adaptation through resilience and coping styles, suggesting that junior high school students should engage in regular physical activity, so as to improve their resilience and positive coping styles, mitigating negative coping styles, thus promoting their school adaptation.

Association Between Frequency of Muscle-Strengthening Exercise and Depression Symptoms Among Middle and High School Students: Cross-Sectional Survey Study.

Existing literature on the association between the frequency of muscle-strengthening exercise (MSE) and depression among adolescents is limited and contradictory. This study aimed to elucidate the association of MSE frequency with depression symptoms among middle and high school students in China. A total of 27,070 students in grades 7-12 from 376 middle and high schools were surveyed using an anonymous self-administered questionnaire between April and June 2022. Information on engaging in MSE was self-reported, and depression symptoms were assessed using the Patient Health Questionnaire-9 (PHQ-9). Poisson regression was used to examine the association between MSE frequency and depression symptoms. Among the 27,006 eligible students, 51.6% (n=13,933) were boys, and the mean age was 15.6 (SD 1.7) years. The overall prevalence of meeting MSE recommendations (ie, engaging in MSE ≥3 days/week) was 34.6% (95% CI 32.6%-36.6%; n=9145); the prevalence was higher in boys (43.8%, 95% CI 41.8%-45.8%; 6067/13,933) than in girls (24.3%, 95% CI 22%-26.6%; 3078/13,073; P<.001). A total of 5882 (21.8%) students reported having depression symptoms. After adjustment for sociodemographic status, lifestyle factors, academic performance, and experience of physical fighting, compared to students who did not engage in MSE, the prevalence ratios (PRs) for depression symptoms were 0.98 (95% CI 0.97-0.99) for those engaging in MSE once a week, 0.95 (95% CI 0.93-0.97) for 2 days/week, 0.93 (95% CI 0.90-0.96) for 3 days/week, 0.90 (95% CI 0.87-0.94) for 4 days/week, 0.88 (95% CI 0.84-0.93) for 5 days/week, 0.86 (95% CI 0.81-0.92) for 6 days/week, and 0.84 (95% CI 0.78-0.90) for 7 days/week, respectively. The overall prevalence of meeting MSE recommendations among Chinese adolescents is low. The frequency of MSE was inversely associated with depression symptoms.

The Healthy Context Paradox Between Bullying and Emotional Adaptation: A Moderated Mediating Effect.

Bullying is a significant concern for young people, with studies consistently showing a link between bullying and negative emotional consequences. However, the mechanisms that underlie this association remain unclear, particularly in terms of the classroom environment. This study aimed to explore the paradoxical phenomenon between bullying victimization and emotional adaptation among junior high school students in China, using the hypothesis of the healthy context paradox. The study involved 880 students (565 girls; Mage=14.69; SD=1.407 years), and data were collected using self-reported surveys. The findings of the study, utilizing multilevel structural equation modeling (MSEM) techniques, demonstrated a cross-level moderated effect of classroom-level bullying victimization on the relationship between individual bullying victimization and emotional adaptation. Specifically, the results indicated that in classrooms with higher levels of victimization, the association between individual bullying victimization and increased depressive symptoms and State&Trait anxiety was more pronounced. These findings support the "Healthy context paradox" hypothesis in the Chinese context and provide insight into the mechanisms underlying this phenomenon. The results suggest that the classroom environment plays a crucial role in shaping the emotional consequences of bullying and that addressing classroom victimization is crucial for promoting emotional health among young people. By understanding the mechanisms that underlie the association between bullying and emotional consequences, interventions can be developed to target the underlying factors that contribute to this paradoxical phenomenon. Overall, the study provides new insights into the complex relationship between bullying and emotional health among young people, highlighting the importance of considering the classroom environment in addressing this issue.

A study on the correlation between the English score of collegeentrance Examination and the score of the first CET-4

English is the most widely used language in the world. Nowadays, the world is showing a trend of globalization. As a bridge connecting us with the world, the importance of English is self-evident. The study of high school is to let us master the ability to use English communication and to strengthen our ability to use English further when we enter the university. The college entrance examination is a standard reference examination for high school students in China after completing the basic learning stage. Its purpose is to comprehensively check whether the students who have completed the high school courses have met the requirements stipulated in the syllabus. After years of practice, it has become one of the most authoritative examinations in China. [1] In recent years, many colleges and universities have paid great attention to the CET-4 test, and most have linked the CET-4 test with a bachelor’s degree. Students cannot get the CET-4 certificate in universities, and the schools will not award bachelor’s degrees to the students. China’s College entrance examination and CET-4, as two of the most objective level examinations in China, have strong reliability and validity in the field of English learning and have a certain continuity over the years, which can objectively and honestly reflect the English learning level of students from high school to college. [2] The English score of the college entrance examination can also reflect the English level of first-year college students when they first enter school. While CET-4 represents a student’s English level at the university level.

Effects of Parental Science Expectations on the Science Interests of Yi Junior High School Students in China: The Chain Mediating Role of Science Experience and Science Self-Efficacy

Effects of Parental Science Expectations on the Science Interests of Yi Junior High School Students in China: The Chain Mediating Role of Science Experience and Science Self-Efficacy

Childhood adversities and psychotic symptoms among high school students in China: The role of dissociation

Adverse childhood experiences (ACEs) are well-established risk factors for psychotic symptoms. This study replicated the relationship between ACEs and positive symptoms of psychosis in the Asian context and explored the moderating effect of dissociation. We analyzed data from 1439 high school students in China who completed validated measures of ACEs, positive symptoms of psychosis, and dissociative symptoms. The positive relationship between ACEs and psychotic symptoms was confirmed in our sample (r =0.244, p <0.001). Among different ACEs, childhood emotional neglect (β =0.139, p <0.001) and emotional abuse (β =0.125, p <0.001) had the strongest relationship with psychotic symptoms. Dissociative symptoms were also found to be a statistically significant moderator. We provide cross-cultural evidence for the relationship between ACEs and psychotic symptoms. Dissociative symptoms may exacerbate such effects. These results highlight the importance of child protection to prevent psychotic symptoms. Individuals with higher levels of dissociation may be at higher risk of developing psychotic symptoms when exposed to adversities. A trauma-informed approach to addressing psychotic symptoms in the community is recommended.

Perceived Social Support and Experiential Avoidance in Adolescents: A Moderated Mediation Model of Individual Relative Deprivation and Subjective Social Class

Based on the integration of ecological systems theory and the risk and protective factor model, the current study tested whether individual relative deprivation mediated the association between perceived social support and adolescents’ experiential avoidance and whether this mediation model was moderated by subjective social class. A sample of 582 senior high school students in China participated in the current survey. The results indicated that perceived social support was negatively related to the students’ experiential avoidance. Mediation analysis showed a significant indirect effect of perceived social support on experiential avoidance, via individual relative deprivation. Moreover, the mediation effect of individual relative deprivation was moderated by subjective social class. Specifically, the negative relationship between perceived social support and individual relative deprivation, and the direct relationship between perceived social support and experiential avoidance were stronger for adolescents with low subjective social class. In contrast, the positive relationship between individual relative deprivation and experiential avoidance was stronger for adolescents with high subjective social class.

An experimental study on the influence of healthy physical education curriculum model on sports ability of Chinese senior high school students.

In recent years, the growing incidence of health issues among Chinese students, including obesity, diabetes, and other chronic diseases, has been attributed to a sedentary lifestyle, lack of physical activity, and unhealthy eating habits. Physical education (PE) classes play a crucial role in promoting physical activity and fostering healthy lifestyles among Chinese students. The purpose of this study was to investigate the influence of the healthy PE curriculum model on the sports ability of senior high school students in China. The trial adopted a quasi-experimental design with equivalent groups. The experimental group followed the healthy PE curriculum model in their PE classes, while the control group received traditional technical instruction. During the 12-week intervention, 149 senior high school students completed the sports ability test as both the pre-test and post-test measurements for this experimental study. The results indicated that the experimental group showed significant improvements in sports ability compared to the control group, highlighting the positive effects of the healthy PE curriculum model. The structural characteristics of the healthy PE curriculum model provided essential support for students' learning and proved to be an effective way to promote physical literacy among senior high school students in China.

Analysis of New Gaokao Reform Under the Context of “Suzhi” Education for High School Students

This paper examines the implications of the New Gaokao Reform on "suzhi" education, a holistic approach to education that focuses on students' overall development beyond academic achievements. The reform, implemented in China since September 2014, aims to address the limitations of the traditional Gaokao system by introducing a more comprehensive and multi-criteria assessment approach. By reviewing the existing literature, this research explores the historical context of "suzhi" education and its relevance to high school students in China. It discusses previous studies and identifies possible gaps in the limited literature, focusing on the challenges of policy implementation, ambiguity, and inequality in conducting "suzhi" assessments. The study aims to provide valuable insights and implications into the effects of the New Gaokao Reform on high school students' overall development and their future educational opportunities. By analysing the motivations and goals of the policies, this research contributes to the ongoing discussion on the effectiveness and implications of the reform.

Sunk Cost Fallacy in Blind Box Consumption Among High School Students

Blind box consumption attracts young consumers with its novelty and mystery, and high school students are essential consumers in the blind box economy. With the increasing popularity of blind boxes among senior high school students, a rising number of high school students consume irrationally, and the sunk cost fallacy influences consumers’ decisions. The research entails a laboratory experiment, exploring the existence and extent of sunk cost fallacy in blind box purchase behavior of senior high school students in China, and uses SPSS to analyze data. Research results have shown that the majority of high school students are affected by sunk cost fallacy in blind box consumption. They are more heavily influenced by this heuristic bias when the sunk costs are high. Also, females are more likely to be affected by this bias than male students, as they consider more about the money and time they already spent.

Predictors of COVID-19-related posttraumatic stress and anxiety symptoms in high school students in China

Youth may be particularly vulnerable to negative consequences of the COVID-19 pandemic due to acute and chronic stressors (e.g., social distancing) during a critical period of development. The present study examined factors associated with COVID-19-related posttraumatic stress and anxiety in high school students in China (N = 294) during May 2020. Logistic and zero-inflated negative binomial regression were used to evaluate the effects of self-reported prior mental health concerns, duration of isolation/quarantine measures, impact from the pandemic, behaviors changed during COVID-19, and attitudes surrounding the pandemic on self-reported anxiety and pandemic-related posttraumatic stress. Self-reported history of mental health concerns significantly predicted anxiety and pandemic-related posttraumatic stress. While timing likely contributed to lower rates of clinically significant outcomes than have been reported in other studies, some students exhibited signs of enduring distress. History of mental illness may be a sign of negative psychological outcomes in adolescents and should prompt further screening.

Usage patterns of short videos and social media among adolescents and psychological health: A latent profile analysis

This study explored the usage patterns of short videos and social media (SVSM) among adolescents and their correlation with psychological health. We conceptualized SVSM using a multidimensional construct, including usage duration, number of friends, and emotional and life involvement, as a precursor to mental health. Using a sample of 1263 junior and senior high school students in China, unconditional latent profile analysis (LPA) and conditional LPA with the simultaneous inclusion of demographic covariates and distal outcomes were conducted. Four SVSM usage profiles were identified: low usage (35.6%), general usage (46.2%), high duration (8.4%), and many friends (9.7%). Significant grade and gender differences were found when comparing the profiles. Depression, fear of missing out, core self-evaluation, and life satisfaction differed across the four profiles. Higher depression, fear of missing out and lower core self-evaluation were found in both high duration and many friends, additionally, lower life satisfaction was found in many friends, suggesting a high risk for mental health. These findings highlight the need for parents, educators, clinicians, and researchers to understand the importance of appropriate use of SVSM. Early identification of SVSM use patterns could be an important component of effective strategies to prevent mental health problems in adolescents.

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.

Investigating the intentions and reasons of senior high school students in registering for nursing education in China

BackgroundA shortage of qualified nurses and their low level of educational qualifications hinders the development of global health services. Studies have proven the role of nursing education in addressing these problems. However, no related studies have focused on senior high school students in China. This study aimed to explore senior high school students’ intentions to learn nursing and identify the factors influencing their decision-making processes.MethodsAn anonymous questionnaire was distributed to 8050 senior high school students, which included questions regarding their demographic characteristics, obtaining nursing specialty information, cognition of the nursing occupation and the impact of the COVID-19 on the nursing profession. Descriptive calculation, the chi-square test and logistic regression were used for the analysis.ResultsOnly 0.73% of the participants had a clear intention to study nursing. Academic performance and family support were significant predictors of students’ intentions to pursue nursing education. Students’ interest in nursing specialties was associated with their choice. There was a positive correlation between cognition of nursing occupation and students’ choice of nursing. Students’ experience of the COVID-19 pandemic also had a positive impact on their nursing career choice.ConclusionThis survey to some extent reflects the problem of nurses shortage in China. In addition, these findings may also provide a new perspective for predictors of nursing shortage and potential interventions.

Life satisfaction trajectories among junior high school students in China: The role of parent–child communication

AbstractA 3‐year follow‐up test (from grades 7 to 9) was administered to 807 junior high school students from two regions in Hunan Province, China, using multilevel analysis to examine trends in junior high school students' life satisfaction, differences by gender and location of life and the effects of father–child/mother–child communication on the development of life satisfaction. The results showed that (1) Chinese junior high school students' life satisfaction showed a decreasing trend from the seventh grade to the ninth grade, and there was a significant decreasing process in the eighth grade; (2) father–child communication and mother–child communication had a significant positive predictive effect on Chinese junior high school students' life satisfaction and (3) father–child communication and mother–child communication had a significant negative predictive effect on the decreasing trend of life satisfaction, in which the effect of mother–child communication was particularly significant.

A serial mediation model of negative life events on school adjustment of left-behind adolescents in rural china: the central role of hope and gratitude

Adjustment difficulties of school students are common and their school adjustment has gained wide concern in recent years. Negative life events (NLEs) hope, and gratitude have been associated with school adjustment. However, the potential effect of NLEs on hope and gratitude and whether hope and gratitude mediate the association between NLEs and school adjustment among high students have not been studied. Thus, this study aims to investigate the association between NLEs, hope and gratitude, and school adjustment in high school students in China. Additionally, the study aims to examine the mediating role of hope and gratitude in the association between NLEs and school adjustment. A total of 700 junior high school students in Guangxi Province (336 boys, 364 girls, M age = 15 years) completed the questionnaire. The results indicated significant mediating effects of hope and gratitude in the sequential positive association between NLEs and school adjustment. Furthermore, this study unraveled the complexity of the link between NLEs and school adjustment with the combination of hope and gratitude. The findings emphasized the importance of fostering hope and gratitude in left-behind adolescents to combat the negative consequences of NLEs. The study is also one of the first to investigate a serial mediation model to determine which NLEs influence Chinese left-behind adolescents’ school adjustment.

Is social media use for math learning beneficial for ethnic minority students' math identity? A socialization perspective

AbstractAlthough the educational potential of social media has been widely acknowledged, it remains unclear whether social media use might present opportunities for the development of math identity. This study drew on the socialization framework of math identity to examine the relationships between social media use for math learning, bicultural identity integration, ethnic‐math beliefs and math identity among ethnic minority high school students in China. Structural equation modelling results showed that (a) social media use was positively related to math identity; (b) high bicultural identity integration was positively associated with math identity, while biased ethnic‐math beliefs were negatively related to math identity and (c) social media use suppressed the socialization process of math identity, weakening the maladaptive roles of low bicultural identity integration and biased ethnic‐math beliefs in shaping math identity. Our findings highlight the beneficial role of social media use in student math learning. Theoretical and practical implications are discussed. Practitioner notesWhat is already known about this topic Social media use for learning is associated with students' academic motivation, engagement and academic achievement. Social media use may have affordances for identity development, especially for ethnic minorities. The formation of ethnic minority students' math identity is intertwined with their math and ethnic socialization. What this paper adds Social media use for math learning was directly and positively related to ethnic minorities' math identity. This study quantitatively confirmed the associations of bicultural identity integration and ethnic‐math beliefs with math identity. Social media use suppressed the relations of bicultural identity integration and ethnic‐math beliefs with math identity. Implications for practice and/or policy Promoting social media use for math learning benefits ethnic minority students' math identity. Social media use for math learning could alleviate the maladaptive role of low bicultural identity integration and biased ethnic‐math beliefs in math identity development. Ethnic minority students' math identity socialization processes merit attention.

Contextualising the temporal dimension in multilingual identity construction: A longitudinal Q methodological study with Chinese LOTE-learning public high school students

Multilingual identity construction is a diachronic, non-linear and constantly evolving process which is influenced by a complex range of contextual and temporal factors. Yet the temporal dimension seldom receives explicit empirical attention and remains under-theorised. Meanwhile, the dynamics of multilingual identity development are rarely explored at the cohort (i.e., whole-class) level. Underpinned by complex dynamic systems theory, this study tracks the evolution of multilingual identity positions in a class of Japanese-learning public high school students in China using longitudinal Q methodology. Three rounds of Q sorting and Q-based interviews were administered over the course of one academic year. The findings testified the enrichment and concretisation of students' multilingual identity with the accumulation of their Japanese learning experience. A range of sociocultural factors with changing saliencies impacted the students’ identity development, giving rise to group-level patterns of convergences and divergences at different timepoints. We argue that the temporal axis should be explicitly conceptualised in multilingual identity research. A temporal model of multilingual identity development is proposed to better contextualise and construe the continuity and shifts of multilingual identity at both individual and group levels.

Profiles and Developmental Transitions of Educational Future Orientation among Senior High School Students in China.

Adolescent future orientation is highly relevant to the sociocultural context in which they are situated. However, adolescents in non-Western cultures are underrepresented in literature. This study investigated the profiles and developmental transitions of adolescent educational future orientation, as well as the roles of adolescent academic achievement and perceived parental educational expectations within the context of Chinese culture. The sample was 605 (54.5% boys) urban and rural senior high school students followed for one and a half years. Three distinctive profiles were identified: the concentrated-committed profile characterized by the concentrated goals (i.e., hopes and fears for future education) and the highest level of planning and evaluation components, the low profile scoring the lowest on each component, and the tentative profile characterized by the highest level of hopes and fears density and mean levels of planning and evaluation components. Latent transition analysis revealed high stabilities for the concentrated-committed and the low profiles but very low stabilities for the tentative profile, and transitions were more common in ways from low or tentative profiles to the concentrated-committed profile rather than vice versa. Greater academic achievement predicted the concentrated-committed profile. Perceived parental educational expectations increased adolescent educational future orientation, particularly for urban adolescents or those in the tentative profile. Urban adolescents were more likely to be in or transition into the concentrated-committed profile, particularly for those with higher academic achievement or parental expectations. These findings demonstrate the heterogeneities of adolescent thinking about future education, reveal how the Chinese sociocultural factors contribute to shaping the development of adolescent future orientation, and provide implications for the promotion of adolescent future orientation in education.