Mainland Students Research Articles

Psychometric properties of the Short-Form Five Facets of Mindfulness Questionnaire among nursing students in China: A confirmatory factor analysis.

To analyse the factorial structure and psychometric properties of the Chinese Short-Form Five Facets of Mindfulness Questionnaire (FFMQ-SF) among nursing students in the Chinese mainland. A cross-sectional study. A total of 240 undergraduate nursing students were recruited from a school of nursing in Beijing, China from 25 to 30 April 2021. FFMQ-SF and Depression-Anxiety-Stress Scale were used to collect information on the mindfulness level and mental health status of the study participants. Descriptive analyses were performed to examine the demographic characteristics. Confirmatory factor analyses (CFAs) were used to test the structural, convergent and discriminant validity of the scale model. Pearson correlation analysis was used to test the correlation between the variables and the criterion validity. The overall fit of the scale model is good (Bollen-Stine χ2 = 177.206, df = 142, GFI = 0.923, AGFI = 0.883, TLI = 0.980, CFI = 0.983, RMSEA = 0.032, SRMR = 0.090). One-factor models using CFA demonstrated the overall best fit for four out of five subscales of the FFMQ-SF. In the five-factor CFA of the FFMQ-SF, the composite reliability values of the five factors were from 0.685 to 0.870 and the values of average variance extracted were from 0.426 to 0.627. The students who participated in this study contributed to the advancement of knowledge on mindfulness and mental health among nursing students in China. They voluntarily completed the online questionnaires and provided their honest and valid responses. Their data was used to evaluate the psychometric properties of the FFMQ-SF and to examine the relationship between mindfulness and psychological problems. Their feedback also helped to improve the quality and applicability of the FFMQ-SF instrument for future research and practice.

The impact of perceived work dirtiness on nursing students’ professional commitment: the mediating role of career adaptability and the moderating role of social support - a cross sectional study

BackgroundSocial consensus in the nursing industry is that the job is accompanied by dirtiness. It is generally accepted that negative cognition about a career is an important determinant in reducing nursing students’ professional commitment. However, the impact of nursing students’ perceived work dirtiness on professional commitment and its mechanism remains unclear. This study aimed to analyze the association between perceived work dirtiness and professional commitment and to examine the mediating role of career adaptability and the moderating role of social support among nursing students in mainland China.MethodsA cross-sectional online study was conducted among 341 nursing students from three medical universities in Henan, China. The participants’ perceived work dirtiness, career adaptability, professional commitment, and social support were obtained. SPSS 26.0 and Amos 23.0 software were used for the statistical analysis.ResultsPerceived work dirtiness was negatively related to career adaptability and professional commitment (P < 0.001). Career adaptability played a partial mediating role (β= -0.177, P < 0.001) in the relationship between perceived work dirtiness and professional commitment. Social support played a moderating role (β = 0.134, P < 0.01) in the relationship between perceived work dirtiness and career adaptability. Moreover, social support moderates the mediating role of career adaptability.ConclusionsNursing students’ perceived work dirtiness is an important factor in reducing professional commitment. Therefore, nursing educators must enhance courses focusing on professional qualities, providing avenues for nursing students to access social support. This proactive approach aims to mitigate the adverse impact of perceived work dirtiness on professional commitment among nursing students.

Power and solidarity in pronominal forms of address: A case study of Chinese and Russian teacher-student interactions

In the evolving landscape of global education, understanding the intricacies of interpersonal dynamics in academic settings across different linguacultures is paramount for building effective multicultural teaching environments. This study investigates the usage of T/V pronominal forms of address within teacher-student interactions in Chinese and Russian academic contexts. It aims to reveal similarities and differences in the usage of pronominal forms of address in the two linguacultural contexts and unveil the impact of sociocultural factors, namely power and solidarity, on their choice. The data were obtained from a parallel questionnaire survey with the participation of 360 students (260 Chinese mainland students and 100 Russian students) and an interview with 30 students from each country. Employing a comprehensive dual-methodology approach, this study combines quantitative analyses of T/V forms of address frequencies with qualitative insights on their pragmatics, appropriateness, and students’ preferences from interviews. The findings revealed distinct T/V form usage strategies in Chinese and Russian academic discourse. They showed that Chinese teachers predominantly use the T form for students, while students use both V and T forms for teachers. Conversely, Russian settings show a prevalence of the reciprocal V form in teacher-student interactions, with some limited usage of the T form by teachers with students. The results underscore the significance of hierarchical relationships, the demonstration of power distance, and, at the same time, solidarity in the Chinese context, while Russian students and teachers emphasise reciprocal formality in relationships and maintain boundaries. We suggest that different types of interaction between teachers and students in two cultural contexts are due to differences in the sociocultural organisation of society and cultural values. The study provides insights for educators and researchers navigating linguistic and cultural diversity in academic contexts and contributes to effective interaction in a multicultural educational environment.

A Case Study of Chinese University Students' Portuguese Learning Strategies in a Multilingual Environment in Macau

Aiming at the phenomenon of a large number of Chinese students studying in Macao in recent years, this study investigates the language learning strategy behaviours of two Chinese international students at University A in Macao as well as two mainland students who went to Macao for a one-year exchange as case studies. Based on the relevant theories of second language acquisition, the interviews and observation records were qualitatively analysed, and the characteristics of Chinese international students' implementation of language learning strategies in a multilingual environment and the related influences were explored. The findings suggest that language learning strategy behaviour is a dynamic process of continuous interaction between the learning context and individual learners, reflecting individual variability and uncertainty. International students need to weigh the relationship between Portuguese and English learning strategies, and to complement each other's strengths in order to improve their learning strategies. Students who come to study in Macau should make full use of the multilingual environment in order to obtain the positive effects of this environment.

Mainland Chinese students in Hong Kong: Coping with the Socio-Political Challenges of 2017 to 2020

Over the past two decades Hong Kong's higher education institutions have become favored destinations for students from Mainland China. They find Hong Kong society both familiar and strange. Though Chinese, its political history differs markedly from their homeland's. Since 2010, moreover, conflicts have arisen in Hong Kong between local and Mainland Chinese people, culminating between 2017 and 2020 with clashes over issues of autonomy and governance. This study investigates Mainland Chinese students’ experiences in Hong Kong during the 2017–2020 period, and the strategies they developed to cope with the pressures they faced. We found that coping strategies included: active approaches such as learning Cantonese and joining local student societies or campus activities; limiting their friendships to students from similar backgrounds; endurance and acceptance; and ‘letting nature take its course’. The study also shows weaknesses in university assistance for Mainland students, and has broader implications for student support and identity formation.

Problem Solving and Emotion Coping Styles for Social Anxiety: A Meta-analysis of Chinese Mainland Students.

Studies of how positive and negative coping styles affect social anxiety show mixed results. Hence, our two meta-analyses determined the overall effect sizes of problem solving-focused coping (PSC) styles and emotion-focused coping (EFC) styles on social anxiety in mainland China (PSC: k = 49 studies, N = 34,669; EFC: k = 52, N = 36,531). PSC was negatively linked to social anxiety (-.198), and EFC was positively linked to social anxiety (.223). In years with more national income, PSC's and EFC's effect sizes were larger. PSC's effect sizes were smaller among rural students (vs. urban students), larger among older students (university, high school, middle school), and larger in cross-sectional (vs. longitudinal) studies. When using SAD (vs. others) social anxiety measures, PSC effect sizes were larger, but EFC effect sizes were smaller. EFC effect sizes were larger in studies with convenience (vs. representative) samples. Gender, single child status, and coping style measurement showed no moderation effects. These findings suggest that using problem solving-focused coping styles rather than emotion-focused may reduce social anxiety, so future experimental studies can test this idea more rigorously.

Developing and validating a multidimensional Chinese Parental Psychological Control Scale.

This study validated a Chinese Parental Psychological Control Scale (CPPCS) among secondary school students in mainland China. The item pool consisting of 65 items was constructed based on consultation with existing measures and focus group interviews of 19 Chinese adolescents. After content validation conducted by 14 experts, a total of 40 items were retained and subject to further factorial validation based on a sample of 963 Chinese adolescents (mean age = 13.39 ± 0.72; 52.23% females). Using the two random-split half samples, exploratory and confirmatory factor analyses retained 30 items that loaded on three factors, including "relational induction" (twelve items), "harsh psychological control" (twelve items), and "social comparison shame" (six items). The three-factor structure was invariant across gender (male versus female) and grades (grade 7 versus grade 8) among the whole sample. Cronbach's αs of the three dimensions in maternal and paternal subscales ranged between 0.89 and 0.92, suggesting adequate internal consistency. The three dimensions were significantly correlated with each other, supporting the scale's convergent validity. The concurrent validity of the CPPCS was supported by the positive correlations between subscales and parental rejection, and the negative correlations between subscales and parental warmth. In addition, while the "harsh psychological control" and "social comparison shame" negatively predicted adolescents' well-being, "relational induction" positively predicted adolescents' well-being. The findings suggest that the CPPCS is a promising instrument for measuring multidimensional psychological control among Chinese parents and for investigating and comparing individual dimensions' effect on adolescents' development.

Passenger Satisfaction Evaluation and Achieving Sustainable Integrated Urban Transport: Structural Equation Analysis Based on Macau Data

The sustainable development of urban transport is the key to sustainable urban development. This study analyses and identifies the evaluation indicators affecting Macau’s transport, and analyses the relationship between the relevant evaluation indicators and passenger satisfaction, thus contributing to the improvement and the sustainable development of Macau’s public transport services. This study uses a questionnaire to collect data. Based on the current situation of Macau’s social groups, the mainland students in Macau who were selected as the target group are significantly different from residents and tourists in Macau; their needs and perceptions of public transport are more intense. This group’s needs and perceptions of public transport are significantly different from those of residents and tourists. The set indicators of satisfaction with public transport in Macau reflect them. After analyzing and determining the evaluation indicators, structural equation modeling was applied to establish the structural models of Macau’s three public transport services. Finally, the shortcomings of the three public transport services were reflected through the standardized coefficient weights and passenger satisfaction. The study results show that the seating arrangement and smoothness of travel of Macau’s public transport services need to be improved, and the dial-a-ride service’s price setting and waiting time need to be improved. The price setting, convenience of hailing, and payment method of the taxi service need to be improved. In contrast, overall, the satisfaction level of the dial-a-ride service is significantly higher than that of the taxi service. Therefore, the findings of the study have important policy implications for relevant policymakers, who should not only focus on optimizing daily operations but, more importantly, on improving the shortcomings mentioned above, which are of great value in enhancing the passengers’ perception of public transport in Macau and are also crucial to achieving the sustainable development of public transport in Macau.

Measurement invariance and latent mean differences of the digital native assessment scale across Chinese mainland, Macau, and Taiwan: an exploratory structural equation modeling approach

ABSTRACT Given the lack of cultural consideration of studies on digital natives, this study reports on a large-scale validation of the Digital Native Assessment Scale (DNAS) among university students from three regions of Greater China: Chinese mainland, Macau, and Taiwan, to examine measurement invariance and latent mean differences in the four constructs of the DNAS, grew up with technology, comfortable with multitasking, reliant on graphics for communication, and thrive on instant gratifications and rewards. The results from 5198 participants revealed the DNAS has a stable factorial structure and is valid in measuring students’ digital nativity. The DNAS achieved a strong/scalar measurement invariance among students from the three regions in each of the four factors. Latent mean difference tests suggested that Macau students had significantly higher levels on all four constructs than those from the mainland, with small to medium effects; and the latent means of Taiwanese students were significantly higher than those of mainland students in three constructs (i.e. Tech, Multi, and Graphics), with small to large effects. Discussions of the findings were provided by taking into account the historical, economic, and cultural backgrounds of the three regions.

An Investigation of Foreign Language Anxiety and English Learning Motivation of Female Mainland Students in an English Medium Institution in Hong Kong

When mainland students come to Hong Kong for higher education, they experience transition from Learning English as Foreign Language to Learning English as Second Language. This study aimed to investigate language learning anxiety, learning motivation and the relationship between the two, and to find out how do the mainland students motivate themselves to learn English within such pressing environment caused by the transition. This research used semi-structured interviews with 6 female mainland students to closely examine the topic. The results of the study showed that most mainland students think there is a positive relationship between motivation and anxiety, and some of their motivation actually originated from anxiety. The causes of the anxiety, different types of motivation, and implications of these findings in relation to learning English as a second language are discussed.

An Emotional Analysis Method for the Analysis of Cognitive and Psychological Factors in the Change of Second Language Learning Model of Chinese Mainland Students in the Post-epidemic Era.

Since the sudden outbreak of the coronavirus disease 2019 (COVID-19) epidemic in 2020, the second language learning patterns of students in mainland China have encountered new challenges that have had a psychological impact on mainland Chinese students. The epidemic has not only inconvenienced students’ normal second language learning but also greatly affected the second language learning patterns of mainland Chinese students. In the post-epidemic era, more and more students are becoming accustomed to studying and learning a second language online. The level of informatization of second language learning patterns of students in mainland China has increased significantly. This study first analyses the mechanisms of change in second language learning patterns and further analyses the influence of knowledge background on the perception of second language learning patterns on this basis. To design the influencing factors of second language learning patterns, a questionnaire was used to investigate the influence of knowledge background on the perception of second language learning patterns. The survey was conducted on students who were learning a second language in mainland China. Then, the survey data were statistically analyzed. In analyzing the influence of effect on second language learning behaviors of students in mainland China, observed variables were designed, including observed variables of affective factors and learning behaviors. After that, the findings of the experiment were summarized based on the results of the questionnaire survey, and the positive influence of emotional factors on second language learning behaviors of mainland Chinese students in the post-development era was concluded.

The Relationship Between Perceived Parenting Style and Social Anxiety: A Meta-analysis of Mainland Chinese Students.

Previous research on the relationship between parenting style and social anxiety in Chinese youth has been inconsistent, which has made it difficult to consider whether improving parenting may serve as a preventative intervention for social anxiety. The current study aimed to clarify these inconsistencies by examining the strength of the association between positive/negative parenting style and social anxiety among Chinese students and the role of certain moderators in those associations. A meta-analysis was conducted on 53 studies with a total sample of 26,024 Chinese mainland students. Separate analyses were conducted for positive parenting style and social anxiety (N = 24,081), and negative parenting style and social anxiety (N = 24,933). Findings suggest a small negative association exists between positive parenting style and social anxiety, and a small positive association exists between negative parenting style and child social anxiety. Analyses suggested type of social anxiety measures, developmental stage, and gender all moderated the relationships between parenting style and social anxiety. Results clarify the direction of the relationship between parenting and social anxiety amongst Chinese youth and point to particular implications and future directions for policy, practice, and research.

Cross-contextual Academic Reading Difficulties: An Exploratory Case Study of Two EFL Doctoral Students

This exploratory case study aims to investigate two Chinese Mainland doctoral students’ cross-contextual academic reading difficulties in a northern public Taiwanese university. Drawing on Engeström’s (1987) activity theory, this study attempts to address the research question: Why do Chinese Mainland students have academic reading difficulties upon first arrival in Taiwan? Data were collected through oral narratives, semi-structured interviews, classroom observations, frequent informal conversations and relevant documents for data triangulation. The results showed that participants’ academic reading difficulties were associated with different norms and conventions between Chinese Mainland and Taiwanese academic contexts. Described within two activity systems, the major reasons underlying were attributed to the changed identities, different mediations, goals and distinctive communities where academic rules and teachers’ roles differed significantly. Pedagogical implications of institutions, instructors and students were provided.

Prevalence of mental health problems among senior high school students in mainland of China from 2010 to 2020: A meta-analysis

<p id="p00005">High school is the key period of psychological development, and it is also the frequent period of a variety of psychological problems. The mental health problems of senior high school students not only come from adolescents themselves, but also should attract extensive attention from families, schools and society. In order to improve the mental health of senior high school students and ensure the effective development of follow-up mental health work, it is necessary to understand the detection rate of mental health problems of senior high school students in China, so as to master the basic situation of mental health of senior high school students. Although many previous studies have involved the detection rate of mental health problems of senior high school students, there is no consistent conclusion on the detection rate of mental health problems of senior high school students in China in recent ten years. In order to clarify the detection rates and influencing factors of mental health problems of senior high school students in China in recent ten years, this study makes a comprehensive and systematic meta-analysis of the relevant detection rate articles of senior high school students (including higher vocational students) in recent ten years, so as to form a clearer understanding of the general situation of their mental health. Because there are too many indicators involved in mental health problems, this study focuses on the detection rate of two common problems in senior high school students: internalizing problems (including anxiety, depression, sleep problems, somatization, suicidal ideation, and suicide plan) and externalizing problems (including self injury and suicide attempt. In addition, this study also investigated the regulatory effects of publishing age, relevant factors of measurement tools (measurement tools, detection standards, detection time), and demographic variables (grade, region, gender, only child or not, birthplace) on the detection rate of mental health problems. <br/>By searching the Chinese National Knowledge Infrastructure database and Web of Science core collection database from 2010 to 2020, 252 effective literatures were finally obtained, including 48 articles on anxiety, 99 articles on depression, 21 articles on sleep problems, 14 articles on somatization, 29 articles on self injury, and 41 articles on suicide. The results of meta-analysis showed that (1) The prevalence from high to low were depression (28.0%), anxiety (26.3%), sleep problems (23.0%), self-injury (22.8%), suicidal ideation (17.1%), somatization (9.8%), suicide plan (6.9%), and suicide attempt (2.9%); (2) In the past ten years, the mental health problems of senior high school students in China have deteriorated with the passage of time, especially anxiety; (3) The detection rate of mental health problems of senior high school students is affected by the relevant factors of measurement tools (measurement tools, detection standards and detection time); (4) The mental health problems of senior high school students increased with the increase of grade, especially sleep problems; (5) The mental health problems of senior high school students were affected by regions, especially in economically underdeveloped areas. It can be seen that the prevalence of mental health problems of senior high school students in China was affected by the year of publication, measurement tools, detection standards, detection time, grade and region. In the future, efforts should be made to prepare standardized evaluation tools, build a long-term mechanism of mental health education, and focus on the mental health problems of senior class and underdeveloped area senior high school students.

Prevalence of mental health problems among junior high school students in Chinese mainland from 2010 to 2020: A meta-analysis

<p id="p00005">Junior high school students are in a stage of rapid development in physiology and psychology, and they are prone to some mental health problems when facing stressful events in life. In addition, with the advent of the digital age, contemporary junior high school students have become digital natives, and their mental health is facing greater challenges. Therefore, the mental health care of junior high school students is a realistic problem that can not be ignored. The prevalence of mental health problems of junior high school students is an important topic in many fields, but the results of the research on this problem are not consistent, and the detection rate varies greatly across studies, which brings confusion to mental health workers. It is necessary to integrate the original research and draw more general and accurate conclusions from the macro perspective, so as to provide high-quality evidence support for precise intervention of mental health. Therefore, based on literature review, the present study focuses on the prevalence of internalizing problems including anxiety, depression, sleep problems, suicidal ideation, and suicide plans, as well as the prevalence of externalizing problems including self-harm and suicide attempt among junior high school students. <br/> By searching the Chinese National Knowledge Infrastructure database and Web of Science core collection database from 2010 to 2020, we obtained the final effective literatures including 50 articles about anxiety, 95 articles about depression, 21 articles about sleep problems, 26 articles about self-injury, and 30 articles about suicide. We used the software Comprehensive Meta-Analysis Version 3.3 and the random effect model for data analysis. The results showed that the prevalence of anxiety, depression, sleep problems, self-injury, and suicidal ideation were 26.9%, 23.9%, 16.7%, 22.4%, and 17.1%, respectively. The prevalence of suicide plans and suicide attempts were 6.6% and 3.9% separately. In addition, the moderating effect analysis found that in terms of anxiety, the moderating effects of publication year, measurement tools, detection time, grade, and economic region were significant, but the moderating effects of gender, only child or not and birthplace were not significant. In terms of depression, the moderating effects of measurement tools and detection time were significant, but the moderating effects of publication year, grade, gender, only child or not, birthplace, and economic region were not significant. In terms of sleep problems, the moderating effects of publication year, grade, gender and economic region were not significant. In terms of self-injury, the moderating effects of economic region were significant, but the moderating effects of publication year, measurement tools, grade, gender, only child or not, and birthplace were not significant. As to suicidal ideation, the moderating effects of measurement tools and gender were significant, but the moderating effects of publication year, grade and economic region were not significant. In terms of suicide plans, the moderating effect of grade was significant, but the moderating effects of grade, gender and economic region were not significant. Finally, in terms of suicide attempts, the moderating effect of publication year is significant, but the moderating effects of grade, gender and economic region were not significant. <br/>In conclusion, junior high school students faced different levels of mental health problems, among which the prevalence of anxiety, depression, and self-injury rank in the top three. The prevalence of mental health problems of junior high school students showed a deteriorating trend with the development of the years, especially anxiety and suicide attempt. The prevalence of mental health problems of junior high school students is affected by the inconsistency of measurement tools, detection standards and detection time. In addition, the prevalence of mental health problems increased with grade, especially that of anxiety; The prevalence of mental health problems in girls is higher than that in boys, especially that of suicide. Students in the central and western regions in China are more likely to have mental health problems, especially anxiety and self-injury. In the future, we should develop scientific measurement tools and screening standards based on Chinese culture, and establish a dynamic monitoring system of mental health and a school mental health service system.

Prevalence of mental health problems among primary school students in Chinese mainland from 2010 to 2010:A meta-analysis

<p id="p00005">In recent years, the age of mental health problems shows a descending trend. Primary school students, as a special group in the critical stage of personal growth, are experiencing increased mental health problems that has caught wide attention from society. If the mental health problems of primary school students are not screened, prevented, and intervened in time, they may develop into lifelong mental diseases, which are difficult to redress and treat. Hence, as the basic premise of improving mental health, it is particularly important to find out the prevalence of pupils' mental health problems, so as to understand their real mental health status, and make targeted detection and intervention in the future. <br/>However, the prevalence of primary school students' mental health problems described in literature shows inconsistent results, and the prevalence varied greatly, which has brought confusion to mental health educators and workers. Although some researchers tried to use meta-analysis to quantitatively integrate the existing research findings, avoid the influence of biased samples, demographic characteristics, and other factors, and attempt to explore the detection rate of primary school students’ mental health problems objectively and accurately, there were still some deficiencies. Firstly, it only revealed the prevalence of some mental health problems, and did not cover more comprehensive mental health problems. Secondly, it did not specifically analyze the mental health problems in recent 10 years. Finally, the inclusion and discussion of regulatory variables were not specific enough. Therefore, based on the research results in recent 10 years, it is necessary to integrate the prevalence of primary school students' mental health problems and explore its influencing factors by using meta-analysis method. <br/>In order to clarify the debate on the different prevalence of primary school students' mental health problems, we analyzed and estimated the detection rate of primary school students' mental health problems in mainland China from 2010 to 2020 and investigated its moderation effects. The meta-analysis technology was used to retrieve the research on anxiety, depression, somatization, withdrawal, sleep problems, aggressive and discipline behaviors in Chinese National Knowledge Infrastructure database and Web of Science core collection database from 2010 to 2020. Finally, a total of 101 research and 289396 primary school students were obtained: 9 articles about anxiety, 34 articles about depression, 12 articles about somatization, 10 articles about withdrawal, 11 articles about sleep problems, 13 articles about aggressive behavior, and 12 articles about disciplinary behavior. The software Comprehensive Meta-Analysis Version 3.3 and the random effect model was selected for analysis.The results showed that (1) The prevalence of mental health problems in primary school students from high to low were sleep problems (25.2%, 95%CI = [0.16, 0.37]), depression (14.6%, 95%CI = [0.12, 0.18]), anxiety (12.3%, 95%CI = [0.06, 0.23]), aggressive behavior (4.1%, 95%CI = [0.02, 0.10]), withdrawal (3.8%, 95%CI = [0.02, 0.06]), disciplinary behavior (3.7%, 95%CI = [0.02, 0.07]) and somatization (3.6%, 95%CI = [0.02, 0.07]); (2) Measurement tools, measurement standards and detection period were the key factors causing the fluctuation of prevalence of mental health problems among primary school students in China. Generally speaking, the overall mental health status of primary school students in China is acceptable except that the prevalence of sleep problems, depression and anxiety are high. In the future, we should develop mental health assessment tools and detection standards suitable for Chinese primary school students to provide support for the prevention and accurate intervention of mental health problems.

Socialising Chinese nationalism: Education and media

AbstractThis study discusses the socialisation experiences of young Chinese from two different education backgrounds and media environment. Through a survey on the attitudes of students from Macau and mainland China towards nationalism‐related news events using a survey, this study has revealed that their education social background and media‐use patterns have a greater impact on students' attitudes towards political events (military parade and Occupy Central) than cultural events (Tu Youyou's Nobel Prize and championship of women's volleyball team), and the differences of their attitudes vary depending on the events in question. Moreover, mainland students are more nationalistic and supportive of the official mainland media's discourse on sovereignty issues, but more sceptical of its sources on events of conflicts between Chinese ethnicities. The findings of this study have revealed how wider media exposure impacts the attitudes of individuals; additionally, it responds to the debates on whether people are more inclined to recognise their existing common identities or influenced by the political regimes constructed by the elites; most importantly, it tests the socialising experiences of nationalism among young Chinese from different educational and media backgrounds.

Does online teaching strategy matter: exploring the effect of online teaching strategies on students’ ambidextrous innovation capacities based on the online teaching situation in China

The coronavirus disease (COVID-19) pandemic stimulated a heated dispute about the quality of higher education through online teaching in China. Based on constructivism theory and self-regulation theory, this study examines the influence of diversified online teaching strategies on students’ innovation capacities by questionnaire surveys. The sample included 367 students from 29 full-time regular universities in the mainland, including undergraduate and postgraduate students. The results show that online teaching strategies have a significant positive association with students’ ambidextrous innovation capacities. Specifically, the teaching strategies combination constructed by social identification strategies and case guidance is conducive to the formation of exploitative innovation capacity during online teaching. The social participation strategies and flipped classroom are conducive to forming the students’ exploratory innovation capacity. In further research, social participation strategy has a significant positive impact on students’ ambidextrous innovation capacities for students with higher participation willingness. However, social identification strategies are helpful for the cultivation of ambidextrous innovation capacities for students with lower willingness to participate. Based on the empirical results, this study proposes the online teaching strategies matrix based on social presence theory and social identity theory to provide conducive guidance for improving students’ innovation capacities.

Guarding the Space In-between

Based on eight in-depth interviews, this article analyses the quandary faced by liberal mainland Chinese student migrants in Hong Kong. On the one hand, the liberal pro-democracy movements in Hong Kong are deeply intertwined with the rise of localism, which is based on a dichotomy between Hong Kong and mainland China. On the other hand, a rising, development-centric nationalism in mainland China reduces Hong Kong protesters to unemancipated British colonial subjects. However, in the context of this “double marginalisation,” liberal Mainland students guard a form of liberalism that transcends both Hong Kong localism and Chinese nationalism. They debunk the stereotype of mainland Chinese students being apolitical and therefore provide an alternative definition of being Chinese. They challenge the view that mainland Chinese can only be emancipated outside mainland China to destabilise a Fukuyamian linear interpretation of history. They use four tactics to cope with double marginalisation: understanding localists, befriending expatriates, assuming professionalism, and becoming apolitical.&#x0D; Image © Ling Tang

Predicting undergraduate nursing students' willingness to care for older adults: A multicenter cross-sectional study in Asia.

AimTo investigate the willingness of nursing students in Hong Kong and Mainland China to care for the elderly and to identify the factors influencing their willingness.DesignA correlational and cross‐sectional design.MethodsA four‐part self‐administered questionnaire was utilized to collect data from the undergraduate nursing students in Hong Kong and Mainland China.ResultsThe total sample consisted of 820 nursing students, with 481 students in Hong Kong and 339 students in Mainland China. The scores of willingness to care for older people of the two groups were similar (mean score 4.68 versus 4.44), and no significant difference was observed between the students in the two regions (p = .071). A very low proportion of the nursing students in Hong Kong (7.7%) and those in Mainland China (3.6%) ranked caring for older people as their first choice of work. No salient predictors of willingness to care for older people existed for the nursing students in Mainland China.