Middle School Students In China Research Articles

A Study of Academic Stress on Academic Self-efficacy Among Middle School Students in China: The Mediating Effect of Academic Resilience

A Study of Academic Stress on Academic Self-efficacy Among Middle School Students in China: The Mediating Effect of Academic Resilience

Gender differences in Chinese Adolescents’ school refusal: A network analysis to test the contribution of individual, family, and school factors

To better guide school practitioners in identifying and intervening with instances of school refusal, this study employs network analysis to investigate the core manifestations among adolescents of different genders and explores the impact of various ecological factors on these characteristics. In this study, 910 middle school students in China (Mage ± SDage = 13.55 ± 1.06, 48.13 % boys) were recruited to complete a paper-and-pencil survey on school refusal and its related factors. The least absolute shrinkage and selection operator (LASSO) method was used to examine the network characteristics of school refusal and the potential influence of ecological factors on the core characteristics of school refusal. Results revealed that: (1) the core features of Chinese students’ school refusal were “I consider studying a burden”, “I often try to find ways to avoid studying”, and “Studying often makes me feel inwardly tense and anxious”, demonstrating gender consistency; and (2) there were significant gender differences in the underlying ecological factors that influence the core characteristics of Chinese students’ school refusal. Specifically, boys’ school refusal is more related to their parental academic involvement and teacher expectations. The higher the parents’ academic involvement and teacher expectations, the lower the boys’ school refusal. Girls’ school refusal is more related to personal educational values ​​(the value of academic success and the future utility of education). The more girls identify with the value of education, the lower their school refusal. This study utilized network analysis to reveal unique gender differences in school refusal among Chinese adolescents. It also explored the complex interrelationships between individual, familial, and school factors and school refusal, demonstrating how these factors contribute differently in boys and girls. These findings indicated potential theoretical directions for future interventions for school refusal among Chinese students of different genders.

Identifying precondition configurations of mathematics anxiety among middle school students in China: using NCA and QCA approaches.

Addressing mathematics anxiety is important to ensure that students achieve good academic performance and maintain their mental health during the critical middle school period. However, previous studies have focused on the separate effects of the preconditions for mathematics anxiety, ignoring the interaction of factors. Therefore, this study aims to identify the determinants of mathematics anxiety from the perspective of complex systems via necessary condition analysis (NCA) and qualitative comparative analysis (QCA). To the best of our knowledge, this is the first study to identify configurations of preconditions of mathematics anxiety among middle school students. A total of 183 middle school students aged 16 to 19 years (M age = 17.47, SD = 0.89) in China participated in this cross-sectional study. The outcome variable of the study is mathematics anxiety, and the condition variables include mathematics grade, parental support, learning motivation, learning planning, and learning interest. The necessity condition analysis shows that not all the condition variables constitute the necessity condition of mathematics anxiety alone. Four paths for the influence of multiple condition variables on mathematics anxiety are identified via the configuration analysis. Notably, even students with high mathematics scores and learning interest still experience mathematics anxiety due to a lack of practical parental support and learning motivation. High levels of parental support can exacerbate the mathematics anxiety of students under two conditions: 1) a lack of learning motivation and learning plans, and 2) interest in learning but low mathematics scores and unclear learning plans. This study highlights the need to consider the comprehensive impact of mathematics anxiety, and the findings will help educators and researchers identify the different characteristics of mathematics anxiety in student populations.

Uncovering principal factors influencing english performance in Chinese middle school students: a statistical and machine learning approach

This study delves into the predictors of English proficiency among middle school students in China, utilizing the rich dataset provided by the China Education Panel Survey (CEPS). By integrating multilevel modeling and Support Vector Regression (SVR), this research scrutinizes a broad spectrum of factors at the individual, family, class, and school levels. Key predictors identified include students’ native language proficiency (Chinese), cognitive aptitude, perceptions of English difficulty, attitudes toward English teachers, and parental involvement. The findings emphasize the significant impact of individual and family-level variables on English proficiency, highlighting the critical role of these modifiable factors (i.e. individual-level factors, such as students’ native language proficiency and perceptions and attitudes towards the English subject). The comparative analysis demonstrates that while both multilevel models and SVR offer valuable insights, their combined application yields a more comprehensive understanding of the predictors and their interactions. This dual-method approach showcases the potential of integrating multilevel modeling with support vector regression to enhance educational research, thereby informing policy and practice. The study’s insights are vital for developing targeted educational strategies and policies to support bilingual learners in China, ultimately improving language proficiency and educational outcomes.

Literature Review: The Influence of Negative Transfer of Mother Tongue on the Syntax of Junior Middle School English Writing

This paper discusses the concept of language transfer of the mother tongue and reviews both domestic and foreign research on the negative effects of such transfer. The focus is on the relevant research in the field of English writing teaching for junior middle school students in China. These studies have shown that the negative transfer of one's native language has a detrimental impact on the acquisition of a second language. Despite the efforts of education experts and scholars to explore various teaching models and improve the situation of junior middle school English writing teaching, the teaching dilemma has not been significantly resolved. To overcome these obstacles, it is vital to investigate students' specific difficulties using quantitative and qualitative methods such as questionnaires and case studies, informing targeted teaching strategies. Additionally, a systematic examination of mother tongue transfer on English syntax, alongside evaluating current teaching methods, is crucial for effective instruction. Collaborative efforts among education experts, linguists, and teachers are essential to integrate findings into practical teaching approaches. Future research should emphasize identifying root causes, applying transfer theory, and continuously evaluating methods to enhance junior middle school English writing instruction.

Peers in puppy love and student academic performance in middle school: quasi-experimental evidence from China

ABSTRACT In the ongoing debate regarding the impact of puppy love on adolescents’ personal development, the existing literature has paid insufficient attention to the externalities of students experiencing puppy love in classrooms. By using a nationally representative survey of middle school students in China, we employed random student-classroom assignment as a quasi-experiment to investigate the causal effect of classroom peers experiencing puppy love on students’ academic performance. We found that classroom peers in puppy love had an adverse impact on students’ academic performance, which is proven to be reliable by a series of robustness checks, including instrumental variable（IV）estimation, removing extreme observations, placebo tests, and adding other control variables. Mechanism analysis indicated that this negative peer effect was caused by students’ lower learning effort, lower expectations for the future, further peer effect of student friends and teachers’ lack of responsibility and patience. Furthermore, this negative effect was more pronounced among boys, students with high family income, and medium or low cognitive ability.

Eyes on me: how social media use is associated with urban Chinese adolescents' concerns about their physical appearance.

Social media usage carries risks of negative impacts on one's perception of physical attractiveness, especially among adolescents who are developing their self-image. These findings suggest that targeted interventions focusing on attention-seeking behaviors may be effective in addressing appearance-related anxieties among adolescents. We employed Bayesian analysis with Markov Chain Monte Carlo algorithms on survey data from 11,926 middle school students in China. Our findings indicate that while the amount of daily social media usage does not significantly correlate with appearance concerns, the desire for social media attention through interactions such as liking, commenting, and sharing shows a clear positive association. Female adolescents exhibit a higher degree of concern about their physical appearance compared to males. Additionally, behaviors aimed at improving perceived physical attractiveness, such as exercising and using skin-whitening products, are positively associated with increased appearance concerns. These findings suggest that targeted interventions focusing on attention-seeking behaviors may be effective in addressing appearance-related anxieties among adolescents.

Using hands-on learning video assignments in online and in-person contexts: A longitudinal study

This study investigated the use of hands-on learning video assignments (HLVAs) among middle school students in China during and after the COVID-19 pandemic. Based on the results of HLVAs approach with seventh grade students at Jiefang Road School during the online learning phase, one class was selected to participate in an offline empirical, longitudinal study to further explore the impact of HLVAs approach on students’ biology learning. Two data collection instruments were used: hands-on learning students’ work evaluation instrument and model competence development instrument to detect changes in students’ modeling development. Questionnaire responses from the students in the experimental class two years later, when they were in high school, offer additional perspectives on this approach. Findings indicated that HLVAs approach improves students’ work quality, modeling skills, and biology learning outcomes. This study describes hands-on learning strategy based on embodied cognition theoretical perspectives, with implications for curriculum, instruction, and learning.

Continue using or gathering dust? A mixed method research on the factors influencing the continuous use intention for an AI-powered adaptive learning system for rural middle school students

This paper investigates the factors influencing the continuous use intention of AI-powered adaptive learning systems among rural middle school students in China. Employing a mixed-method approach, this study integrates Technology Acceptance Model 3 with empirical data collected from rural middle schools in western China. The main contributions of this study include identifying key determinants of usage intention, such as computer self-efficacy, perceived enjoyment, system quality, and the perception of feedback. The findings provide insights into enhancing rural education through AI and suggest strategies for developing more effective and engaging adaptive learning systems. This research not only fills a significant gap in the understanding of AI in education but also offers practical implications for educators and policymakers aiming to improve learning outcomes in rural settings.

The Influence of Emerging Sports on The Wellness Dimensions of The Public Middle School Students in China

The physical quality of our citizens is declining, especially among primary and secondary school students. The decline is particularly serious. This study aims to explore the level of influence of emerging sports on the Wellness dimensions of middle school students in selected middle schools in China. Emerging sports refer to sports that are relatively popular internationally, have recently been launched domestically or are newly created domestically, are popular among teenagers and are suitable for schools, such as rock climbing, roller skating, orienteering and wilderness survival, etc. This study preliminarily draws the above hypothesis based on a review of previous studies. Ho1: There is no significant difference in the influence of the emerging sports on the physical wellness dimension of the student-respondents when their profile is taken as test factor. Ho2: There is no significant difference in the influence of the emerging sports on the emotional wellness dimension of the student-respondents when their profile is taken as test factor. Ho3: There is no significant difference in the influence of the emerging sports on the mental wellness dimension of the student-respondents when their profile is taken as test factor. Ho4: There is no significant difference in the influence of the emerging sports on the social wellness dimension of the student-respondents when their profile is taken as test factor. Ho5: There is no significant relationship in the influence of the emerging sports on the physical, emotional, mental and social wellness dimension of the student-respondents when their profile is taken as test factor.

The Effects of Equiprobability Bias and Representativeness Heuristics on the Performance in Probability Comparison and Calculation Tasks Among Middle School Students in China

The Effects of Equiprobability Bias and Representativeness Heuristics on the Performance in Probability Comparison and Calculation Tasks Among Middle School Students in China

The Relationship between Familial Aspects and Physical Activities among Middle School Students in China

The purpose of this study is to explore the relationship between familial aspects and physical activities of middle school students, and to provide a theoretical basis for promoting physical exercise behavior of middle school students. By using the methods of literature, questionnaire and mathematical statistics, the author made a questionnaire survey on 481 middle school students. The results showed that gender and grade had significant effects on familial aspects and physical activity. The familial aspects have a significant effect on physical activity. Conclusion: parents play a key role in encouraging physical activity, underscoring the need for family-centred strategies in promoting physical activity; gender and grade levels play a crucial role, which points to the need for a tailored approach in promoting family-oriented sporting activities.

Parent-child attachment mediates the association between parental conflict perceptions and suicide intention: a cross-sectional survey among middle school students in China.

Adolescent suicide is a prevalent issue globally, with various factors contributing to this phenomenon. This study aimed to investigate these factors and their interrelationships to better understand the causes of adolescent suicide and provide evidence for its prevention. This study conducted among middle school students in Liaoning Province, China, from April to May 2016, A cross-sectional survey was administered to 1,028 students aged 10-19, using instruments such as the Behavior Questionnaire-Revised (SBQ-R), Children's Perception of Interparental Conflict Scale (CPIC), and revised version of Inventory of Parent Attachment (IPPA-R). Binary logistic regression analysis revealed that adolescents aged 15-19, adolescents with strong perceptions of parental conflict were at high risk of suicide intention. Adolescents living in rural areas, adolescents with high mother-child attachment, adolescents with high father-child attachment were at low risk of suicide intention. Furthermore, parent-child attachment played a mediating role between two dimensions of parental conflict perception (resolved situations and response effect) and suicide intention. The study concludes that adolescents living in urban areas, older adolescents, adolescents with a high level of parental conflict intensity, and those with low levels of parent-child attachment are at high risk of suicide intention. parent-child attachment played a mediating role between two dimensions of parental conflict perception (resolved situations and response effect) and suicide intention. Interventions aimed at reducing family conflicts and improving parent-child relationships are recommended to decrease the incidence of adolescent suicide.

Unveiling the effects of other-gender friendships: evidence from middle-school students in China

ABSTRACT This paper investigates the effect of having other-gender friends on middle-school students’ cognitive and noncognitive performance in the context of China. To address the endogeneity of the existence of other-gender friends, we rely on parents’ strictness with friends-making and the share of other-gender schoolmates. We find that having at least one other-gender friend is estimated to have a significantly negative effect on students’ Mathematics scores and a significantly effect on increasing students’ negative mood states. Our estimates indicate that the negative effect of other-gender friends is more pronounced for girls, highlighting the importance of paying attention to girls who build the other-gender friendships during the transition from childhood to adolescence. By focusing on both cognitive and noncognitive performance, we are able to paint a more accurate picture of the impact of other-gender friends on the development of adolescents.

Knowledge, attitudes, and practices regarding cardiovascular disease prevention among middle school students in China: a cross-sectional study.

The prevalence of cardiovascular disease (CVD) is rapidly increasing globally. With a concerning increase among adolescents due to unhealthy habits, obesity, and hypertension, understanding the current status of knowledge, attitudes, and practices (KAP) related to CVD prevention among middle school students is crucial for developing effective school-based health programs to prevent CVD. The analytic cross-sectional survey is used in questionnaires to assess KAP related to CVD prevention among middle school students (N = 17,731) from 50 schools across 16 provinces in China in June-July 2023. The pass rate of KAP scores is categorized as good and poor. Independent predictors of good KAP of CVD prevention are ascertained using a binary logistic regression model. The study surveyed 8,118 (45.78%) junior high school students and 9,613 (54.22%) high school students. The overall mean [standard deviation (SD)] for the knowledge, attitude, and practice scores were 26.88 (8.12), 53.53 (7.22), and 39.80 (5.96), respectively. The knowledge scores had the lowest pass rate at 56.89%. Only 6.83% of the students know "the definition of blood pressure in adolescents." Attitudes toward health were positive, though the attitude regarding "the danger of prolonged sedentary to cardiovascular health" scored lowest at 73.55%. The practice section had a pass rate of 89.30%; 40.27% of students reported that they spend more than an hour a day on screens. Only one-third of the students would go to bed before 12 o'clock. In univariate analysis, junior high school and high school students differed significantly in knowledge and practice (p < 0.001), but attitude did not differ significantly (p = 0.103). The majority of students lack sufficient knowledge about CVD. It is also found that socioeconomic background, family environment, and educational levels have an impact on cardiovascular health behaviors among students. Strengthening health education involving students, parents, teachers, and communities is essential to promote health knowledge and practices among adolescents.

A neglected health burden of shadow education?—Effects of private supplementary tutoring on middle school students’ vision in China

Virtually all educational activities require visual inputs, but little is known about how extra out-of-school learning activities may impact children’s vision. Based on panel data from the China Education Panel Survey, a large-scale, nationally representative survey on middle school students in China, this study applies a value-added model (with lagged outcome measures as explanatory variables) to estimate the impacts of private supplementary tutoring (PST, also known as “shadow education”) participation on Chinese middle school students’ visual outcomes. The results suggest that PST participation exerts a statistically significant and adverse effect on Grade-8 students’ vision. One year of PST participation raises the prevalence of myopia among 8th graders by 4.6 ∼ 5.4 percentage points, leading to a more negative (i.e., more myopic) refractive error of −0.12 ∼ -0.18 diopters in their (better-seeing) eyes. Further analysis reveals that these effects work by increasing not only students’ time spent on out-of-school learning activities but also their time spent on homework assigned by regular teachers, thereby creating a spillover effect.

Social anxiety and suicidal ideation among middle-school students in China: a mediation model of internet addiction.

Suicide is a fatal public health issue for adolescents, and it is of great significance to explore the precursors of suicidal behaviors, especially suicidal ideation. However, the relationship between social anxiety and suicidal ideation and its mechanism are still unclear. The study aims to examine the association between social anxiety and suicidal ideation and the mediating effect through Internet addiction. A total of 2,278 middle-school students aged 12 to 16 years were recruited through a multistage cluster sampling method in this cross-sectional study. Logistical regression analysis and structural equation modeling (SEM) were conducted to examine the direct and indirect effects of social anxiety. During the past year, 262 (11.50%) participants reported suicidal ideation. Females had a higher prevalence of suicidal ideation than males (12.9% vs. 10.0%, p = 0.034), and urban adolescents reported a higher prevalence than their rural counterparts (13.4% vs. 9.6%, p = 0.006). In the total sample, social anxiety and Internet addiction were independently associated with suicidal ideation (p < 0.05). In the subgroup analysis, the association between social anxiety and suicidal ideation was significant only among rural females and urban males (p < 0.05). SEM demonstrated that social anxiety had direct and indirect effects on suicidal ideation, and Internet addiction partially mediated the relationship, with a mediating ratio of 30.53%. The partial mediating effect was also significant only in rural females and urban males. Adolescents may overuse the Internet to cope with social anxiety and further have suicidal ideation. Limiting Internet use and improving interpersonal skills in real life may be efficient for suicide prevention. In addition, targeted interventions should be tailored by different sexes across urban and rural regions.

Writing and Speaking Difficulties of Students in One Chinese Middle School

Writing and speaking difficulties are prevalent among middle school students, posing significant challenges to their academic success and overall communication abilities. This study aimed to evaluate the writing and speaking difficulties of selected middle school students in China. This descriptive study was participated by middle school students. It made use of an adopted questionnaire as its primary data gathering instrument. This study aimed to determine the relationship between writing and speaking difficulties of students in a selected middle school in China. Specifically, the study sought to: describe the profile of the respondents in terms of sex, level, and kind of community; determine the respondents’ writing difficulties in terms of organization of ideas, content and focus, style, and mechanics; assess the speaking difficulties of the respondents with regards to organization of ideas, content and focus, diction, and spontaneity; test the significant difference of the responses when grouped according to their profile; test the significant relationship between writing difficulties and speaking difficulties; and propose a Language Proficiency Program for Middle Schools. The study found that majority of the respondents were male, under the junior middle school, and are living at the urban community. Middle school students rarely encountered writing difficulties and speaking difficulties Male, senior middle school students, and are living in the rural areas experienced greater writing and speaking difficulties. Writing difficulties and speaking difficulties are highly related with each other which implies that the more students experience difficulty in writing, the more they experience difficulty in speaking. A proposed Language Proficiency Program was devised for Middle Schools for an enhanced English program in their curricula. Future researchers may further explore on the cognitive, linguistic, and social factors that contribute to writing and speaking difficulties.

Time flies, but you’re in control: the mediating effect of self-control between time attitude and academic procrastination

BackgroundAcademic procrastination has become an increasing concern in the educational sector. Prior studies identified various correlations among academic procrastination, time attitude and self-control. Nevertheless, few studies have examined the past time attitude and the mechanism underlying those relationships, and the existing studies have been implemented during regular school time. To fill those gaps, the present study includes all three dimensions of time attitude (past-oriented, present-oriented and future-oriented in both positive and negative perspectives), and proposes self-control as a mediator between academic procrastination and time attitude. The study was carried out during an extraordinary winter holiday in China, with final exams waiting at the end of the holiday.MethodsA total of 323 middle school students in China (178 girls and 145 boys, 12–19 years old) completed an online survey with questions on their academic procrastination, time attitude and self-control. The collected data were analyzed using IBM SPSS Statistics 25 and Hayes SPSS macro PROCESS (Model 4).ResultsThe results showed that academic procrastination was negatively associated with all three positive time attitudes and positively correlated with the present negative time attitude. Moreover, self-control significantly mediates the relationship between academic procrastination and all three positive time attitudes.ConclusionBased on these findings, self-control could be the underlying mechanism in the relationship between academic procrastination and time attitude. This study broadens the scope of relevant empirical research to the past time attitude, and determines the mechanism that underlies the association between academic procrastination and time attitude under a novel context. Further implications for teaching regulation and intervention are discussed.

Middle school students’ mental unwellness and academic performance in China: The effects of parental involvement

This study investigated the relationship between the mental unwellness of middle school students in China and their academic performance in the subjects of Chinese, mathematics, and English. Additionally, this study explored the potential ameliorating effects of parental involvement variables (parental non-academic activity involvement and parent-child communication) on the adverse impact of mental unwellness on academic performance. The examination of the effects of parental involvement also considered the differential effects of involvement by mothers and fathers. This study utilized national longitudinal representative data from the China Education Panel Survey (CEPS). Findings of the two-level Hierarchical Linear Modeling (HLM) analyses indicated that mental unwellness in Grade 7 negatively impacted academic performance in the aforementioned subjects in Grade 8. Nonetheless, these adverse impacts were alleviated when the parental involvement variables were taken into account. Furthermore, the results revealed that mother-child communication and father-child communication had moderating effects on the negative relationship between mental unwellness and academic performance in Chinese and English, respectively. This study contributes to the existing literature by shedding light on the beneficial effects of parental involvement and highlighting the differential involvement of mothers and fathers.