Middle School Students In China Research Articles

Student interest in mathematics homework: Do peer interest and homework approaches matter?

AbstractThe current investigation examined models of homework interest according to the data from middle school students in China. Homework interest was positively related to homework favorability, feedback quality, deep approach, monitoring motivation, peer interest, self‐concept, teacher control, and family homework help. Additionally, homework interest was negatively associated with the surface approach. At the class level, homework interest was related positively to feedback quality, yet negatively to parent education. Thus, the current study extended prior research on homework, by indicating that student interest in homework was further associated with peer interest and homework approaches. Implications for further investigation and practice are discussed based on these findings.

Demands for sexual health education among middle school students in China

Demands for sexual health education among middle school students in China

The relationship between emotional neglect and non-suicidal self-injury among middle school students in China: the mediating role of social anxiety symptoms and insomnia

BackgroundNon-suicidal self-injury (NSSI) is a vital public concern around the world, and it often starts in adolescence. Emotional neglect (EN) has been considered a distal risk factor for NSSI, but the effects of social anxiety symptoms (SA) and insomnia on this relationship have remained unclear. This study aimed to investigate the potential pathways from EN to NSSI, examining the role of SA and insomnia in this association.MethodsOne thousand three hundred thirty seven Chinese middle school students (Mage = 13.040, SD = 0.981, 50.2% males) in China were enrolled in this cross-sectional study. Participants completed the Emotional Neglect sub-scale of Childhood Trauma Questionnaire (CTQ-SF), the Social Anxiety Scale for Adolescent (SAS-A), Athens Insomnia Scale (AIS) and non-suicidal self-injury assessment. Structural equation modelling (SEM) was used to test the possible mediation model among these variables.Results231(17.3%) students reported NSSI history during last year and 322 (24.1%) participants reported experiences of EN. Students who experienced EN have higher rates of NSSI compared to students without EN history (29.2% vs 13.5%). EN, SA, insomnia and NSSI were positively related to each other. Furthermore, both SA and insomnia played a mediating role in the relationship between EN and NSSI, the series mediating effect of SA and insomnia on this association was also significant after controlling for demographics. Indirect effects accounted for 58.26% of the total effects (EN → NSSI).ConclusionsOur study revealed that EN was associated with NSSI, SA and insomnia play indirect roles in the association between EN and NSSI. The findings of our research may have implications for clinicians, families, and schools in their efforts to lower the risk of NSSI in adolescents.

How growth mindset influences mathematics achievements: A study of Chinese middle school students.

It has been suggested that students with growth mindsets are more likely to achieve better mathematics learning results than their counterparts with fixed mindsets. However, inconsistent and some even contradictory results have been reported in recent studies which examined the associations between growth mindset and mathematics achievements, suggesting the complexity regarding the effects of growth mindset on academic achievements. This study aims to examine students' growth mindsets, failure attributions, intrinsic motivation, mathematics self-efficacy, mathematics anxiety and mathematics achievements in one model to capture the sophisticated functioning processes of growth mindset. A total number of 266 middle school students in China participated in this study. Students' mindset and related variables (i.e.,motivations to learn mathematics, attributions of failure in mathematics, mathematics anxiety, mathematics self-efficacy) were measured at year 7, the first year of junior middle school in China. These students' mathematics learning outcomes were tracked from year 7 to year 9, the end of junior middle school. Structural equation modeling (SEM) was used to investigate the relations among students' growth mindsets, failure attributions, intrinsic motivation, mathematics self-efficacy, mathematics anxiety and mathematics achievements. The results show that: (1) growth mindset doesn't directly predict mathematics achievements; (2) growth mindset indirectly influences mathematics achievements through intrinsic motivation; (3) failure attributions and mathematics self-efficacy sequentially mediate the association between growth mindset mathematics achievements; (4) failure attributions and mathematics anxiety sequentially mediate the relationship between growth mindset mathematics achievements. The results of this study contribute a better understanding about how growth mindsets make impacts on middle school students' mathematics achievements. These findings have important implications for mathematics education in that we could not simply cultivate students' growth mindset in schools with expectations of higher mathematics learning outcomes. Instead, along with the growth mindset intervention, it is fundamental to make interventions on students' intrinsic motivation, failure attribution, mathematics self-efficacy, and mathematics anxiety in mathematics teaching and learning.

A Structural Equation Model on English Learning Self of Middle School Students in China’s Ethnic Minority Populated Area

As the L2 Motivational Self System (L2MSS) is premised on monolingualism, which ignores the cross-cutting properties of multilingual environments, this study investigates the English Learning Self and its structural characteristics of students in a junior high school in a minority-inhabited area of Guizhou Province, China. These ethnic minority students not only learn their native language (minority languages), but also learn Mandarin Chinese, through which they learn English as their third language, with features of low English proficiency, weak motivation to learn English, and low frequency of English use. Data were collected from 159 Han Chinese students and 274 ethnic minority students in the eighth grade of the junior high school. Structural equation modelling revealed that the Ideal English Self contains three factors: Ideal English Learner, Ideal English Career and Ideal English User, and the most significant Ideal English Self exhibited by the middle school students was Ideal English Learner; while the Ought-to English Self contains three factors: Meeting Other’s Expectation, Self’s Future Expectation and Self’s Present Demand, with Meeting Other’s Expectation marking contributed the most. Through comparative analysis, this study further found that there was no significant difference between local Han Chinese students and ethnic minority students in terms of English Learning Self.

Associations between 24-h movement behaviours and BMI in Chinese primary- and middle- school students

PurposesThis cross-sectional study aimed to examine the associations between the 24-h movement behaviours and body mass index (BMI) of students from China by using compositional data analysis. MethodsA total of 389 students aged 6–16 years participated in this study. Accelerometers were used to measure moderate-to-vigorous physical activity (MVPA), light-intensity physical activity (LPA), sedentary behaviour (SED), and sleep. Weight and height were objectively measured. The association between 24-h movement and BMI was analyzed by using compositional data analysis. ResultsTime reallocation using minutes and proportions created major differences to the results. Reallocating 10 min from other movement behaviours to MVPA was associated with decreased BMI z-score of 1.372 to 0.158 among primary-school students. Reallocating 10 min from sleep and SED to MVPA, and from sleep and SED to LPA were associated with decreased BMI z-score of 0.505 to 0.017 among middle-school students. Reallocating 10% of time from all other components to SED and sleep were associated with a higher BMI z-score by 0.148 (95%CI: 0.020; 0.276) and 0.125 (95%CI: 0.046; 0.204), while reallocating time to MVPA was associated with a decrease in BMI z-scores of 0.132 (95%CI: -0.193; −0.070) among primary-school students. Reallocating 10% of time from all other components to SED was associated with a higher BMI z-score of 0.254 (95%CI: 0.165; 0.345), whereas reallocating time to MVPA and LPA was associated with a decrease in BMI z-scores of 0.039 (95%CI: -0.073; −0.005) and 0.093 (95%CI: -0.153; −0.033) among middle-school students. ConclusionResearch results of 10-min one-to-one reallocation may be treated cautiously due to uneven distribution of time in 24-h movement behaviours. Based on the results of 10% one-to-remaining reallocation, replacing SED with MVPA may be an appropriate target for adiposity intervention in primary-school students, while increasing MVPA or LPA at the expense of SED may be effective in controlling adiposity of middle-school students in China.

Study on the influence of art micro-lecture education on the aesthetic psychological development in the primary and middle school students in China

In recent years, due to the rapid development of science and technology in China, technology has continuously advanced the process of informatization in education. Among them, the emergence of micro-lectures has made learning more convenient and efficient. In Chinese compulsory education system, art education has always been hindered by the drawbacks of exam-oriented education, and the neglect of art classes is often observed in classrooms. Teachers always consider that art classes is less important than the major courses and lose sight of it. However, with the advent of the internet information era, micro-lectures have proposed new solutions and motivation for the difficulties and challenges faced by art education in China. Micro-lectures, due to their various advantages and characteristics, are a teaching method with great potential development in art education. This article mainly explores the capacity enhancement of primary and middle school students through micro-course teaching, and it has strong practical and application significance.

The Revision of the Homework Self-regulation Questionnaire for Primary and Middle School Students in China and Reliability and Validity Test

The Revision of the Homework Self-regulation Questionnaire for Primary and Middle School Students in China and Reliability and Validity Test

Social Identity, Core Self-Evaluation, School Adaptation, and Mental Health Problems in Migrant Children in China: A Chain Mediation Model

(1) Background: The present study investigated the relationships between social identity, core self-evaluation, school adaptation, and mental health problems in migrant children, and the mechanism underlying these relationships; (2) Methods: The participants were migrant middle school students in China. Data analysis was conducted using SPSS version 26. A survey comprising the social identity scale, core self-evaluation scale, school adaptation scale, and mental health scale MMHI-60 was deployed; (3) Results: Findings indicated a significant and negative association between social identity and mental health problems, and such an association was sequentially mediated by core self-evaluation and school adaptation. Furthermore, core self-evaluation and school adaptation played a chain mediation role between social identity and migrant children's mental health problems; (4) Conclusions: It is crucial to improve social identity, core self-evaluation, and school adaptation to reduce mental health problems among this population. Therefore, the research results provide a new direction for promoting the development of mental health education for migrant workers and their children in China.

The externalities of preschool attendees in middle school classes

Using a nationally representative survey dataset on middle school students in China, this paper examines whether and how exposure to more classmates with a preschool experience affects students' cognitive and non-cognitive outcomes. We make use of the random class assignment rule, required by China's education law, to address the potential selection bias from class sorting. Our results show that exposure to more classmates with a longer preschool duration significantly improves students' cognitive and non-cognitive outcomes, whereas exposure to more classmates with a shorter preschool duration does not have such significantly positive effects, offering evidence of the dosage effects of attending a preschool program from the perspective of externalities. We further demonstrate three possible mechanisms through which the effects operate and quantify the explanatory power of each mechanism in driving the effects.

Competition in household human capital investments: Strength, motivations and consequences

In Asian countries, especially China, household investments in children’s human capital have drawn considerable attention. In this paper, we examine the existence and strength of competition in these investments. We use data from a representative survey of middle-school students in China, focus on students with random assignments to classrooms, and construct peer-effect models. We introduce five investments, namely, two out-of-household and three intra-household investments, including money, time, and parenting styles, to check the potential mechanisms behind these peer effects. Our findings are consistent with the framework of competition among households, which comes from parents’ high educational expectations and larger education returns under social inequality. Based on counterfactual analyses and the limited impact of competition on children’s skills, policymakers should boost public expenditures to replace private education investments and improve social equality to reduce competition.

Mobile Terminal Equipment and Methods of Martial Arts Movement Correction in Intelligent Physical Education Environment.

In recent years, the physical quality of middle school students in China has generally declined, which has attracted the attention of the state and the Ministry of education. With the development of Internet technology, China's physical education teaching environment has gradually become intelligent. This article mainly studies the mobile terminal equipment and methods of martial arts movement correction in the intelligent physical education environment. 21 young martial arts athletes were selected as the research objects. In the experiment, functional screening (FMS) was used to test the martial arts athletes, followed by FMS tests and scores. A video camera was used to record the motion test from the subjects' sagittal and frontal planes. Using wireless sensor technology to collect the athletes' motion signals, after the twelfth week, the FMS, SEBT, and the number of successful routines were tested on the two groups of athletes, respectively. The pre-test data and the post-correction data of the two test indicators were compared and analyzed. There is no significant difference. The necessary statistics and integration of the obtained data are carried out by using the calculation methods in sports statistics. The experimental data showed that the average total scores of FMS screening test of Changquan athletes and Taijiquan athletes were 14.71 ± 1.52 and 16.20 ± 1.32, respectively. The results of the research on the mobile terminal equipment and methods of martial arts movement correction in the intelligent sports environment show that the mobile terminal equipment can improve the independent training ability of athletes, and at the same time has a good correction effect on irregular movements.

School socioeconomic desegregation and student academic performance: evidence from a longitudinal study on middle school students in China

School socioeconomic desegregation and student academic performance: evidence from a longitudinal study on middle school students in China

Research on Mathematical Dyslexia of Middle School Students in China

Mathematics reading ability is an important factor affecting students' mathematics learning. Current studies have found that middle school students have mathematical dyslexia. Mathematical dyslexia often leads to students' difficulties in learning and even frustrates students' enthusiasm and initiative in learning mathematics. Therefore, many researchers have begun to pay attention to mathematical dyslexia problems in middle school students. This study used the literature analysis method to summarize and sort out the previous research on mathematical dyslexia of middle school students and found that: (1) Current domestic studies mainly focus on the following six aspects: Types of mathematical dyslexia; manifestations of mathematical dyslexia; analysis of causes of mathematical dyslexia; Analysis of the content of the material causing mathematical dyslexia; suggestions and strategies to overcome mathematical dyslexia. (2) The main types of mathematical dyslexia are comprehension and translation obstacles; Previous studies have discussed the manifestations of mathematical dyslexia from learning attitude, learning ability, and knowledge mastery. The formation of mathematical dyslexia is mainly influenced by the characteristics of mathematical language itself, students' factors, teachers' factors, and teaching modes. There are few studies on the influencing factors of mathematical dyslexia and the content of the materials causing mathematical dyslexia. Most studies put forward improvement suggestions for teachers and students. (3) Researchers mainly used self-written test papers and self-written interview outline to conduct investigations, and some researchers drew conclusions based on theoretical speculation or teaching experience. Therefore, based on existing research, future research needs to adopt scientific research tools, develop a localized research framework, expand the scope of research, increase the verification research of suggestions and strategies, and put forward practical and effective overcoming strategies, to make this research more comprehensive, systematic and in-depth.

A Management Analysis of Art Education Situation for Middle School Students in China

This article analyzes the current domestic middle school art education and education management. Today, with great efforts to improve the quality of education, our domestic art education has been included in the education sequence of the compulsory education system. However, there are still some shortcomings in middle school art education. Combining with the current conditions of my country’s middle school art education, through investigation and analysis, it points out the key issues in the quality of middle school art education. The universality of middle school art education, and finally implements reasonable improvements.

Stuck in the middle school rut: can anything improve academic achievement in rural Chinese middle schools?

ABSTRACT Academic achievement in middle schools in rural China remains poor for many students. This study examines whether programmes and interventions can improve academic achievement by reviewing rigorous experimental evaluations of nine programmes (11 interventions) on 47,480 rural middle school students in China. The results find none of the interventions improved academic achievement. Moreover, we find no evidence for heterogeneous treatment effects by student gender, age or previous academic achievement. These results may be due in part to the academically-demanding nature of the middle school curriculum, which is applied universally to students with varying levels of cognitive ability.

Current situation of screen time among Chinese primary and middle school students from 2016 to 2017

To analyze and describe the status and characteristics of using electronic screens of primary and middle school students in China from 2016 to 2017. From 2016 to 2017, 275 monitoring points were selected from 31 provinces in China, and 280 primary and middle school students were selected from each monitoring point to complete the survey. Using the suggestion from "Healthy China Initiative(2019-2030)"of which the screen time of primary and middle school students should be less than one hour per day as the standard. A total of 74 314 primary and secondary school students(except grade 9 and grade 12) were included in this study. Among them, there were 37 147 boys(50.0%) and 37 167 girls(50.0%); 44 612 pupils(60.0%), 14 858 junior school students(20.0%), and 14 844 senior high school students(20.0%); 38 995(52.5%) rural students and 35 319(47.5%) urban students; 53 287 boarding students(71.7%) and 20 537 day students(27.6%). From 2016 to 2017, the average daily screen time of Chinese primary school students was 1.45 hours, M(P25, P75) was 1.14(0.57, 1.93) h. That of junior high school students was 1.92 hours, M(P25, P75) was 1.43(0.71, 2.48) h. That of senior high school students was 2.37 hours, M(P25, P75) was 1.71(0.90, 3.02) h. The average daily screen time qualified rates of primary school, junior high and senior high school students were 46.1%, 37.1% and 27.7%, respectively. From 2016 to 2017, the most used electronic screen products of primary school students in China were TV/videos(62%), followed by mobile phones(21%). Junior high school students spent 38% and 37% of the total time watching TV/videos and playing mobile phones, respectively. High school students spend the longest time using mobile phones(49%) of the total time, followed by watching TV/videos(26%). With the increasing of grade, screen time became longer, and screen time qualified rate dropped. Moreover, the most used electronic screens were mobile phones and TV/videos.

Research on Scaffolding Instruction Strategies for English Writing Teaching of Rural Junior Middle School Students in China

In the teaching process of English composition writing of rural junior middle school students, there are some common cases that students "don't know how to start, the composition structure is not clear, the vocabulary sentence pattern is scanty and improper ". In view of these problems in teaching, this paper introduces scaffolding teaching strategy, designs the vocabulary sentence structure, writing frame, online interactive frame and other strategies to assist students in English writing based on the practice of English writing teaching. Through scaffolding teaching practice, the strategy and process of applying teaching scaffold to specific learning situation are explored. The results show that :(1) Scaffolding teaching ability can improve the English writing level of rural junior high school students, but also improve the learning interest of English writing in the process of learning;(2) Scaffolding teaching should not only pay attention to the process of knowledge construction, but also pay attention to the cultivation of students' interest in English learning to promote the development of learners' English writing ability.

Parental Mediation and Adolescents' Internet Use: The Moderating Role of Parenting Style.

Internet use can be distinguished into different uses (e.g., leisure-related, learning-related), yet comprehensive studies on how different uses are associated with everyday parenting situations are still lacking. This study attempts to locate parental mediation within broader family contexts and simultaneously considers the relationships among general parenting style, media-specific parenting practices, and adolescents’ amount and types of Internet use. Building on survey data collected from 1284 middle school students in China (mean age = 13, SD = 0.79, 48.60% girls), the Latent Profile Analysis identified three child-perceived profiles of general parenting style: slight-engaged, supportive, and rejecting-controller. The subsequent regressions suggested that adolescents with supportive parents reported lower levels of time spent online as well as leisure-related use; more restrictive parental mediation was associated with reduced leisure-related use while more active mediation was associated with more learning-related use. Notably, associations between parental use of active mediation and youth’s amount of Internet use and leisure-related use varied based on parenting style profiles. Only for the supportive parenting profile, more use of active mediation was associated with decreased amount of Internet use as well as leisure-related use. These findings have implications on how parents can be more effective in guiding youth’s Internet use.

Does private supplementary tutoring matter in Chinese students' learning of mathematics: a longitudinal study.

Most parents consider private supplementary tutoring (PT) as an effective means of improving academic achievement. However, previous studies on this method have produced either partial or inconclusive results on its effectiveness. Thus, in the present study we conducted a comprehensive analysis of the learning of middle school students in China, with specific focus on the final year of middle school. The analysis was based on a specially designed longitudinal survey of private supplementary tutoring in mathematics. An analysis using hierarchical linear regression showed that regular private tutoring, throughout the school years, could have a minor effect on students’ mathematical achievements by the final year of middle school. These results suggest that parents should make careful choices for their children’s private tutoring, and the government must issue comprehensive, professional guidelines to regulate the private tutoring industry. Moreover, other countries could find major take-aways from the Chinese experience of private tutoring for enhancing students’ mathematical performances.