School Students In China Research Articles

The mediating roles of academic self-efficacy and learning interest in the relationship between teaching style and math behavior engagement among junior high school students in China.

Teacher guidance can positively impact students' learning interest and mathematical behavior engagement. As a crucial part of classroom teaching, effective teaching styles play an indispensable role in middle school students' mathematical behavior engagement. This study addresses the gap in understanding how different teaching styles influence junior high school students' math behavior engagement in China, by examining the underexplored mediating roles of academic self-efficacy and learning interest in this relationship, which are critical yet often overlooked factors in fostering student engagement and improving educational outcomes in mathematics. Students from grades 7 to 9 in six middle schools in Jiangsu Province, China participated in the survey. The results indicate that: (1) academic self-efficacy mediates the relationship between effective teaching styles (humorous and lively style, rigorous and logical style, caring and sharing style) and mathematical behavior engagement among Chinese middle school students; (2) math learning interest mediates the relationship between effective teaching styles (humorous and lively style, rigorous and logical style, caring and sharing style, innovative and exploratory style) and mathematical behavior engagement among Chinese middle school students. Recommendations include encouraging teachers to adopt diverse teaching styles that foster both self-efficacy and interest.

The construction of a physical literacy assessment index system for junior high school students: a Chinese study

In recent years, the internalisation of education in China has led to an increase in the prevalence of a highly competitive, test-focused approach to learning. This has had a detrimental impact on the physical health and wellbeing of children and adolescents in China, resulting in a concerning lack of physical literacy among junior high school students. Accordingly, the objective of this study is to construct an evaluation index system for physical literacy in junior high school students with Chinese characteristics, quantify the relative importance of each domain, and provide a framework for students to assess and self-evaluate the sustainable development of their physical literacy. The indicator system was modelled on CAPL-2, and valid indicators were extracted from the literature. A pre-selected indicator system for physical literacy in junior high school students was constructed through three rounds of Delphi expert questionnaire surveys (48 questionnaires were distributed in total). A total of 16 experts participated in all three rounds of the surveys until a consensus was reached on the indicators, resulting in the establishment of a hierarchical analysis-based theoretical model. This was developed using the experts’ opinions and determined the items to be subdomains and weights. The AHP was employed to ascertain the relative importance of the subdomains and items within the assessment system. The index weight scores of the Chinese junior high school students’ physical literacy assessment index system are aligned with the core tenet of the physical literacy concept, comprising four primary indicators, eight secondary indicators, and 26 tertiary indicators. The weights of the physical literacy evaluation indexes for junior high school students in China were calculated using the AHP to establish a progressive hierarchical model and the consistency test. The primary indicators were found to be in the following order of importance: Physical Competence (29.82%) > Motivation and Confidence (29.64%) > Knowledge and Understanding (20.27%) = Daily Behavior (20.27%). The system is an effective means of evaluating the impact of physical activity and health promotion among junior high school students, and it effectively addresses the needs of this age group in these areas. It provides a comprehensive assessment of the effects of physical activity and health promotion among junior high school students, and it offers a scientific foundation for the development of precise and individualized physical activity and health promotion programs.

Is prior bullying victimization associated with subsequent bullying perpetration? A theoretical framework based on the Threat-Motivation model.

Bullying among adolescents is a global public health issue prevalent in schools, posing significant risks to positive adolescent development. Studies have shown that bullied adolescents tend to engage in more bullying perpetration, but this underlying process of longitudinal correlation has not been fully elucidated. Based on two waves of longitudinal data collected from 347 junior and 144 senior high school students in China (Mage = 13.66 years, SDage = 1.46, 59.27% boys) at 1-year intervals, two moderated chain-mediation models were used to explore the longitudinal correlations between bullying victimization and bullying perpetration and its underlying processes. The results found a significant positive correlation between adolescents' bullying victimization experiences 1 year prior and bullying perpetration 1 year later. Furthermore, fear of negative evaluation and psychache played a longitudinal chain-mediating role in the process, with self-esteem and grade moderating this mediating pathway, either enhancing or weakening the effect. This study demonstrates that prior bullying victimization is longitudinally and positively associated with subsequent bullying perpetration among adolescents. This process is mediated by fear of negative evaluation and psychache, with self-esteem and grade level as moderators. Based on these conclusions, we have formulated the Threat-Motivation Model, offering a framework to understand the relationship between bullying victimization and bullying perpetration. Practical implications, including strategies to reduce bullying in youth groups, are discussed.

The relationship between childhood trauma and mental health status among Chinese vocational high school adolescents: the mediating effect of poor self-control and internet addiction

BackgroundMental health problems among adolescents are a common concern globally. However, its relationship with childhood trauma is not clearly understood from the existing studies. Therefore, this study aims to explore the relationships among childhood trauma, mental health, self-control, and internet addiction in Chinese vocational high school students.MethodsA cross-sectional survey was conducted among vocational high school students in China from October 2020 to December 2020. Standardized questionnaires were used to collect basic information regarding childhood trauma, self-control, psychological state, and social demographics. A structural equation model was used to study the relationships among internet addiction, self-control, childhood trauma, and mental health.ResultsA total of 3368 individuals participated in the study. The results revealed the mediating effects of poor self-control and internet addiction on the association between childhood trauma and mental health.ConclusionsInternet addiction and low self-control play mediating roles in childhood trauma and mental health. Clarifying these relationships will help formulate better-targeted interventions to improve the mental health of Chinese vocational high school students and aid in interventions to treat and prevent mental health problems.

Investigation of the Effectiveness of TRIZ Invention for Enhancing Design Creativity in High School Students in China: The role played by teacher self-efficacy

Purpose – The purpose of this study was to evaluate the effectiveness of creative problem solving methodologies, such as TRIZ, in boosting design creativity in high school students in China, considering the role of the teachers’ self-efficacy in implementing such interventions. Design/methodology/approach –The study employs an experimental or quantitative research methodology to systematically assess the efficacy of the TRIZ intervention and explore the factors characterizing the integration of creative applied methodologies into educational practice. Results demonstrate a significant increase in students' design creativity following the TRIZ intervention, as evidenced by pre- and post-intervention assessments. Findings – The study reveals a strong correlation between teacher self-efficacy and the effective implementation of TRIZ. Teachers with high self-efficacy in teaching TRIZ were more likely to create learning environments that enhanced student creativity, thereby maximizing the intervention's impact. Conversely, teachers with lower self-efficacy showed resistance to incorporating TRIZ into their teaching practices, potentially compromising its effectiveness. This study demonstrates the significant potential of the TRIZ methodology for enhancing the design creativity of high school students in China. Research limitations– The study has limitations because of its geographical concentration on the Chinese students and teachers. Future research could look into additional regions to validate this notion. Practical implications – For effective implementation of TRIZ, teachers should prepare their teaching material that incorporates TRIZ principles systematically.

The Impact of Developing Moral Education on the Morality of Primary School Students in China

This study investigates the impact of moral education on the development of students' morality in these institutions. It highlights the unique political and cultural characteristics of Chinese moral education, emphasizing its role in fostering values of communism and socialism with Chinese characteristics. The research examines the effective mechanisms implemented by the government and educational departments, the crucial role of moral education teachers, and the importance of textbooks in guiding students' moral development. The study finds that despite some challenges, moral education positively influences the moral growth of primary school students in China. Recommendations for policymakers, educators, and teachers are provided to enhance the effectiveness of moral education, ensuring it meets both practical and individual needs.

The relationship between explicit and implicit educational values and learning burnout among senior high school students

This study aimed to demonstrate the relationship between explicit and implicit educational values and learning burnout among senior high school students in China. Using stratified cluster sampling, 768 students from six high schools participated in a survey on explicit educational values and learning burnout. The Single Category Implicit Association Test (SC-IAT) explored students’ implicit attitudes toward educational values. The results showed that an emphasis on economic benefit was placed first among all explicit educational values. In contrast, the external value of education was more likely to be recognized in implicit educational values. Explicit and implicit educational values were significantly negatively correlated with learning burnout. However, there were no significant correlations between the explicit and implicit educational values, suggesting that the two belong to relatively independent psychological structures.

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.

Parents’ expectation, self-expectation, and test anxiety among primary school students in China: a moderated mediation model

Parents’ expectation, self-expectation, and test anxiety among primary school students in China: a moderated mediation model

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.

Predicting non-suicidal self-injury among Chinese adolescents: The application of ten algorithms of machine learning

Background and aimsHigh non-suicidal self-injury (NSSI) prevalence among adolescents is a global health issue. However, current prediction models for adolescent NSSI rely on a limited set of algorithms, resulting in biased predictions. Therefore, the aim of this study is to develop multiple machine learning models to enhance prediction accuracy and mitigate biases among Chinese adolescents. MethodsA total of 4487 junior and senior high school students in China were recruited. Multiple algorithms were included, such as logistic regression, decision tree, support vector machine, Naive Bayes, multi-layer perceptron, K-nearest neighbors, and ensemble learning algorithm like random forest, bagging, AdaBoost, and stacking to build predictive models. Data processing techniques, including standardization and the synthetic minority oversampling technique, were employed to optimize the predictive model. The model was trained on 70 % of the data, reserving 30 % for testing. ResultsThe ten prediction models achieved a good performance, with area under the receiver operating characteristic curve (AUC) scores above 0.700 in the test set. The stacking and random forest models achieved AUC scores of 0.904 and 0.898, respectively. The prediction performance of the Naive Bayes model was relatively poor. The top five important variables were resilience, bully, suicidal ideation, internet addiction, and depression. ConclusionsThe ensemble machine learning algorithm showed promising results predicting NSSI among adolescents. Such algorithms should be recommended for future NSSI research to enhance predictive accuracy. Identification of important features in NSSI prediction can help develop screening protocols and lay a foundation for clinical diagnosis and intervention in adolescent populations.

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.

Development and validation of a secondary vocational school students’ digital learning competence scale

The rapid advancement of digital technology has not only affected the world of work but also students' learning. Digital learning competence (DLC) is one of the essential skills students need for effective learning in a digital environment. Despite the significant presence of secondary vocational school students in China, constituting one-third of the high school demographic, research on their digital learning needs remains sparse. Addressing this gap, this paper attempted to propose the elements and structural model of digital learning competence for secondary vocational school students (V-DLC). A corresponding questionnaire was compiled, and an analysis was carried out with 872 valid survey data of secondary vocational school students achieved by convenient sampling. A five-factor model for the V-DLC was established through exploratory and confirmatory factor analyses, cross-validity, and criterion validity tests. This paper suggests that evaluating students' digital learning competence in secondary vocational schools can be achieved by considering the dimensions of cognitive processing and reading, technology use, thinking skills, activity management, and will management, combined with students' learning experiences in school and other fields. Given the global focus on digital learning competence, this framework will pave the way for empirical research on digital learning and guide the enhancement of student learning ability in vocational settings, adapting to the digital era. Furthermore, transitioning to a digitalized vocational education system is essential for preparing students for a digitally-driven workforce, aligning with modern job market demands and global trends.

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.

Creativity, Practical Ability, Self‐Identity: Public Art Practice with Primary School Students in China

AbstractPublic art is increasingly recognised for its pedagogical value, especially in higher education, where it enhances institutions’ educational outcomes and expands students’ learning experiences. However, its potential in basic education remains under‐exploited. This study aims to bridge the gap by investigating how public art is effectively integrated into school curriculums and the educational benefits it offers students in their learning journey. Researchers, therefore, designed a student‐centred public art intervention project, Dreams and Hopes, at a Chinese nonprofit primary school incorporating the school's educational goals. The project recruited 5th and 6th graders to create a giant mosaic mural for the campus’ public space during the school's club and regular curriculum. To determine the educational benefits of the public art practice, researchers collected qualitative data using ethnographic methods in the project. The results showed that students at different stages (design, making, exhibition) gained competencies in three key themes: creativity (divergence, convergence, expression), practical ability (operation, innovation, collaboration), and self‐identity (satisfaction, achievement, confidence). These competencies align with the school's educational goals and enhance students’ learning experience. Problem‐based guidance, a relaxed and enjoyable atmosphere, effective communication and a connection to reality are essential to these critical competencies. The study reveals that public art may support educational goals and benefit students. It also enhances the practical experience of public art in basic education and provides a model of intervention to educators. The study recommends that schools actively collaborate with external resources, emphasise the art practice's educational value, and provide platforms for student arts participation.

The development of a digital intelligence quotient scale: A new measuring instrument for primary school students in China

The development of a Digital Intelligence Quotient (DQ) scale for primary school students is the basis for research on the DQ of primary school students, which helps to scientifically diagnose the level and the current average DQ among Chinese primary school students. This study developed and validated a scale applicable to the assessment of DQ in Chinese primary school students where, the initial scale was first constructed; Then 1109 valid datasets were collected through purposive sampling and divided into Sample A and Sample B; Sample A was subjected to exploratory factor analysis and Sample B was tested by confirmatory factor analysis; The final validated scale consists of 22 items in 7 dimensions: digital identity, digital use, digital safety, digital security, digital emotional intelligence, digital literacy and digital rights. The scale has high reliability and validity and thus can be used as a reliable instrument for assessing DQ in Chinese primary school students.

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.

Risk Factors Associated with Depressive Symptoms Among High School Students in China

Risk Factors Associated with Depressive Symptoms Among High School Students in China

Factors influencing continuance intention in blended learning among business school students in China: based on grounded theory and FsQCA

ABSTRACT This research study aims to explore the factors that influence continuance intention in Blended learning (BL) among business school students in China. By employing a grounded theory approach and utilizing the Fuzzy Set Qualitative Comparative Analysis (FsQCA) method, the research investigates the complex interplay of various variables that contribute to business school students’ intention to continue participating in BL programs. The study includes a comprehensive analysis of factors such as self-efficacy, perceived usefulness, task-technology fit, social influence, and satisfaction. The findings provide valuable insights into the factors that drive business school students’ continuance intention in BL, specifically within the business school context in China. Moreover, the study highlights the non-linear relationships and various configurations of these factors that result in high levels of continuance intention. The results contribute to the existing knowledge base and inform educational institutions in designing effective strategies to enhance business school students’ engagement and promote the long-term success of BL initiatives.