Students In Different Regions Research Articles

EXPLORING ASPIRATIONS AND REALITIES: A COMPREHENSIVE CROSS-SECTIONAL QUESTIONNAIRE-BASED SURVEY ON THE CAREER OUTLOOK AND EXPECTATIONS OF DENTAL STUDENTS

This study aims to assess the career expectations of dental students across various dental colleges in India through a comprehensive questionnaire.A structured questionnaire, encompassing factors related to career perceptions and expectations, was distributed among dental students in different regions of India. The study received responses from 403 participants, and subsequent data analysis was conducted to derive meaningful results.Among the 403 respondents, 170 (42.2%) expressed a preference for establishing themselves as self-employed dentists, while 140 (34.7%) indicated that family influences played a significant role in their career decision-making. The findings suggest a prevalent interest among dental students in establishing independent practices or working in established clinics, driven by aspirations for financial stability and a harmonious work-life balance. Family considerations emerged as a crucial factor influencing both short-term and long-term career plans. Respondents highlighted factors such as reduced bureaucracy, increased part-time job opportunities, and improved work-life balance as motivations for eventually establishing their own dental practices.The study reveals a notable inclination among dental students towards entrepreneurship and a desire to strike a balance between professional and personal life. Family dynamics play a pivotal role in shaping the career decisions of these students. Factors such as reduced bureaucratic hurdles and enhanced work-life balance were identified as significant contributors to the preference for establishing independent dental practices.

Reducing harm for the LGBTQ+ community

Despite progress in recent years, members of the LGBTQ+ community remain underrepresented and underserved in the school system. Ferial Pearson and Steven Gill draw on research literature and their own experiences as out queer educators to recommend a set of actions educators can take to reduce harm to members of these communities in school. They call for explicit safe/brave spaces and school cultures, support for LGBTQ+ educators, greater representation in school curricula, and professional development for teachers. Current research shows the benefits of these approaches, but more research is needed to learn what school-level practices and policy changes will be most beneficial to students in different regions and with different intersecting identities.

越南学生汉语习得中的韵母偏误分析

本文对汉语和越南语韵母系统进行了较详细的描写，同时对标准越南语与越南三大方言的韵母系统进行对比，以便找出越南学生在汉语习得过程中所存在的区域性韵母偏误。通过汉越韵母系统的对比本文指出二者在构成情况、韵母数量、拼写方式、语音等方面的异同。越南学生区域性语音偏误规律的分析结果表明不同区域的越南学生有不同的韵母偏误。本文运用理论对这些偏误进行解释，从而探讨偏误的成因,以求找出克服的方案以及提出教学建议。希望本研究结果能给从事汉语语音教学的工作者提供参考，使教学工作更加有针对性，从而能够提高教学效率，同时也希望对汉语学习者有所帮助。 This article describes the vowel of Chinese and Vietnamese, and compares the vowel of standard Vietnamese and the three major Vietnamese dialects in order to find out the regional vowel errors that Vietnamese students have in the process of Chinese acquisition. Through the comparison of Chinese and Vietnamese vowel systems, the article points out similarities and differences in phonetic aspects, writing methods, number of patterns, and composition of Vietnamese and Chinese. According to the analysis results of the regional wrong phonetic rule of Vietnamese students, Vietnamese students in different regions will have different vowel errors. The article has applied theory to explain these errors, thereby finding the causes of errors, finding solutions to overcome and making recommendations on teaching. It is hoped that the results of this research can be a reference for those who do the teaching of Chinese phonetics, making the teaching on target, thereby improving the teaching efficiency, improving the teaching efficiency, and at the same time also hope it helps the learners.

Have you "involution" today-Competition psychology scale for college students.

In order to investigate the competitive psychology of college students in the current context of fierce social competition, this study compiled a competition psychology scale for college students [i.e., the Competition Psychology Scale for College Students (CPS-CS)]. The scale was administered online to 628 university students in different regions of China. After item analysis, reliability analysis, and validity analysis, a 6-item scale was finally formed. CPS-CS contains four dimensions: hypercompetitive attitude, competitive motivation, personal development, competitive attitude, and competitive interpersonal relationships. The reliability and validity of the CPS-CS developed in this research meet the requirements of psychometrics.

Research on Online Course Teaching of Public Physical Education in Universities Under the Pandemic Situation

After the implementation, the online and offline teaching modes are compared and analyzed. In the special social environment, in order to ensure the normal teaching order, the university public sports online course is constructed. The construction research mainly includes the necessity of online physical education course, the design of teaching scheme, teaching objectives, teaching mode, extracurricular sports activities, assessment methods, the connection and comparison of online and offline courses, etc. The purpose is to build a set of practical online course system of university public physical education, make up for the deficiency of offline course teaching, and realize the sharing of educational resources among students in different regions at the same time In order to provide reference for the normal development of physical education in special environment such as epidemic situation.

Investigation of Academic Procrastination Based on Time-Inconsistent Preferences and Urban-Rural Differences

Most students experience learning-related procrastination that is more or less the result of spending time having fun. Although researchers have explored and researched the influencing factors and internal mechanisms of this phenomenon, due to the diversity of students' reasons for procrastinating, the measures used in this context have often encountered problems. In this paper, the current situation of students' academic procrastination and possible solutions to this problem are investigated and analyzed, and data are collected from 711 questionnaire surveys. Using the time-inconsistent preferences model, the degree of procrastination and time preferences of the interviewed students in different regions are calculated and analyzed, and the correlations among time-inconsistent preferences, urban–rural differences and respondents' degree of procrastination are identified. A polynomial fitting model that exhibits good correlation and accurately reflects the relationships among these factors is designed. Finally, the analysis results are summarized, and a hierarchical incentive mechanism is suggested, which provides a novel idea and an effective method for helping students overcome procrastination.

Challenges to Internationalisation of University Programmes: A Systematic Thematic Synthesis of Qualitative Research on Learner-Centred English Medium Instruction (EMI) Pedagogy

As many universities in non-Anglophone countries have committed to internationalising their academic programmes, more content courses in Arts and Sciences are being taught in English. When content courses are taught in English in a country where English is not the first language, this is called English Medium Instruction (EMI). Using specific country cases, previous studies have confirmed that an EMI course can pose many challenges to the learning of course content by students. To date, there have been few attempts to examine these challenges through a large-scale qualitative prism, which would be useful for gaining new insights in order to inform policy as well as classroom interventions. In this systematic thematic synthesis we have aimed to identify the obstacles to implementing learner-centred pedagogy in EMI tertiary programmes, focusing on student perspectives. The Critical Appraisal Skills Programme (CASP) and Consolidated Criteria for Reporting Qualitative Studies (COREQ) were used to appraise and synthesise 40 empirical articles. The articles included 1769 participants in 20 non-Anglophone countries and jurisdictions. The participants were both local and international non-native English-speaking students enrolled in EMI courses. The synthesis yielded 46 descriptive themes stratified into six analytical domains. The suggested domains are meta/linguistic, instructional, meta/cognitive, socio-cultural, affective, and institutional obstacles. They suggest that students in different regions faced quite similar challenges in their EMI courses. The challenges consist of inadequate use of English by students and lecturers, and a lack of student-centred pedagogy, particularly in teacher–student and student–student interactions. The findings of most learner-centred EMI studies revealed that the main challenges came from English comprehension (the first three suggested domains); fewer studies included factors related to the learning environment (the last three domains). This review can inform university administrators, teaching staff and researchers engaged in internationalising higher education and aid in designing appropriate EMI programmes that offer better learner-centred educational experiences.

Prevalence and associated factors of anxiety among 538,500 Chinese students during the outbreak of COVID-19: A web-based cross-sectional study

This study was conducted on elementary school students in Henan Province, China, from February 4th to 11th, 2020, during the coronavirus disease 2019 (COVID-19) epidemic. The purpose of the study was to examine the prevalence of anxiety among students and identify the related risk factors contributing to anxiety. Demographic information and psychological status were assessed by using self-reported measures. The generalized anxiety disorder tool (GAD-7) and a multiple logistic regression model were used to assess anxiety and identify potential influencing factors. Cross-sectional data indicated that the overall anxiety prevalence was 13.4%. The prevalence of anxiety symptoms was highest among rural primary school students and lowest among city students. Three groups of students in different regions were surveyed, and the prevalence of anxiety symptoms was significantly higher among students with poor knowledge of COVID-19 than among students with good knowledge of COVID-19. After adjusting for potential confounding factors, it was found that location, knowledge, and practice were related to anxiety. This study showed that the prevalence of anxiety symptoms was higher among Chinese primary school students. The influencing factors found in this study may help relevant staff improve the mental health of children during the epidemic.

An Empirical Study of Students’ Acceptance of Online Education during the COVID-19 Pandemic in Saudi Arabia

This paper seeks to explore factors that determine the university student’s acceptance and adoption behavior towards online education platforms in Saudi Arabia (SA) during the COVID-19 pandemic. The research relied mainly on two theories: Unified Theory of Acceptance and Use of Technology (UTAUT), and the Technology Acceptance Model (TAM). Five different constructs were utilized from those theories to investigate the university student’s intention toward using online education platforms. The proposed model and its five hypotheses were tested by conducting a quantitative survey across social media to university students from different regions around SA. For the model validity, the measurement model was analyzed using a structural equation modeling technique applied using SmartPLS software. The survey sample consisted of 708 university students in different regions of SA. The analysis results show that Performance Expectancy (PE) and Facilitating Conditions (FC) affect students’ Attitude toward Using (ATU) and that ATU positively affects Behavioral Intention (BI). Nevertheless, Effort Expectancy (EE) is not significantly related to ATU. Thus, the level of difficulty in using the online education platform is not an effective determinant factor that would change the student’s attitude.

The study on the anxiety level of college students in emergencies based on fuzzy rough set over two universes

In 2020, the spread of the COVID-19 epidemic has attracted global attention. As a large-scale group that is receiving higher education, college students also show greater mood swings. How to reduce the psychological harm of anxiety to college students is a problem that needs to be solved urgently. Based on this, this paper proposes an evaluation model for the anxiety level of college students in different regions under the influence of COVID-19. First of all, the general influence index of college student’s anxiety level is obtained by correlation analysis. Secondly, the logical OR of the double quantization variable precision fuzzy set model and the degree fuzzy rough set model is used to establish the evaluation model of the anxiety level of college students under the influence of COVID-19. Finally, used big data, the idea of fuzzy upper and lower approximation, combined with the principle of maximum membership in fuzzy set theory, achieved the quantitative ranking of the anxiety levels of college students in different areas. The research shows that when the accuracy of decision-making is 45%, the anxiety level of the township college students group and the provincial capital or municipality college students group is higher. When the accuracy of decision-making is 65%, the anxiety level of the provincial capital or municipality college students group is higher than others.

Challenges of educational change in remote areas: An investigation on the implementation process of Education Priority Area Experimental Program

<p>本研究以參與「教育優先區─成功專案」之四個區19所國中小為研究對象，透過文件分析及質性訪談，分析成功專案籌備及實施第一年期間（2014至2015年）在四個區的運作情況。研究旨在探討專案學校如何推動成功專案、剖析成功專案在多大程度上促進改變，及阻礙改變產生的因素。研究發現區計畫書的經費配置取決於規劃者對基本學力的重視程度，區計畫書規劃策略深受學校行政教學分工及教育優先區計畫執行經驗之影響。成功專案在區層級所產生的改變為促進區內學校的交流與對話，在學校層級觀察到的改變則是調整補救教學實施和促進弱勢家長參與策略。缺乏行政權、共同討論時間和整合經驗，及人員流動是啟動與維持區變革之挑戰。本研究提出四項建議：（1）以提升學生基本學力為國中小整合主軸，發展行政人員課程領導能力；（2）引進結構化的補救教學模式，搭配與現場教學工作銜接的培訓課程，提升教師分析學生學習成效及差異化教學知能；（3）建立區內及校內行政人員與教師對話討論機制；（4）提供討論的鷹架與專業伴隨，以提升專案的綜效。</p> <p> </p><p>Since 1996, Taiwan has been implementing the Educational Priority Areas (EPA) Program to reduce the achievement gaps between students in different regions. However, according to the results from PISA, TIMSS, PILRS and the Basic Competence Test, the achievement gap has widened between urban and rural students over time. The Taiwanese Ministry of Education piloted the ""Success Program"" from 2014 to 2017, an experimental program in order to reform the EPA Program. This study sought to investigate the implementation of the Success Program. The researcher conducted semi-structured interviews with 26 school principals, division heads and teachers recruited from participating schools and utilized content analysis to analyze challenges, difficulties and compromises during the first two years of implementation. The purpose was to explore the extent to which the Success Program promoted educational change, the advantages and limitations of zone-based intervention, as well as the factors hindering educational change. Suggestions are provided for improving area-based intervention. Results: The results indicate that the Success Program facilitated inter-school cooperation among elementary teachers at the zone level. Besides, the adjustment of remedial teaching and parental involvement strategies were observed at the school level. However, no change was found at the classroom level. In addition, there was a goal displacement at the school level. In terms of zone integration, lacking of administrative power, short of discussion time, insufficient collaboration skills as well as high teacher turnover rate were main challenges of initiating and sustaining educational change. Policy recommendations: (1) Cultivating instructional leaders and concentrating the focus of zone integration on basic competences. (2) Providing instructional guidance and introducing school-based workshops to strengthen instructional practices. (3) Establishing the discussion mechanism between the administrative team and teachers. (4) Providing scaffolding and expert consultations to support collaborative discussions.</p> <p> </p>

An Analysis of the Equity of Students' Investment Base on Korea Local Education Finance

Background/Objectives: This study analyzes the equity of the per capita investment scale of students in Korea. Methods/Statistical analysis: This study compares and analyzes the equity of the per capita investment of students, the per capita labor cost investment of students and the per capita facility investment of students. In addition, this paper analyzes the changes of students' per capita investment in each year (2011-2014), and evaluates the fairness of students' per capita labor cost and facility cost investment. Findings: The results of this study are as follows. First, on the whole, the per capita investment of students in the city, the road and the land department is relatively fair. The per capita investment of students in different regions of the Municipal Department of education was unequal from 2012 to 2014. Second, according to different regions, the fairness of investment in labor cost and facility cost per student is different. It can be seen that the investment amount of labor cost per student is fair among city, road and land departments. From 2011 to 2014, the labor cost per capita of Gini city showed a rising trend. Third, according to the different districts of the city and the road Education Department, there are differences in the investment amount of labor cost per student and the investment amount of facility cost per student. From 2011 to 2013, Busan city has the largest per capita investment, and Seoul special city has the lowest. Improvements/Applications: After the diagnosis of the fairness of the current investment amount of students among regions, the reasonable improvement plan of education finance is provided to the relatively low areas, and the direction of the distribution and development of student education finance in the future is put forward.

The Persistent Legacy of the Fallen Empires. Assessing the Effects of Poland's Historical Partitions on Contemporary Social Norms Regarding Education

Abstract This paper refers to the historical experience of Poland in order to demonstrate the importance of former institutions on present regional differences in the norms regarding education. Previous studies revealed significant discrepancies between the scholastic achievements of students in different regions in Poland, ones that correspond to the partition of the country by its three neighbours (Austria, Prussia, and Russia), lasting from the late 18th century to the close of WWI. In particular, students in the former Austrian partition perform better than their peers in the two other regions. In this study, a self-designed survey of parents is used to operationalize different kinds of norms regarding education. As it turns out, parents from the region formerly under Austrian rule show more trust in educational institutions, more belief in the formative role of schooling, and less conviction in the material returns from education. The results show that contemporary discussions on the geography of educational achievements need to take into account the broad cultural context of education.

Challenges of educational change in remote areas: An investigation on the implementation process of Education Priority Area Experimental Program

<p>本研究以參與「教育優先區─成功專案」之四個區19所國中小為研究對象，透過文件分析及質性訪談，分析成功專案籌備及實施第一年期間（2014至2015年）在四個區的運作情況。研究旨在探討專案學校如何推動成功專案、剖析成功專案在多大程度上促進改變，及阻礙改變產生的因素。研究發現區計畫書的經費配置取決於規劃者對基本學力的重視程度，區計畫書規劃策略深受學校行政教學分工及教育優先區計畫執行經驗之影響。成功專案在區層級所產生的改變為促進區內學校的交流與對話，在學校層級觀察到的改變則是調整補救教學實施和促進弱勢家長參與策略。缺乏行政權、共同討論時間和整合經驗，及人員流動是啟動與維持區變革之挑戰。本研究提出四項建議：（1）以提升學生基本學力為國中小整合主軸，發展行政人員課程領導能力；（2）引進結構化的補救教學模式，搭配與現場教學工作銜接的培訓課程，提升教師分析學生學習成效及差異化教學知能；（3）建立區內及校內行政人員與教師對話討論機制；（4）提供討論的鷹架與專業伴隨，以提升專案的綜效。</p> <p> </p><p>Since 1996, Taiwan has been implementing the Educational Priority Areas (EPA) Program to reduce the achievement gaps between students in different regions. However, according to the results from PISA, TIMSS, PILRS and the Basic Competence Test, the achievement gap has widened between urban and rural students over time. The Taiwanese Ministry of Education piloted the ""Success Program"" from 2014 to 2017, an experimental program in order to reform the EPA Program. This study sought to investigate the implementation of the Success Program. The researcher conducted semi-structured interviews with 26 school principals, division heads and teachers recruited from participating schools and utilized content analysis to analyze challenges, difficulties and compromises during the first two years of implementation. The purpose was to explore the extent to which the Success Program promoted educational change, the advantages and limitations of zone-based intervention, as well as the factors hindering educational change. Suggestions are provided for improving area-based intervention. Results: The results indicate that the Success Program facilitated inter-school cooperation among elementary teachers at the zone level. Besides, the adjustment of remedial teaching and parental involvement strategies were observed at the school level. However, no change was found at the classroom level. In addition, there was a goal displacement at the school level. In terms of zone integration, lacking of administrative power, short of discussion time, insufficient collaboration skills as well as high teacher turnover rate were main challenges of initiating and sustaining educational change. Policy recommendations: (1) Cultivating instructional leaders and concentrating the focus of zone integration on basic competences. (2) Providing instructional guidance and introducing school-based workshops to strengthen instructional practices. (3) Establishing the discussion mechanism between the administrative team and teachers. (4) Providing scaffolding and expert consultations to support collaborative discussions.</p> <p> </p>

Survey and Research on Health Information Assistance Needs of Junior Middle School Students in Different Regions of Guangdong Province

Objective: To study the health information assistance needs of junior high school students in 8 different regions of Guangdong Province in a cluster, to understand the current situation of junior high school students' health information assistance needs, and to collect feasibility data for hospitals and schools to jointly promote the healthy development of students. Methods: In June 2019, a group of junior high school students from 8 different regions in Guangdong Province [678 students (in 2 towns), 352 students (in 2 counties and prefecture-level cities), and 1098 students (in 4 provincial-level cities)] were selected in a group. A questionnaire survey was conducted by 2128 people, the results of the questionnaire survey were collected, and statistical analysis was performed. Results: Of the 2128 junior high school students in 8 different regions, only 52.07% had confidence in their health, and there were no regional differences. Health information for students seeking professional medical assistance includes: 1578 person-times (74.15%) of nutritional diets, 1084 person-times (50.94%) to eliminate tiredness, 1190 person-times (55.92%) to improve sleep quality, 1002 person-times (47.09%) to reduce anxiety, making him happier and stronger 1164 person-times ( 54.70%). Students in different regions asked for help on how to make their hearts happier and stronger. The results suggest that provincial and county-level students have greater needs than urban students. Conclusion: The results of this research show that junior high school students in different regions of Guangdong Province have insufficient awareness of health, and there is a large demand for various health help information, and the focus is on prevention. It is of practical significance to strengthen and meet the health information needs of junior high school students.

The Influence of Peer Relationship on Middle School Students’ Education <br/>—CEPS Data Based on 2013-2014 Baseline

This paper uses data from the China Education Tracking Survey (CEPS) to explore the impact of peer relationships on the academic performance of students in the ninth grade. First, according to the number of migrants in the area, the sample is divided into three groups, namely, Shanghai, a region with a large number of floating population and a national core sample formed in other parts of the country. Then, the local students in each sample group are grouped with the foreign students, and the impact of peer relationship on their academic performance is analyzed respectively by regression analysis. Then the differences among the groups are compared. Finally, the sample is limited to the sample of students in the rural household registration system. Parent-child relationship is added to control the influence of the family environment and a robustness test is conducted. Through these empirical studies, we find: 1) There are differences in the impact of peer relationships on academic performance in different regions. In the Shanghai sample, there is no significant correlation between peer relationship and academic achievement; in regions with a large number of floating population, the quality of peer impact on academic performance is greater than that of national core sample with fewer floating population. 2) The impact of peer relations on students in different regions in China and foreign countries is different. In areas with a large number of floating population, peer relationships significantly affect the academic performance of overseas students. In the national core sample, peer relationships significantly affect the academic performance of local students, with no significant impact on foreign students. 3) There are differences in the impact of peer relations on Chinese and mathematics. Among them, the least impact on the language proficiency. 4) There is a significant positive correlation between student evaluation of peer relationships and academic achievement. The impact of communication frequency on academic performance may be poor.

Entrepreneurship and Saudi Engineering Students: Intentions and Competencies

In recent years, entrepreneurship has opened many doors and opportunities for individuals and societies alike. In the case of Saudi Arabia, it could reduce the reliance on oil and contribute to the economy diversification. This research paper aims to investigating students’ entrepreneurial intentions such as their level of interest, the time preference of starting their venture and preferences regarding a partnership. Further, it assesses the students' attainment level of skills that are deemed necessary for an entrepreneur to be successful. The research is also evaluating whether a university has any role in providing the students with the necessary skills and in which ways it does that. A survey was used to find answers to the research questions and was distributed to students in different regions of Saudi Arabia. The study found that about 80% of engineering students are interested in having an entrepreneurial career and the primary motivator behind this decision is to make more money than what is provide by a traditional job. Additionally, the majority of students prefer working for a few years before venturing on their own. The results show that skills and competencies such as decision making, effective communication, strategic and analytical thinking, flexibility and leadership were acquired at a better level than skills and competencies such as business acumen, risk taking, financial expertise and time management. Moreover, only 47% of participants believe that higher education schools have a role in equipping the students with the required skills, and the majority of those believe the university has helped them in attaining skills, such as project management skills through business administration courses.

Elementary School Students’ Attitude toward Science and Related Variables

Worldwide studies have revealed an important issue in that an increasing percentage of students within the X – Y age group are not interested in science. Many students, especially females, have negative feelings and attitudes toward science, which discourages them from continuing with scientific inquiries. There are limited studies related to the factors predicting school students’ attitude toward science; therefore, the purpose of this study is to determine the relationships among the seventh grade elementary students’ attitudes toward science, their learning approaches, motivational goals, science achievement and students’ nature of science (NOS) views. The questionnaires for this study were administered online to 3,598 seventh grade students in different regions and cities of Turkey. The convenience sampling method was used in this study. The correlation results revealed the positive relationship between attitude toward science and the other variables. Multiple regression analysis indicated that while students’ meaningful learning, self-efficacy, and nature of science views have a positive contribution, rote learning contributed negatively to the model. The findings also showed that parents’ income and education level had a significant effect on students’ attitude toward science.

Türkiye’de Eğitime Erişimin Bazı Değişkenlere Göre İncelenmesi

In this study, an assessment of access to education in Turkey is done by considering gender, region, economic status, and literacy rates as variables. In the study, statistical data of gender, number of students in different regions and illiterate population rate, provinces with the highest-lowest school enrollment rate, education expenditure rate according to the family's income level are used. Data is obtained from Turkish Statistical Institute [TUIK]. According to the results, while in different educational levels total girls’ and boys’ enrollment rates are increasing day by day, enrollment rate is decreasing in the higher level of education. In all educational levels, the district with the highest number of students per school is Istanbul. The number of students per school in Northeastern Anatolia, Eastern Black Sea and in the Western Marmara regions is lower than the average of Turkey. In primary school, Cankiri, Tokat and Gumushane are the cities with the lowest enrollment rate; Zonguldak, Artvin and Samsun are the cities with the highest enrollment rate. It is assured that education expenditure in Turkey for the year 2012 is more unequally distributed than education expenditure in 2011

What are Students’ Attitudes towards Different Management Strategies: A Cross-regional Study

Previous studies have revealed that Singapore students seemed to show many disciplinary and behavioral problems in schools. Many teachers think their students are becoming harder and harder to deal with. Thus the strategies for managing disciplinary and behavioral problems have become a crucial factor in determining teachers’ success in their careers. Two previous studies (Cheng & Tan, 2000; 2002) reported Singapore teachers’ favorite management strategies and students’ attitudes towards these strategies. A big discrepancy was found in these two previous studies. Students showed very negative attitudes towards most of the management strategies which the teachers thought were very effective. The present study seeks to learn if students in different regions of China have similar attitudes towards these strategies. The attitudes of students from three regions, a big modern city, a medium size city and a remote mountain area in China were summarised and compared with Singapore students. The students from all different regions showed similar attitudes toward these management strategies. However, attitude differences between the students from the remote mountain area and the other regions exist and cannot be ignored. These students from the remote mountain area showed more tolerance to their teachers’ strategies which the others were strongly against. The results of the present research will help teachers to understand their students better and reconsider the use of appropriate strategies to deal with students’ disciplinary and behavioral problems.