Undergraduate Students In China Research Articles

Machine Translation in EFL Learning: Chinese Undergraduates’ Use, Perceptions, and Machine Translation Literacy

Machine translation (MT) has been recently experiencing an upsurge in popularity within the realm of second language (L2) and foreign language (FL) education.This paper aims to present the findings of a questionnaire survey that investigated the use and perception of MT, as well as MT literacy, in English as a foreign language (EFL) learning among undergraduate students in China. A total of 936 online questionnaires were collected from one university in China, with corresponding statistical data analyzed thereafter. The results indicate that MT is prevalently and frequently used in EFL learning by both low- and high-proficiency respondents from diverse disciplines, highlighting an urgent need to improve their MT literacy. This study holds significant pedagogical implications, shedding light on best practices for the efficient use of MT in realm of language education, particularly in EFL education.

Maintaining social trust: Family cohesion and enhancing mindset in the face of COVID‐19 stress

AbstractWe recruited a large cross‐sectional sample of undergraduate students in China (n = 1134) early in the COVID‐19 pandemic to investigate how family cohesion may be related to the maintenance of social trust. Family cohesion was positively associated with social trust, and this effect was partially mediated by psychological stress responses to COVID‐19 (PSRC), that is, family cohesion was negatively associated with greater PSRC which was also negatively associated with social trust. Having a “stress‐as‐enhancing” mindset had an additive negative effect on the association between family cohesion and PSRC but only had a weak dampening effect on the negative association between PSRC and trust. Interventions focusing on cultivating positive family relationships and embracing a stress‐as‐enhancing mindset may offer avenues for maximizing protective factors in times of public health crises.

Seat Selection as a Function of Cultural and Individual Differences: Insights from Undergraduate Students in China

Students’ seating selection is a significant physical variable that has implications for both teachers and students. These seating preferences have been linked to students’ personalities, motivation, and academic performance. However, there is limited knowledge regarding the cultural influences on these preferences. In this exploratory qualitative study, we aim to investigate the cultural factors that influence the seating choices of undergraduate students. The study participants were recruited using purposive sampling. Face-to-face interviews and scenario simulation surveys were utilized to collect data, which was analyzed using thematic analysis. The study’s findings suggest that seating preferences are largely a function of individual differences and personal preferences, which often stem from personal and cultural factors. These factors are discussed under five primary themes: course academic value, gaining positive experiences, avoiding negative experiences, modesty and humility, and social belonging. These findings have implications for teaching and learning and for instructors, especially those from foreign cultures.

Association between body weight perception and intuitive eating among undergraduate students in China: the mediating role of body image.

The association between body weight perception and intuitive eating among undergraduate students in China remains insufficiently understood. In the present study, we were aimed to examine the correlation between body weight perception, body image, and intuitive eating and determine whether the link between body weight perception and intuitive eating was influenced by body image. A total of 1,050 undergraduate students completed the survey. Participants provided self-reported demographic details and completed two structured scales. The Body Esteem Scale for Adolescents and Adults (BESAA) and the Intuitive Eating Scale-2 (IES-2) were employed to assess body image and intuitive eating. Analysis of the mediation model was conducted using version 4.1 of the PROCESS Macro. Results with a value of p less than 0.05 were deemed statistically significant. The average age of the participants was 20.08 years (SD = 1.64). Among the students, 837 (79.7%) were female, and 212 (20.3%) were male. Body image (r = -0.429, p < 0.001) and intuitive eating (r = -0.313, p < 0.001) exhibited significant negative associations with body weight perception. Furthermore, body image showed a significant positive correlation with intuitive eating (r = 0.318, p < 0.001). Significant mediating effects of body image were identified concerning intuitive eating and body weight perception in the right weight (95% bootstrap CI = 0.007, 0.040) and overweight groups (95% bootstrap CI = -0.048, -0.009). The indirect effects of body image constituted 12.19% and 15.33% of the total effects of intuitive eating in these two groups. Although the indirect effects were not substantial, these outcomes shed light on the partial understanding of how body weight perception impacted intuitive eating via body image. Importantly, our findings emphasized the significance of body image and body weight perception, offering a novel insight for prospective interventions targeting undergraduate students.

A Quantitative Study on Undergraduate Students’ Deeper Learning in Peer-Feedback and Self-Feedback Tasks in an English as a Foreign Language Writing Course

Deeper learning competencies, such as critical thinking, communication, collaboration, and self-management, are receiving increasing attention in education. In writing instruction, feedback-providing tasks have the potential for promoting deeper learning. This study develops and applies a self-report scale to explore the level of deeper learning among undergraduate students in China in providing peer feedback and self-feedback in an English as a Foreign Language (EFL) writing course. The scale includes three dimensions: involvement, use of deeper learning strategies, and deeper learning outcomes. The research found a generally moderate level of deeper learning in various feedback-giving tasks. Significant and positive correlations were found between the three dimensions of deeper learning as well as between deeper learning, anticipation toward feedback-giving tasks and overall course evaluation. At the same time, it was found that students may be more active in deeper learning from the perspectives of their use of deeper learning strategies and the perceived learning outcomes than from the perspectives of participation in discussion as well as time and effort spent on the tasks.

The Evolution of Urban Physical Education Development Model and Its Innovative Development Strategy

In China's urban environment, physical education has changed significantly during the last few decades. Physical education programs are in higher demand than ever, especially in colleges, as people's knowledge of health and fitness has grown. This study examines the effectiveness of an innovative physical education development and strategy, based on self-determination theory principles, in promoting physical activity and motivation among undergraduate students in Taiyuan, China. A total of 256 participants enrolled in fitness-based physical activity classes at a university in China were included in the study. Data was collected through self-reported measures of physical education, physical fitness, innovativeness, lifestyle behavior, and academic achievement. Statistical analyses were conducted using SPSS software. The findings suggest that the physical education development model and strategy may be effective in promoting physical education, physical fitness, innovativeness, and academic achievement among undergraduate students in China. Further research may be needed to explore the relationship between academic achievement and lifestyle behavior in more detail and to identify any other factors that may be influencing academic achievement.

Depression and approach-avoidance achievement goals of Chinese undergraduate students: A four-wave longitudinal study.

The study explored the prospective relations between depression and approach-avoidance achievement goals of undergraduate students in China. 2473 full-time undergraduates reported their depression and achievement goals annually from the freshman to the senior year. Data were analysed using descriptive statistics, correlation analysis and cross-lagged models. Students' achievement goals decreased gradually during the first 3 years but rose in the fourth year, and the avoidance goals appeared to be less prevalent than the approach goals over time. Depression was negatively associated with approach goals, whereas positively correlated with avoidance goals. Depression in the freshman and sophomore years resulted in more avoidance goals 1 year later, and the depressive problems in the junior year predicted the decline of approach goals in the senior year. The present study highlighted the deleterious effects of depression on the achievement goals of college students.

An Analysis of Factors Influencing Chinese University Students’ Major Choice from the Perspective of Gender Differences

Higher education attainment is a focus of gender differences research. However, little is known about differences in university students’ major choices at the same level of higher education in China’s education hierarchy. Based on a web survey of 1164 undergraduate students in China’s broad enrollment context, this study uses Wenjuanxing to collect information by posting questionnaires on social media platforms and analyzes the impact of gender differences on the major choices of finance and economics undergraduates by using the Linear Discriminant Model (LDM). Moreover, this study explores the differential impact of income level, urban–rural settings, and regional differences on university students’ major choices. This study finds that female students are approximately 2.62 times more likely than male students to choose applied majors (such as accounting, financial management, auditing, international business, and so on), a gap that is more pronounced in high-income families and Eastern regions. In addition, in rural areas, female students have a higher probability of choosing applied majors than male students. These findings indicate that in China’s broad discipline enrollment model, gender differences still significantly affect students’ major choices, and female students are more likely to enter applied majors than their male counterparts.

Career Education Skills and Career Adaptability among College Students in China: The Mediating Role of Career Decision-Making Self-Efficacy.

In the past, the shift in career patterns and the unprecedented disruptions caused by events such as COVID-19 have posed notable challenges for job seekers. This holds particularly true for college students who are preparing to enter the workforce. In this context, enhancing career adaptability plays a vital role in shaping their career development. The primary objective of this research was to investigate the relationship between career education skills and career adaptability among 273 undergraduate students in China. Additionally, the study aimed to explore the mediating effect of career decision-making self-efficacy in shaping this relationship. The findings of the correlation analysis indicate a significant positive correlation between career education skills and career adaptability. Moreover, the results of the mediation model revealed that career education skills significantly contribute to improving career adaptability along with the mediating effect of college students' self-efficacy in making career decisions. This study suggests that universities should prioritize the development and expansion of career education initiatives. They should not only help establish clear career goals for college students but also cultivate a positive and flexible career outlook to assist them in better adapting to various changes that may arise throughout their career journeys.

Block-based teaching method based on cybernetics: a trial with 115 Chinese undergraduate medical students

BackgroundClass attendance is important for academic performance. Personal interactions between teachers and students are difficult in large classes; the number of medical undergraduate students in China ranges from dozens to over 100. It is important for teachers to control the teaching process to improve student attendance and participation.MethodsTwo classes of fourth-year undergraduate medical students, with each class comprising 115 students, participated in the study. One class, the trial group, was taught by the block-based teaching method based on cybernetics. This study was conducted with three of the courses in the Introduction to Oncology subject, and the trial group’s courses included several blocks. Each block had a test paper that the students responded to immediately in class using the Internet. The teacher obtained feedback from the students when the rate of correct responses to block-test questions was less than 90%. The teacher adjusted the teaching in the following blocks according to the feedback information. The other class, the control group, was taught using the traditional lecture-based teaching method.ResultsThe average attendance in the trial group was 104/115 (90.43%), and that in the control group was 83/115 (72.17%) (p = 0.0003). The teacher adjusted the teaching three times in the radiotherapy course owing to the complex ideas. After feedback, information on chemotherapy for the upper body was adjusted once, as was that on chemotherapy for the lower body, owing to students’ attitudes. The average total score of the trial group was 86.06 ± 17.46 and that of the control group was 80.38 ± 6.97 (p = 0.041). Questionnaire I showed that the trial group students’ attendance and participation were better than in the control group. Questionnaire II showed that the block-based teaching method based on cybernetics was approved by the students.ConclusionsThe block-based teaching method based on cybernetics used in medical classes with large numbers of Chinese undergraduate students had positive effects.

The contributions of teacher intercultural competence to academic satisfaction and engagement among international students in China and Thailand

Purpose: The contributions of teacher intercultural competence to educational outcomes, including student self-efficacy, engagement, and academic satisfaction, were investigated in this study.&#x0D; Design/Methodology/Approach: The study applies the quantitative method using primary data from the survey collected from 400 international undergraduate students in China and Thailand. The partial least squares structural equation modeling is used to analyze the relationships of variables between conceptual constructions.&#x0D; Findings: The results indicate that teacher intercultural competence has positive and significant effects on international student self-efficacy and engagement but has no significant effect on international student academic satisfaction.&#x0D; Conclusion: This study provides new insight into international student self-efficacy, engagement, and academic satisfaction from the perspective of teacher intercultural competence.&#x0D; Research Limitations/Implications: In this study, undergraduate international students were selected only from China and Thailand, which is considered a research limitation. Thus, increasing the generalizability of the whole population by collecting data from more universities is suggested for future research.&#x0D; Practical Implications: Educational policymakers or university administrators should improve international student educational outcomes from the perspective of teacher education and professional development. Teacher intercultural competence should be considered a significant part of teacher education and professional development. If the teachers understand the cultural or behavioral differences from the perspective of students, they can construct a more inclusive and effective academic environment. &#x0D; Contribution to Literature: This study proposed and confirmed the mediating role of international student self-efficacy, which brings clarification to the formational mechanism of how teacher intercultural competence affects international student engagement and academic satisfaction.

Exploring the Effects of Concept Mapping on Undergraduate Students’ EFL Reading Comprehension in China

Reading is a fundamental life-long learning tool to achieve personal and professional success, and it has been attached with great importance in China. However, despite the significance of reading comprehension, EFL undergraduate students in China face challenges when reading in English language. It is essential for both teachers and researchers to explore effective teaching techniques to teach reading. In this regard, concept mapping can serve as a specific form of teaching and learning technique for reading instruction. The present study employed a quasi-experiment to investigate the effects of concept mapping on the EFL reading comprehension of undergraduate students in China. The study spanned 32 instructional sessions, and the effects on knowledge retention were measured two weeks after the experiment. The participants included 135 second-year undergraduate students from three intact EFL classes at a university in China. The findings revealed that the use of concept mapping technique was effective in improving students’ reading comprehension. Moreover, the combined use of concept mapping with conventional method was more effective than fully using concept mapping in promoting students’ reading comprehension and knowledge retention. The study gives pedagogical and policy implications for teachers, syllabus designers, curriculum developers, and other stakeholders.

The effect of emotion regulation on emotional eating among undergraduate students in China: The chain mediating role of impulsivity and depressive symptoms.

This study aimed to examine the relationship between difficulties in emotion regulation and emotional eating and the role of impulsivity and depressive symptoms in mediating this chain. Four hundred ninety-four undergraduate students participated in the study. A self-designed questionnaire was used in the survey from February 6 to 13, 2022, to finish our purpose, including the Emotional Eating Scale (EES-R), Depression Scale (CES-D), Short Version of the Impulsivity Behavior Scale (UPPS-P) and Difficulties in Emotion Regulation Scale (DERS). The results showed that 1) difficulties in emotion regulation, impulsivity, depressive symptoms, and emotional eating were correlated; 2) impulsivity and depressive symptoms separately mediated the relationship between difficulties in emotion regulation and emotional eating; 3) impulsivity and depressive symptoms played a chain mediating role between difficulties in emotion regulation and emotional eating. The current study provided a better understanding of the psychologically related pathway of emotional eating. The results would be helpful for prevention and intervention of emotional eating among undergraduate students.

Contextual influences on deliberate self-harm among Chinese university undergraduates: A representative nationwide study

BackgroundNumerous studies have identified factors associated with deliberate self-harm (DSH), but environmental influences have largely been neglected. This study explored regional and university contextual factors that impact DSH among undergraduate students in China. MethodsSubjects in this observational cross-sectional study totaled 5016 undergraduate students, who were identified through multistage survey sampling in 22 Chinese universities. Individual-level data were obtained through a self-administered questionnaire, and environmental variables were extracted from the National Bureau of Statistics database. Multilevel logistic regression models were used to examine regional correlates of DSH. ResultsThe overall prevalence of self-reported DSH in the study sample was 7.5 % (95 % CI: 4.1 %, 10.9 %). The full multilevel logistic model showed university rank and city size were inversely associated with DSH prevalence (Adjusted Odds Ratio (AOR): 0.24 and 0.55). Regional unemployment rates were positively associated with DSH prevalence (AOR: 1.98, 95 % CI: 1.48, 2.65). DiscussionContextual disparities appear to contribute to DSH among Chinese undergraduates. Preventive initiatives must focus on redressing imbalances in the allocation of social and economic resources across universities and regions.

Circadian rhythms and sleep quality among undergraduate students in China: The mediating role of health-promoting lifestyle behaviours

BackgroundPoor sleep quality have become one of the most pressing public health problems for undergraduate students. The aim of this cross-sectional study was to investigate the relationship between circadian rhythms and sleep quality and the meditating role of health-promoting lifestyles in the relationship of Chinese undergraduate students. MethodsA total of 3423 students participated. The online survey consisted of the reduced Morningness-Evening Questionnaire (rMEQ), the Pittsburgh Sleep Quality Index (PSQI) and Health-Promoting Lifestyle Profile–II (HPLP–II). Logistic regression models were employed. ResultsThe prevalence of poor sleep quality is 43.03 %. The total mean scores of HPLP – II, PSQI, and rMEQ are 96.94 ± 17.26, 5.20 ± 2.70 and 14.83 ± 2.10, respectively. A significant negative correlation exists between the rMEQ and PSQI scores (r = −0.262, p < 0.001), but a positive correlation exists between the rMEQ and HPLP scores (r = 0.232, p < 0.001). The total and sub-domain scores of HPLP are also negatively correlated with the PSQI scores (r = −[0.166, 0.291], p < 0.001). Mediation analysis demonstrates the mediation of HPLP (indirect effect = −0.036, p < 0.001) on the effect of the rMEQ on PSQI scores that accounts for 13.30 % of the total effect. LimitationsCross-sectional design and recall bias in data collection. ConclusionsThe effect of circadian rhythm on sleep quality is partially mediated by the health-promoting lifestyle. In addition to maintaining a normal circadian rhythm, helping undergraduate students develop a healthy lifestyle is also an effective measure to improve sleep quality.

Factors Influencing Audience Satisfaction of Chinese Documentary Programs among Undergraduate Students in China

This study seeks to explore the factors influencing audience satisfaction of Chinese documentary programs among undergraduate students in Peking, mainland China. Viewership and preference for Chinese documentaries as well as satisfaction derived from Chinese documentaries form the informant’s social, culture, political, and environmental consciousness. Thus, the objective of this study is to ascertain the satisfaction of the audience derives from Chinese documentary TV programs and to understand informant’s preference for Chinese documentaries. The present study leverages on data was gathered via interview with 20 students as the informants residing in Peking mainland, China. Findings indicate that audience satisfaction of Chinese documentary emanates from students longing for a credible and up-to-date sources of information evident in the content of Chinese documentary programs. Additionally, their knowledge of events around them as well as their roots is further enhanced by their viewership of Chinese documentary programs. Further findings also suggest the uses and gratifications approach of media explains the audience’s perception, preference, and viewership of Chinese documentary programs.

The Research on the Influencing Factors of Foreign Master’s and Doctoral Students’ Study Performance in China

The main purpose of this study is to find the influencing factors that affect the study performance of foreign students. Previous studies mainly focused on medical undergraduate students in China, while the research objects of this study are engineering graduate students and doctoral students. Researchers constructed a questionnaire with good validity through the literature survey method and the Delphi method. A total of 150 questionnaires were distributed, 123 questionnaires were collected, 11 questionnaires with problems were excluded, and 112 questionnaires were valid. Researchers analyzed the factors affecting the performance of foreign students through SPSS. The results show that the scores of Chinese skill, “psychology–ability–behavior” three-dimensional evaluation framework, and the level of teaching presence are positively correlated with the study performance of foreign students. Among them, the correlation between the scores of the three-dimensional evaluation framework and performance is the strongest, and the correlation between Chinese skill and performance is the weakest. In the three-dimensional evaluation framework, psychological factors have the greatest influence on students’ study performance. Based on the above analysis results, the researchers put forward a series of policy recommendations, such as improving teachers’ teaching level, strengthening Chinese language education for foreign students, and enhancing foreign students’ learning motivation and learning satisfaction.

Metacognition, motivation, self-efficacy belief, and English learning achievement in online learning: Longitudinal mediation modeling approach

ABSTRACT The Purpose Despite a large number of studies in online learning, limited studies have focused on language learners’ metacognition, motivation, and self-efficacy beliefs in the online learning setting. This study attempts to fill this gap by evaluating how the three factors impact learners’ English learning achievement in online learning environments. Design Surveys were administered two times. Data analyses were based on longitudinal mediation analysis. The participants were 590 undergraduate students in China. Findings The results showed a positive and significant correlation among the four variables. Overall, self-efficacy beliefs predicted English learning achievement. The findings support the joint mediating role of metacognition and motivation on the effects of self-efficacy beliefs on English learning achievement. Value The findings support the need to strengthen learners’ metacognition, motivation, and self-efficacy beliefs for online English learning.

Association between Sleep and Suicidal Ideation in Chinese Undergraduate Students

Suicide is an important global public health issue, which deserves more attention. This study aims to examine the relative independent relationship between suicide ideation and subjective sleep quality, sleep hygiene, and insomnia symptoms in undergraduate students in China. This population-based study included 2379 undergraduate students aged 18-26, randomly recruited from three public universities in Shanghai. The participants completed four questionnaires: the Pittsburgh Sleep Quality Index; Sleep Hygiene Practice Scale; Insomnia Severity Index; and the Symptom Checklist 90 (specifically the depression and anxiety dimensions and Q15-suicide ideation). The results of Spearman's correlation analysis indicate that poor sleep quality, short sleep duration, poor sleep hygiene, and insomnia symptoms were all associated with suicidal ideation in undergraduate students. However, according to the results of the hierarchical linear regression, no experience of sharing a bedroom at home, poor relationship with roommates, short sleep duration, sleep medicine use, and good daytime function were related to suicidal ideation, after controlling for the symptoms of depression and anxiety, which may be important in the identification of suicidal ideation. Sleep problems are highly discoverable and modifiable, and have a low sense of shame, therefore, sleep interventions for individuals with suicidal ideation and poor sleep quality may be an efficient and effective approach to suicide prevention.

The effects of social media addiction on reading practice: a survey of undergraduate students in China

PurposeThe prevalence of digital reading and the widespread use of social media among young people demands systematic exploration of the effects of social media addiction on students' reading practice. This paper aims to explore the effects of social media addiction on reading preferences, in-depth reading and sustained attention.Design/methodology/approachSurvey and analysis methods are employed.FindingsFor many, social media provides an ideal platform of connection and expression; however, prolonged social media use holds the danger of becoming a behavioral addiction that threatens to undermine one's reading practice. Social media use tends to have a more significant impact on leisure reading than on academic reading. Obsessive engagement with social media hurts reading concentration and in-depth reading. While a majority (70.4%) of those surveyed believed that chronic social media use carries more harm than good on their learning, only half (50.1%) agreed or strongly agreed that today's students are too indulged in social media and need forceful control of it.Originality/valueImplications of the effects of social media on reading practice are discussed, and directions for future research are suggested. It is likely that social media will continue to be seductive, attracting new generations of young people. Future research should explore prevention strategies.