Universities In China Research Articles

Teacher- Versus AI-Generated (Poe Application) Corrective Feedback and Language Learners’ Writing Anxiety, Complexity, Fluency, and Accuracy

This study examines the effects of corrective feedback (CF) on language learners’ writing anxiety, writing complexity, fluency, and accuracy, and compares the effectiveness of feedback from human teachers with an AI-driven application called Poe. The study included three intact classes, each with 25 language learners. Using a quasi-experimental design with pretest and posttest measures, one class received feedback from the teacher, one from the Poe application, and the third received no response to their writing. Data were generated though tests and a writing anxiety scale developed for the study. Data analysis, conducted using one-way ANOVA tests, revealed significant effects of teacher and AI-generated feedback on learners’ writing anxiety, accuracy, and fluency. Interestingly, the group that received AI-generated feedback performed better than the group that received teacher feedback or no AI support. Additionally, learners in the AI-generated feedback group experienced a more significant reduction in writing anxiety than their peers. These results highlight the remarkable impact of AI-generated CF on improving writing outcomes and alleviating anxiety in undergraduate language learners at East China University of Political Science and Law . The study demonstrates the benefits of integrating AI applications into language learning contexts, particularly by promoting a supportive environment for students to develop writing skills. Educators, researchers, and developers can use these findings to inform pedagogical practices and technological interventions to optimize the language learning experience in primary school settings. This research highlights the effectiveness of AI-driven applications in language teaching. It highlights the importance of considering learners’ psychological well-being, particularly anxiety levels, when developing effective language learning interventions.

Exploring Chinese EMI lecturers’ pedagogical engagement through the lens of culturally informed positive psychology: An intervention study

This research is situated in the context of English Medium Instruction (EMI) teaching in higher education. The importance of lecturers' skilled implementation of engagement strategies to enhance students' learning is acknowledged. However, literature identifies a need for theoretically informed professional development (PD) programs to improve EMI lecturers' pedagogical engagement. In light of the identified concerns and issues, an intervention, drawing on a pedagogical engagement framework informed by positive psychology, was implemented and reported in this paper. The intention of the study was to contribute to the development of Chinese EMI lecturers' engagement portfolios. A group of twenty-five EMI lecturers in a South China university participated in the study. Through analysing their pre- and post-intervention teaching data and a focus group discussion, it was found that the quality of their cognitive engagement, and the quality of their emotional and behavioral engagement episodes in practice were noticeably improved. It can be concluded that an intensive intervention through a theoretically informed engagement framework contributes to EMI lecturers' pedagogical commitment to students' cognitive learning, and psychological investment in learners’ well-being. However, cultural and institutional factors somewhat constrained the participants from fully embracing the workshops, impacting their perception and post-intervention practice.

Predictive factors of stress response of nursing student repeaters under the background of abolishing the final supplementary examination in China

BackgroundAcademic pressure and frustration stimulation are significant stressors in college students, and response to the prolonged stimuli would cause adverse mental and physical outcomes. However, more is needed to know about the stress response and its predictors among undergraduate nursing students retaking failed course under the background of the abolition of the Final Supplementary Examination in China. This study aimed to investigate the stress response and its predictive factors of nursing student repeaters who are retaking at least one failed course.MethodsA cross-sectional study was conducted, utilizing convenience sampling to recruit 120 nursing student repeaters from four 4-year undergraduate medical universities in China between September 2020 and May 2021. Data collection instruments included a general information questionnaire, a stress response questionnaire, the Connor-Davidson resilience scale, a self-control scale, and a academic self-efficacy questionnaire. The data were analyzed using descriptive statistics, Pearson correlation coefficients, t-tests, analysis of variance (ANOVA), and multiple linear regression.ResultsThe average scores of the total stress response, emotional response, physical response, and behavioral response were 58.07 ± 26.72, 86.97 ± 17.12, 57.69 ± 9.75, 67.16 ± 9.22, respectively. Stress response was predicted by psychological resilience, self-control ability, academic self-efficacy and the number of retaking courses.ConclusionsThe stress response among nursing student repeaters is relatively active. Higher psychological resilience, self-control ability, and academic self-efficacy predict lower levels of stress response. In order to help nursing students with failing and repeating course release their psychological stress and maintain well-being, nursing educators could adopt self-control promotion strategies and emphasize the cultivation of psychological resilience and academic self-efficacy as parts of health promotion programs for this particular student group.

Setting off the dominoes: a theory of change for scaled interdisciplinarity at a Sino-American joint-venture liberal arts and sciences University in China

Setting off the dominoes: a theory of change for scaled interdisciplinarity at a Sino-American joint-venture liberal arts and sciences University in China

Public attitudes toward stuttering and cluttering in Chinese and Japanese speech-language pathology students

PurposeThis study utilized the Chinese and Japanese translations of the Public Opinion Survey of Human Attributes-Stuttering (POSHA–S) and Cluttering (POSHA–Cl) to compare the differences in (a) attitudes towards stuttering versus cluttering in speech-language pathology (SLP) students in either China or Japan, (b) attitudes of SLP students in China versus Japan towards either stuttering or cluttering, and (c) attitudes of Chinese and Japanese students versus international databases for stuttering and cluttering. MethodThe POSHA–S and POSHA–Cl were both administered to 99 SLP students from six universities in China and 352 SLP students from two universities in Japan. ResultsAttitudes toward stuttering were markedly different for Chinese versus Japanese students. Overall, stuttering attitudes were slightly more positive than cluttering attitudes in both countries; however, compared to China, Japanese SLP students attitudes toward stuttering and cluttering were more disimilar. In addition, compared with the international database, the attitudes of Chinese and Japanese SLP students toward self-reactions to both disorders were more positive. ConclusionChinese and Japanese SLP students’ attitudes toward both stuttering and cluttering are likely to be influenced by geography, culture, education, and the “halo effect.” The attitudes of the SLP students in China and Japan are more negative than the attitudes as shown in the global data.

Investigating the learning self-efficacy of a fully online teaching environment among undergraduate Chinese medical students: a cross-sectional study

BackgroundFully online learning has become a common option in many universities worldwide in the post-COVID-19 era. The study aimed to evaluate the dimensions and characteristics of the fully online learning self-efficacy among Chinese undergraduate medical and nonmedical students.MethodsA cross-sectional study was conducted from January to August 2023 at Xihua University in China. A stratified cluster sampling method was used to enroll participants of undergraduate students. The Chinese version of the online learning self-efficacy scale (OLSES) was used to collect the demographic information. Cronbach’s alpha coefficient, exploratory factor analyses, confirmatory factor analyses, and linear regression analyses were conducted in the study.ResultsA total of 203 college students were included in the study. One hundred and twenty (59.1%) of the participants were medical students and 83 (40.9%) were nonmedical students, and most of them (64.5%) were from rural areas. The Cronbach’s alpha coefficients were determined to be 0.90, 0.86, 0.87, and 0.95 for the learning in a fully online environment, time management, technology use subscales, and the whole scale, respectively. Exploratory factor analysis revealed the justifiability of factor analysis. In the confirmatory factor analysis, the majority of the goodness-of-fit indices reached an acceptable threshold (χ2/df = 3.14, RMR = 0.06, RMSEA = 0.10, NFI = 0.84, RFI = 0.80, IFI = 0.89, TLI = 0.85, CFI = 0.90). More than half of the students reported insufficient self-efficacy for learning in a fully online environment and time management, whereas 55.7% showed good self-efficacy for technology use. Although more medical students than non-medical students had higher self-efficacy scores in the three domains of self-efficacy, the proportion of students with good self-efficacy was slightly lower among medical students than non-medical students, with no significant differences between the medical students and nonmedical students.ConclusionsMost Chinese university students’ that participated to our study found self-efficacy for fully online learning as insufficient (results on the three domains, ranging from 36.5 to 55.7%) and had a good level of fully online learning self-efficacy. Medical students and nonmedical students are not differences in the self-efficacy of fully online learning. Thus, pedagogues should take measures to help students including medical and nonmedical improve their self-efficacy in online environment learning, time management and technology use, ultimately enhancing their academic success.

Evaluating the efficiency of online course resource allocation in universities of China

Curriculum is the core element of talent cultivation in universities, and its quality directly determines that of the talent cultivation. However, the efficiency of online course resource allocation in universities of China is unacceptable, and the corresponding driving mechanisms are unclear. Based on the data of iCourses platform for a top university (H University) of China, this paper develops the DEA-Malmquist index and Tobit regression model to evaluate the efficiency of university online course resource allocation and explore its main influencing factors. The empirical results indicate that, first of all, humanities and social sciences outperform natural sciences in the resource allocation efficiency of online courses. Compared with non-national premium online courses, the resource investment redundancy of national premium online courses appears relatively lower. Secondly, from the perspective of temporal changes, the total factor productivity of online course resource allocation generally has a downward trend. The innovation effect of technological progress is more significant, while the catch-up effect of technical efficiency is clearly insufficient. Scale efficiency is the main factor hindering its improvement. Finally, in terms of the factors affecting the efficiency of online course resource allocation, teachers’ research guidance capability, teaching research skills, and the number of courses offered have significantly positive impact.

Experimental Course Reform of Applied Chemistry Specialty Under the Background of "Double First-class" Construction

In recent years, with the continuous promotion of the "double first-class" construction project in China, it has pointed out the direction for the future development of most universities in China. In this process, colleges and universities can optimize and improve the content, method and system of courses according to the development objectives of the specialty by increasing the proportion of practical courses, combining the characteristics and advantages of the specialty of applied chemistry, so as to cultivate a group of high-quality, high-level and high-capacity applied chemistry professionals for the society.

Global research trends of antibiotic-loaded bone cement: A bibliometric and visualized study

ObjectiveAntibiotic-loaded bone cement (ALBC) plays an indispensable role in the treatment of infectious diseases of bone and joint. Here, we intended to analyze the research status, hot spots and frontiers in the field of ALBC, and to provide reference for future research ideas. MethodsThe related English literature in the field of ALBC in the Web of Science Core Collection database was retrieved from January 1, 2009 to July 11, 2023. VOSviewer was used to extract the information of research constituents or bibliometric items such as authors, institutions, countries, and journals. CiteSpace was used to perform cluster analysis and frontier analysis of key words in ALBC research field. ResultsA total of 1091 literatures related to ALBC research were retrieved, and the annual number of publications showed a steady upward trend in the past 15 years. The high-yield countries and regions are mainly represented by the United States, China (including Taiwan, China) and several European countries, such as Germany, England, Spain, Italy, the Netherlands, etc. The top three institutions with the highest number of publications were Shanghai Jiao Tong University, Chang Gung University and Chang Gung Memorial Hospital in China. Four of the top 10 influential scholars come from Germany, namely Konstantinos Anagnostakos, Volker Alt, Andrej Trampuz, and Bernd Fink. The top 10 high-yield journals had an average of 25 articles per journal and an average of 618.9 citations. The top 3 high-yield journals were Journal of Arthroplasty (57 articles, 1213 citations), Clinical Orthopaedics and Related Research (35 articles, 1119 times cited), and Journal of Orthopaedic Research (29 papers, 488 times cited). The keywords with high frequency were infection (266 times), vancomycin (239 times), bone-cement (219 times), gentamicin (216 times), antibiotics (168 times), osteomyelitis (163 times), etc. The clustering knowledge map of high-frequency keywords could be divided into 4 categories: (1) elution, release, mechanical and antibacterial properties of ALBC; (2) Application of ALBC in revision of prosthetic joint infections (PJIs); (3) Antibiotic types and application forms of ALBC; (4) Application of ALBC in the treatment of osteomyelitis. The keywords with the strongest citation bursts analysis revealed a core ("replacement/arthroplasty") and two stages of development in the field of ALBC research. The first stage (2009–2018) focused more on ALBC drug delivery, release, and infection prevention, while the second stage (2018–2023) mainly focused on ALBC drug elution, mechanical properties, and PJIs revision. Starting from 2018, the keyword with the strongest citation bursts had shifted from "acrylic bone cement" to "periprosthetic joint infection". ConclusionALBC research is steadily on the rise. Arthroplasty related applications continue to be the core of ALBC research. The research hotspot and trend are mainly the application in the prevention and treatment of bone and joint infectious diseases and the elution, release, mechanical and antibacterial properties of ALBC.

ASSESSING THE REPERCUSSIONS OF DICTIONARY FORMATS ON SCHOLARLY WRITING OUTCOMES: UNDERTAKING MIXED-METHOD APPROACH

The complexity of foreign vocabulary and the multifaceted meanings of word combinations often pose significant challenges to language learners, potentially deterring their motivation. Dictionaries, however, serve as pivotal tools in surmounting these obstacles. Extant research has extensively explored the intersection of language acquisition and dictionary utilization, revealing a marked preference among EFL students for online or electronic dictionaries over traditional paper formats. Despite the recognized importance of dictionary use in fostering language proficiency, there remains a notable paucity of research investigating the specific impact of different dictionary formats on learners' writing skills. This study adopted a quasi-experimental between-groups design, including a control group and two experimental groups, involving a cohort of 67 Chinese EFL graduates from an international college in China. Over a ten-week experimental period, participants in the experimental groups utilized digital and paper dictionaries as reference aids for abstract writing, whereas the control group was deprived of any dictionary usage. Following the experiment, a semi-structured interview was conducted to assess the benefits of dictionary use in abstract writing and to elicit learners' perceptions of digital versus print English dictionaries. The weekly abstract writing submissions from all three groups were collected and meticulously analyzed. The findings revealed that both digital and paper dictionaries significantly enhanced the abstract writing performance of the Chinese EFL graduates in the experimental groups. Notably, participants who used digital dictionaries demonstrated a substantial and statistically significant improvement in overall abstract writing quality and language usage compared to those in the print-dictionary group. Furthermore, the study reported that digital dictionaries were particularly favored by Chinese EFL graduates due to their numerous advantageous attributes, including their reliability and efficacy in identifying appropriate linguistic expressions and vocabulary. In conclusion, the empirical evidence underscores the efficacy of digital dictionaries in augmenting the writing skills of EFL learners, suggesting a potential pedagogical shift towards the integration of digital lexicographical resources in language education curricula.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0705/a.php" alt="Hit counter" /></p>

An Ethnographic Exploration of Performance-Based Learning in Chinese University Music Education

This ethnographic study explores the impact of performance-based learning on music education at Langfang Teachers University in China. Through observations and interviews, the study examines how live demonstrations, student performances, and ensemble practices contribute to students' technical proficiency, musical interpretation, collaborative skills, and self-confidence. The findings reveal high levels of student engagement and appreciation for hands-on learning, with significant improvements in instrumental and vocal skills. However, challenges such as performance anxiety, resource limitations, time management issues, and varying levels of preparedness were also identified. Recommendations include implementing workshops for anxiety management, increasing funding for facilities, developing structured practice schedules, and introducing peer mentoring programs. The study underscores the importance of integrating traditional Chinese music with contemporary practices, ensuring a well-rounded and culturally enriched music education that prepares students for diverse careers in the global music industry.

Research on the Construction of a Curriculum System of Asset Appraisal Major under the Background of Artificial Intelligence

The integration of artificial intelligence technology is reshaping the future of the asset valuation industry, and the efficiency and accuracy of asset valuation can be significantly improved through online data collection, intelligent conversion, and automated valuation of AI asset valuation systems. Due to the late start of asset appraisal majors in universities in China, the problem of the imperfect curriculum system of asset appraisal majors is gradually exposed. Colleges and universities must reform the current curriculum system, add more courses related to AI automatic valuation technology, add more practical content to help students master more evaluation methods, and cultivate new compound asset evaluation talents.

Research efficiency evaluation and regional differences analysis of humanities and social sciences of colleges and universities in China

Research efficiency evaluation and regional differences analysis of humanities and social sciences of colleges and universities in China

Analysis of The Professional Development Program of General Foundation Course Teachers In Higher Vocational Colleges in China:Basis for The Teacher Professional Development Framework

Higher vocational education in China plays a vital role in national economic development by preparing a skilled workforce. General Foundation Courses (GFC) are crucial in this system, providing essential skills in mathematics, language, and basic sciences, yet they often receive less attention and fewer resources compared to specialized courses. This disparity leads to outdated teaching methods and insufficient professional development for GFC teachers. Professional Development Programs (PDPs) aim to address these issues, but their effectiveness needs thorough evaluation. This study assesses the current state of PDPs for GFC teachers in China's higher vocational colleges, identifying challenges and proposing a comprehensive framework for improvement. Using qualitative research methods, including semi-structured interviews with 12 GFC teachers and document analysis, the study highlights the importance of institutional support, relevance of training programs, and continuous professional development. Findings suggest that increased resources, customized PDPs, and ongoing professional growth opportunities are crucial for enhancing teaching practices and student outcomes. The study's implications underscore the need for policymakers and educational administrators to prioritize resource allocation, design tailored PDPs, and promote continuous learning to improve the quality of vocational education and contribute valuable insights to the literature on teacher professional development.

Self-regulated learning strategies, self-efficacy, and learning engagement of EFL students in smart classrooms: A structural equation modeling analysis

Smart classrooms have become increasingly prevalent in the domain of foreign language education. However, students' EFL learning in smart classrooms, especially their self-regulated learning (SRL) strategies, self-efficacy, and learning engagement during the process, remains understudied. Given the significant impact of these factors on students' academic achievement, this study applied a quantitative method to first clarify their respective factor structures, on the basis of which the links between the three were examined via structural equation modeling (SEM). Participants were 1107 undergraduates from different universities in China who had engaged in EFL learning in smart classrooms. The factor analysis revealed a two-facet structure of students’ SRL strategies (goal-planning strategies and help-seeking and self-evaluation strategies), a similar dual-component structure of their self-efficacy (self-efficacy of communicating with instructors and self-efficacy of task completion), and a four-dimensional structure of their engagement (cognitive engagement, behavioral engagement, social engagement, and emotional engagement) during EFL learning in smart classrooms. Moreover, the SEM results showed that SRL strategies did not directly predict learning engagement, while self-efficacy fully mediated the relationship between SRL strategies and learning engagement. The implications and limitations of these findings were also discussed.

Insomnia mediates the relation between empathy and anxiety among nursing students: a latent moderated mediation model of self-compassion

BackgroundNursing students are faced with multiple challenges and have a higher probability of suffering from anxiety. The current study aims to explore the relation between empathy and anxiety, examining the mediation and moderation effects of insomnia and self-compassion, respectively.MethodsThis study employed a convenient sampling method, recruiting 1,161 nursing students (female = 923, male = 238, Meanage = 18.37, SDage = 2.38) from three universities in China. These students completed the questionnaires online, including General Anxiety Disorder -7 (GAD-7), Jefferson Scale of Physician Empathy-Nursing student (JSPE-NS), Youth Self-rating Insomnia Scale -8 (YSIS-8), and Self-Compassion Scale (SCS). The study employed latent variable structural equation models to analyze the relation and mechanisms between empathy and anxiety. Then, the mediated role of insomnia and the moderated role of self-compassion were examined.ResultsThe prevalence rates of anxiety and insomnia in the current sample are 18.24% and 26.76%, respectively. The results showed that empathy could negatively predict anxiety, with a significant mediating effect of insomnia between them (B = -0.081, p < 0.05, 95% CI [-0.197, -0.063]). Additionally, it was proven that self-compassion moderated the positive relation between insomnia and anxiety. With a higher level of self-compassion, the indirect effect of empathy on anxiety through insomnia was weaker (B = -0.053, p < 0.01, 95% CI [-0.095, -0.019]). When individuals showed a lower level of self-compassion, the indirect effect of empathy on anxiety through insomnia was stronger (B = -0.144, p < 0.01, 95% CI [-0.255, -0.059]).ConclusionThe analysis of this research proved that empathy was negatively related to anxiety, and insomnia served as a mediator between empathy and anxiety. Besides, the protective role of self-compassion on individuals’ mental health was identified. The findings of the study suggest that the education of nursing students should highlight the significance of fostering empathy and self-compassion. The intervention on insomnia may be helpful in reducing the levels of anxiety since insomnia is a risky factor for anxiety.

Digital transformation, resource allocation, and operational efficiency: Basis for performance improvement framework for universities in China

Digital transformation, resource allocation, and operational efficiency: Basis for performance improvement framework for universities in China

Combining lymph node ratio to develop prognostic models for postoperative gastric neuroendocrine neoplasm patients

BACKGROUND Lymph node ratio (LNR) was demonstrated to play a crucial role in the prognosis of many tumors. However, research concerning the prognostic value of LNR in postoperative gastric neuroendocrine neoplasm (NEN) patients was limited. AIM To explore the prognostic value of LNR in postoperative gastric NEN patients and to combine LNR to develop prognostic models. METHODS A total of 286 patients from the Surveillance, Epidemiology, and End Results database were divided into the training set and validation set at a ratio of 8:2. 92 patients from the First Affiliated Hospital of Soochow University in China were designated as a test set. Cox regression analysis was used to explore the relationship between LNR and disease-specific survival (DSS) of gastric NEN patients. Random survival forest (RSF) algorithm and Cox proportional hazards (CoxPH) analysis were applied to develop models to predict DSS respectively, and compared with the 8th edition American Joint Committee on Cancer (AJCC) tumor-node-metastasis (TNM) staging. RESULTS Multivariate analyses indicated that LNR was an independent prognostic factor for postoperative gastric NEN patients and a higher LNR was accompanied by a higher risk of death. The RSF model exhibited the best performance in predicting DSS, with the C-index in the test set being 0.769 [95% confidence interval (CI): 0.691-0.846] outperforming the CoxPH model (0.744, 95%CI: 0.665-0.822) and the 8th edition AJCC TNM staging (0.723, 95%CI: 0.613-0.833). The calibration curves and decision curve analysis (DCA) demonstrated the RSF model had good calibration and clinical benefits. Furthermore, the RSF model could perform risk stratification and individual prognosis prediction effectively. CONCLUSION A higher LNR indicated a lower DSS in postoperative gastric NEN patients. The RSF model outperformed the CoxPH model and the 8th edition AJCC TNM staging in the test set, showing potential in clinical practice.

Art design teaching attitudes, educational technology integration, and student engagement in higher vocational colleges in China: Basis for teachers’ development plan

Art design teaching attitudes, educational technology integration, and student engagement in higher vocational colleges in China: Basis for teachers’ development plan

Motivational evaluation, sense of cooperation and teachers’ knowledge development in selected China universities

Motivational evaluation, sense of cooperation and teachers’ knowledge development in selected China universities