Search Results (145)

It is well-established that principal leadership significantly influences student learning in developed countries, yet much less is known about how leadership practices manifest in complex systems like China’s, where rapid modernization intersects with deep-rooted educational traditions. In particular, Chinese principals face multiple challenges in balancing the implementation of educational reform policies, high parental expectations, and their own educational ideology, all within limited resources. The current study examines these challenges in Shenzhen, a city which typically manifests them through its rapid development. Specifically, we took a phenomenographic approach and interviewed the principals and staff from five prestigious primary schools to extract the key components behind the diverse school leaders’ styles and practices. Results showed that, the Chinese leadership practice model consists of five key components: mission setting, infrastructure reconstruction, teacher development, learning improvement, and educators’ networking. Although the first four components in this model align with established theories in developed countries, networking was identified as a distinctive and critical element for securing resources and fostering collaboration. These findings may broaden the scope of leadership theories and underscore the need to contextualize leadership practices based on local challenges and dynamics. It also offers practical insights for school leaders on navigating challenges to improve teacher and student outcomes. Full article

Background: Chinese school-age students are at a high risk of developing obesity. However, few studies have reported individualized ways to prevent obesity by age, gender, and living regions. Methods: A total of 11,285 students aged 6–18 years were recruited and participated in this cross-sectional study. Questionnaires were used to assess scores of dietary diversity (DDS), physical activity (PA) duration, and nutritional literacy awareness. According to age and gender-specific BMI thresholds, the participants were categorized into normal and participants with obesity groups. Pearson correlation and logistic regression analysis were used to explore the association between nutritional literacy, DDS, PA, and the risk of BMI or obesity. Results: Scores of nutritional literacy were positively associated with Total DDS, Plant DDS, Animal DDS, and PA, and were negatively associated with BMI. High Total DDS (OR = 0.878, p = 0.030), Plant DDS (OR = 0.885, p = 0.027), and PA (OR = 0.869, p = 0.022) were strongly associated with a low risk of obesity. Furthermore, high Total DDS and Plant DDS decreased the risk of obesity only in the high PA group but not in the low PA group. High PA only decreased the risk of obesity in the high Total DDS and high Plant DDS group. Gender-, age-, and living-region-specific associations were also observed. Conclusions: Diverse dietary intakes and physical activity are essential for reducing the risk of obesity in Chinese school-age students. Notably, gender-, age-, and living-region-specific health and nutritional literacy education are required in school-age children to prevent obesity. Full article

This study aims to predict and discover important factors for the learning performance of students belonging to two ethnic groups—Khmer and Chinese (Hoa) students—in Soc Trang with the use of random forest (RF) and Gaussian Naïve Bayes (GNB) classifiers based on students’ demographics and grade point average (GPA) scores. The study involved 174 Khmer and Chinese (Hoa) students in Grade 10 in a high school in Soc Trang Province, Vietnam. The results showed that, for Khmer students, GNB was better than RF, with an F1 score of 100%. Mathematics was the most important subject leading Khmer students to very good or poor performance. For Chinese (Hoa) students, both classifiers showed the same accuracy performance. Scores in Literature and English in Semester 1 impacted Chinese (Hoa) students’ performance. The results of this study provide a reference for formulating a policy to improve the learning performance of minority students to prevent dropouts. Full article

While static conscientiousness is known to predict academic success, personality can be particularly dynamic during adolescence. This study adopted a unique change-oriented perspective to examine the longitudinal relationship between within-person changes in conscientiousness and changes in academic performance among Chinese high school students, while also exploring the moderating role of changes in parental academic expectations. Four waves of longitudinal data were collected from 453 students (265 males, Mage = 15.42, SD = 0.76), with each wave spaced 6 months apart. Results indicated that the changes in conscientiousness (T2-T1) predicted the changes in academic performance (T4-T3) through the changes in academic engagement (T3-T2). However, the moderating effect of changes in parental academic expectations on the relationship between changes in conscientiousness and academic engagement was not significant. These findings go beyond static trait approaches by illustrating how dynamic changes in personality relate to evolving academic outcomes via engagement during the crucial high school years. The study highlights the importance of a dynamic perspective on personality, particularly within the developmental context of adolescence, and offers implications for interventions targeting both student traits and parental support in the Chinese educational context. Full article

Traditional art appreciation instruction relies heavily on textbooks, slides, or videos, limiting student engagement and immersion. To address this issue, this study proposes a desktop VR (GDVR) art appreciation module based on a gamification approach. Unlike traditional VR art learning environments, the GDVR module combines real-time feedback and gamification elements to increase students’ motivation and understanding of information. This study used focus group interviews to evaluate the usability of the GDVR module, as well as student engagement. In addition, on-screen observations have been adopted to capture student interaction behavior and navigation patterns, providing greater insight into usability. Forty Chinese middle school students participated, and the data were analyzed thematically. The results show that the GDVR module demonstrates stable technical performance, intuitive navigation, and a high level of immersion. Moreover, most students find it more engaging than traditional methods, noting that the real-time feedback system significantly enhanced their engagement with and understanding of the material. Furthermore, this study highlights the practical application potential of utilizing low-cost, desktop-based virtual reality systems in the context of middle school art appreciation. Finally, the study acknowledges its limitations and provides recommendations for future research to further refine and expand the application of GDVR in the field of art education. Full article

The present study aimed to examine the relationship between multiple risk exposures in family and school settings and the depressive symptoms of Chinese students in early adolescence living in the ethnic regions of Yunnan and Hebei, China, via different multiple risk analytic approaches. A total of 2940 students (47.3% females) in grades 4 to 9 (Mage = 12.08, SD = 2.04) from ethnic minority counties in Yunnan and Hebei participated in the survey. The participants completed the questionnaires and reported family risk, school risk, depressive symptoms, and demographic information. The cumulative risk model and the individual multiple risk models with logistic regression/association rule mining were used to examine the effects of cumulative risk, the relative contributions of individual risks, and combinations of multiple risks. We found that (1) when a cumulative risk model was used, the associations between family cumulative risk and school cumulative risk on depressive symptoms were significant, but the cross-domain interaction effect was not significant. (2) The results of logistic regression indicated that high levels of family conflict, low levels of family cohesion, low levels of teacher support, and low levels of peer support were significantly correlated with a high risk for depression. (3) The results of association rule mining revealed meaningful associations between multiple risk factor combinations and depressive symptoms. In conclusion, the use of association rule mining enhanced the analyses and understanding of the effects of multiple risk exposures. Interpersonal stressors in family and school settings need to be addressed in depression prevention and intervention programs for adolescents. Full article

This study proposes a multimodal deep learning model for automated scoring of image-based divergent thinking tests, integrating visual and semantic features to improve assessment objectivity and efficiency. Utilizing 708 Chinese high school students’ responses from validated tests, we developed a system combining pretrained ResNet50 (image features) and GloVe (text embeddings), fused through a fully connected neural network with MSE loss and Adam optimization. The training set (603 images, triple-rated consensus scores) showed strong alignment with human scores (Pearson r = 0.810). Validation on 100 images demonstrated generalization capacity (r = 0.561), while participant-level analysis achieved 0.602 correlation with total human scores. Results indicate multimodal integration effectively captures divergent thinking dimensions, enabling simultaneous evaluation of novelty, fluency, and flexibility. This approach reduces manual scoring subjectivity, streamlines assessment processes, and maintains cost-effectiveness while preserving psychometric rigor. The findings advance automated cognitive evaluation methodologies by demonstrating the complementary value of visual-textual feature fusion in creativity assessment. Full article

Adolescence is a critical period for developing interpersonal relationships and plays a significant role in the growth of subjective well-being. Establishing positive friendships is one of the most important predictors of subjective well-being. This study employs a longitudinal method, tracking Chinese adolescents to investigate the impact of individuals’ number of close friends on subjective well-being by examining the chain mediating roles of interpersonal trust and perceived social support. Data were collected from 987 junior high school students across five schools in Shandong Province and analysed using SPSS 27.0. The results indicate that the number of close friends at Time 1 (T1) significantly positively affects the level of subjective well-being at Time 3 (T3). At Time 2 (T2), perceived social support mediates the relationship between the number of close friends at T1 and subjective well-being at T3. Furthermore, the number of close friends at T1 has a longitudinal mediating effect on subjective well-being at T3. This effect is mediated by interpersonal trust and perceived social support at T2. This study reveals the mechanisms by which the number of close friends influences subjective well-being among Chinese adolescents. The findings highlight the significance of fostering healthy interpersonal relationships among adolescents in China. This can be achieved by promoting initiatives that enhance levels of interpersonal trust and perceived social support within communities, thereby improving overall subjective well-being among adolescents Full article

A pervasive and significant academic challenge confronted by students on a global scale is the phenomenon of test anxiety. This phenomenon is exacerbated in China, especially among final-year high school students who face college entrance exams. Perceived social support is widely regarded as the most prevalent protective factor against test anxiety. Academic buoyancy also demonstrates a significant correlation with test anxiety. However, there has been limited research on the potential relationship between perceived social support, academic buoyancy, and test anxiety. The purpose of this study is to examine the effects of specific sources and types of students perceived social support (e.g., emotional support from parents, teachers, and friends) on test anxiety and examine whether academic buoyancy serves as a mediating variable in the relationship between perceived social support and test anxiety. A total of 565 final-year high school students were selected as respondents from Heilongjiang Province in China. The result of SEM analysis indicated that the three sources of student-perceived emotional support could not predict test anxiety directly, but the students perceived three sources emotional support may have an indirect effect on test anxiety through the mediating role of academic buoyancy. In particular, perceived friend emotional support is the most beneficial among these sources of support for students. The anticipated outcomes of this study are expected to provide educators, counselors, and parents with key insights into the factors that alleviate test anxiety in high school students. Full article

As mathematics is the foundation for pursuing science, technology, engineering, and mathematics (STEM) majors, investigating the assessment of attitudes toward mathematics is essential for promoting the development of the STEM field. However, the work focusing on developing a survey of attitudes toward mathematics is limited in mainland China. This study built a theoretical construct of students’ attitudes toward mathematics based on the characteristics of the educational system in mainland China. A survey researchers could use to measure mainland Chinese students’ attitudes toward mathematics was created and developed according to the proposed theoretical construct. The target survey was validated using exploratory factor analysis (EFA) and evaluated using confirmatory factor analysis (CFA) based on 700 and 778 high school students from mainland China, respectively. Furthermore, the relationship between math attitudes and performance was used to check the construct of the developed survey. The finalized survey includes four scales: confidence (i.e., α = 0.90 with 10 items), anxiety (i.e., α = 0.90 with 10 items), value (i.e., α = 0.70 with 6 items), and enjoyment (i.e., α = 0.71 with 8 items). The overall results show that the survey is reliable and valid to measure secondary students’ attitudes toward mathematics, and thus suggest future studies about measuring Chinese secondary students’ attitudes towards mathematics by employing this survey. This study might draw the attention of researchers to investigate attitudes toward mathematics while exploring their affective and cognitive outcomes related to mathematics. Full article

Background: Chinese-Australian adolescents face unique academic and cultural challenges that may impact their lifestyle and psychological well-being. Physical activity, screen time, and sleep are known to influence well-being. However, research on the adherence to the 24-Hour Movement Guidelines among Chinese-Australian adolescents remains limited and awaits further investigation. Objective: This study hypothesized a significant positive association between adherence to the 24-Hour Movement Guidelines for physical activity, screen time, and sleep, and the psychological well-being of Chinese-Australian adolescents. Methods: A self-reported questionnaire was distributed to two language schools in Brisbane, Australia, targeting high school students from grades 7 to 12 with Chinese-Australian backgrounds. This study used multiple linear regression modelling to examine the associations between meeting or not meeting recommendations. Meeting the 24-Hour Movement Guidelines was defined as ≥60 min/day of moderate to vigorous physical activity (MVPA), ≤2 h/day of recreational screen time, and 9–11 h/night of sleep. Results: Out of 251 participants (average age: 13.31 years; 58% female), only 20.3% met two or three recommendations, while 43.3% met one, and 36.2% met none. The most common compliance was meeting only the screen time guideline alone (48%), while 9.6% met either MVPA + screen time or screen time + sleep. The regression analysis showed that meeting at least MVPA (β = 1.41, 95% CI: 0.07 to 2.74) or at least sleep (β = 1.40, 95% CI: 0.19 to 2.60) was associated with better psychological well-being. Notably, meeting MVPA and sleep guidelines was significantly associated with higher well-being (β = 3.83, 95% CI: 1.06–6.60). From the results, adherence to additional 24-Hour Movement Guidelines was associated with improved psychosocial well-being. However, a small proportion of adolescents met all the guidelines. Conclusions: Greater adherence to physical activity and sleep guidelines is linked to better psychological well-being among Chinese-Australian adolescents. These results highlight the importance of promoting healthy behaviours and implementing public health strategies to enhance education on exercise and sleep, particularly at the school and family levels, to support adolescents’ psychological well-being. Full article

Objective: This study aimed to explore the impact of social anxiety on depression among high school students and examine the parallel mediating roles of social comparison and social support. Methods: A total of 806 rural high school students were surveyed using the Short Mood and Feelings Questionnaire, the Social Phobia Inventory, the Chinese version of the Social Comparison Orientation Scale, and the Multidimensional Scale of Perceived Social Support. Results: Social anxiety and social comparison were significantly and positively correlated with depression, while social support exhibited a significant negative correlation with depression. The direct effect of social anxiety on depression was also found to be significant. Moreover, social comparison and social support both played significant parallel mediating roles in the relationship between social anxiety and depression. Conclusions: Social anxiety has a direct positive predictive effect on depression, and this effect can be indirectly mediated through the parallel roles of social comparison and social support. Full article

The U-shaped development pattern in social cognitive domain theory can explain adolescents’ “moral retrogression” in a certain period. This study employs quantitative methods to investigate moral judgments made by Chinese urban and rural junior high school students in situations involving conflicts between the personal and moral domains, thereby cross-culturally validating the proposed U-shaped pattern. The results show that this pattern exhibits some degree of cross-cultural applicability. Specifically, grades 8–9 represent a transitional phase in the moral development of Chinese students from both urban and rural areas. Students in the grade 9 tend to defend their personal domain when in conflict with the moral domain. However, the content and scope of the moral and personal domains may vary across cultures. When urban students encounter conflicts between the personal and moral domains, they tend to protect the personal domain. Furthermore, Chinese students have a strong sense of self-defense awareness, and when the target of their behavior is an immoral person in a specific context, it significantly increases their support for non-moral behaviors. This knowledge may be valuable for educators and policy-makers seeking to design moral educational programs aimed at promoting moral behavior among adolescents. Full article

Adolescents are especially vulnerable to experiencing depression and anxiety. This longitudinal study, from within- and between-person perspectives, explores how self-esteem relates to depressive and anxiety symptoms in Chinese adolescents and identifies the mediating factors impacting this relationship. Data were collected from 1025 junior and high school students in Southwestern China at three points over an 18-month period. This study utilized both traditional and random-intercept cross-lagged panel models to understand the dynamic developmental relationships. The general occurrence of depressive and anxiety symptoms increased longitudinally, with a more pronounced upward trend among female students. Between-person level analyses indicated bidirectional associations among self-esteem, life satisfaction, and depressive and anxiety symptoms. Moreover, life satisfaction emerged as a significant mediator. At the within-person level, self-esteem uniquely predicted both life satisfaction and subsequent depressive and anxiety symptoms. This study clarifies the longitudinal interplay between these constructs. Self-esteem, which denotes internal self-assessments, and life satisfaction, which denotes external evaluations of life, both significantly buffer the emergence of depressive and anxiety symptoms. Full article

In order to clarify the mechanism of how career education impacts academic self-efficacy among Chinese senior high school students, data from 848 senior high school students in China (M_age = 16.88, SD_age = 3.56) were obtained in this study. The goal was to test the independent and sequential mediating effects of career adaptability and learning engagement in the relationship between career education participation and academic self-efficacy. This study revealed that participation in career education significantly enhances academic self-efficacy. Specifically, career adaptability and learning engagement act as sequential mediators in the relationship between career education participation and academic self-efficacy. This study reveals one potential mechanism of how career education participation in schools impacts adolescent academic self-efficacy; the insights presented here have significant implications for the design of educational interventions. Full article