Search Results (141)

Although the benefits of regular physical activity are widely recognized, many university students fail to sustain consistent exercise behaviors. This phenomenon may be attributed to cognitive and motivational barriers, particularly perceptions of goal attainability and attribution styles, which are believed to significantly influence students’ health beliefs and intentions to engage in physical activity. This research aimed to examine the independent and combined effects of goal attainability and attribution style on Chinese university students’ health beliefs and willingness to exercise. The study also investigated how shifts in attribution style may influence these outcomes under different levels of goal attainability. Two between-subjects experiments were conducted. In Experiment 1 (N = 146), a 2 (goal attainability: high vs. low) × 2 (attribution style: internal vs. external) design was used. Participants were exposed to tailored exercise advertisements and completed standardized questionnaires measuring health beliefs and exercise intentions. Experiment 2 (N = 130) adopted a 2 (goal attainability: high vs. low) × 2 (attributional shift: external-to-internal vs. internal-to-external) design, utilizing visual priming and short video interventions to manipulate attributional orientation. In Experiment 1, both high goal attainability and internal attribution independently enhanced participants’ health beliefs and exercise willingness. A significant interaction effect was observed only for exercise willingness, with the highest intentions found in the high attainability × internal attribution group. In Experiment 2, shifting attribution from external to internal significantly increased both health beliefs and exercise willingness, while shifting from internal to external resulted in substantial decreases. An interaction effect was again found only for exercise willingness, suggesting that the effectiveness of attributional shift depended on goal attainability. By integrating the Health Belief Model with Attribution Theory, this study offers a deeper understanding of how cognitive and motivational factors influence exercise behavior, and provides a theoretical foundation for developing adaptive interventions. Full article

Smart classrooms leverage intelligent and mobile technologies to create highly interactive, student-centered environments conducive to personalized learning. However, measuring students’ personalized learning experiences in these technologically advanced spaces remains a challenge. This study addresses the gap by developing and validating a Smart Classroom Environment–Personalized Learning Scale (SCE-PL). Drawing on a comprehensive literature review, content-expert feedback, and iterative item refinement, an initial pool of 48 items was reduced to 39 and subsequently to 34 following item-level analyses. Two datasets were collected from Chinese middle-school students across three provinces, capturing diverse socio-economic contexts and grade levels (7th, 8th, and 9th). EFA on the first dataset (n = 424) revealed a nine-factor structure collectively explaining 78.12% of the total variance. Confirmatory factor analysis (CFA) on the second dataset (n = 584) verified an excellent model fit. Internal consistency indices (Cronbach’s α > 0.87, composite reliability > 0.75) and strong convergent and discriminant validity evidence (based on AVE and inter-factor correlations) further support the scale’s psychometric soundness. The SCE-PL thus offers researchers, policymakers, and practitioners a robust, theory-driven instrument for assessing personalized learning experiences in smart classroom environments, paving the way for data-informed pedagogy, optimized learning spaces, and enhanced technological integration. Full article

Although empirical studies have consistently suggested that educational expectations from caregivers would shape students’ internal factors of learning (e.g., educational aspirations, mental status, and motivation), how such processes further link with students’ academic ability received relatively little scholarly attention. Using the longitudinal China Family Panel Studies survey data, this paper applies structural equation modelling to examine the interrelationship between caregiver educational expectation, educational aspiration, depression, and academic performance of Chinese rural students (N = 584). The results show a negative correlation between caregiver educational expectation and rural students’ depression. Further, we find that when family wealth, fathers’ education level, students’ age, gender, and school type (public/private) are controlled for, caregiver educational expectation positively correlates with rural students’ educational aspiration and negatively associates with their depression, which is further positively and negatively associated with their academic performance, respectively. Our findings indicate that caregiver educational expectations might play a salient role in intervention programs enhancing rural students’ academic performance through promoting their educational aspirations and alleviating their depression. The results of this study offer fresh insight into how rural educators, families, and practitioners might address the issue of Chinese rural students’ low academic outcomes. Full article

Reflective thinking is crucial for academic success, personal development, and cultural adaptation. Therefore, this study aimed to analyze the role of the Reflective Thinking Scale (RTS) for international students in Chinese universities. Data were collected from 482 international students in Northwestern China. Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Reliability, and Correlation Analysis were employed to validate the RTS. The qualitative phase used semi-structured interviews and reflective journals. The results revealed a four-factor structure for the RTS: habitual action, understanding, reflection, and critical reflection. The scale showed strong reliability (Cronbach’s α = 0.77) with significant positive correlations between reflective thinking and academic performance. The qualitative phase drew on 26 interviews and 22 reflective journals, analyzed thematically. Six themes emerged, highlighting reflection’s role in academic regulation, language acquisition, cultural adaptation, emotional processing, and personal identity development. The findings confirm the cross-cultural validity of the RTS and underscore the importance of scaffolded reflective practices in international education. This study also extends theoretical links between reflective thinking, transformative learning, cognitive flexibility, and self-regulated learning. Implications are offered for educators, curriculum designers, and researchers seeking to enhance reflective learning environments for diverse student populations. Full article

Smartphone addiction has emerged as a pressing public health issue in recent years, which negatively impacts university students’ academic performance, physical and mental health, and social functioning. Therefore, it is crucial to explore the significant factors related to smartphone addiction. While previous research has suggested a potential link between self-compassion and problematic internet or smartphone use, studies specifically examining the relationship between self-compassion and smartphone addiction tendency remain limited. From a positive psychology perspective, this study aims to explore the relationship between self-compassion and smartphone addiction tendency, as well as its internal mechanism. A total of 641 Chinese college students were recruited to complete online questionnaires assessing their self-compassion, self-concept clarity, experiential avoidance, and smartphone addiction tendency. The results show that self-compassion not only directly and negatively predicts smartphone addiction tendency, but also indirectly predicts it through the independent mediating effects of self-concept clarity and experiential avoidance. Additionally, there is a chain-mediating effect of self-concept clarity and experiential avoidance. This study provides a new perspective for the prevention and intervention of smartphone addiction tendency among college students. Full article

Objective: General practice (GP) plays an important role in the healthcare of human populations, and Chinese medical schools have paid attention to using education to improve the GP ability of medical students. However, there are still a lack of evaluating tools focusing on the general practice ability of clinical undergraduate students in China. To the best of our knowledge, this is one of the first studies aimed at constructing a scale of the general practice ability of medical undergraduates (GPA-MU) and understanding the current situation and factors influencing the general practice ability of the undergraduate clinical medical students in China. Methods: This study included two steps: the scale development and the empirical study. The items of the GPA-MU scales were developed from a literature review, in-depth individual interviews, Delphi expert consultation, and a pilot test. For the empirical study, a sample of 318 medical undergraduates was recruited. Item analysis, content validity, exploratory and confirmatory factor analysis, convergent and discriminant validity, and internal consistency reliability were conducted to examine the properties of the GPA-MU, and single and multi-factor analysis were used to explore the related factors of the GPA-MU. Results: Finally, the GPA-MU consisted of 3 first grade indexes, 12 second grade indexes, and 43 third grade indexes, with good reliability and validity, which could be used to assess the level of general practice ability of clinical undergraduate students. According to the cross-sectional study, the general practice ability score of clinical undergraduate students in Hunan Province was 83.75 ± 14.97, indicating the low general practice ability of clinical undergraduate students. The region, knowledge, duration of practice, and salary package had an obvious effect on the general practice ability of clinical undergraduate students. Further targeted intervention strategies in China are needed to strength the general practice ability of students. Full article

In the Programme for International Student Assessment (PISA) 2015, students from four cities/provinces in mainland China performed worse in collaborative problem solving (CPS) than in other subjects. While student collaboration has been widely implemented in Chinese classrooms for over two decades, empirical research on teachers’ roles and interventions remains quite scarce. Influenced by international educational reform in the 21st century, educators have developed and made widespread use of open-ended tasks, perceived as more suitable for CPS, during mathematics lessons. In this study, we investigate the effect of teacher intervention during pair and small group CPS using a quasi-experiment with four teachers from eight classes. We then selected typical cases and analysed their effect on task performance regarding intervention focus and means. The result showed that three of the four teachers’ interventions proved effective. The most and least effective teachers were selected for the case study. We discuss teacher intervention’s effect in emphasising social activities and diagnosing. Considering the difference in authority between teachers in Chinese/Western classrooms, we discuss intervention styles and offer suggestions for choosing and carefully implementing appropriate forms of collaborative activities. Full article

Objectives: Adverse childhood experiences (ACEs) pose a significant public health concern, negatively impacting children’s physical and mental health. This study examines the association between ACEs and the co-occurrence of somatization and post-traumatic stress symptoms (PTSSs) among Chinese college students. Additionally, it explores the roles of both internal (psychological resilience) and external (social support) protective factors in this relationship. Methods: A sample of 701 students were analyzed using the Adverse Childhood Experiences International Questionnaire, the Somatization subscale from the Symptom Checklist-90, the PTSD Checklist from the DSM-5, the Connor–Davidson Resilience Scale, and the Multidimensional Scale of Perceived Social Support. A four-level outcome variable was created based on measures of somatization and PTSSs: no symptoms, somatization-only, post-traumatic stress symptoms-only (PTSSs-only), and co-occurring symptoms. Data analysis was conducted using multiple logistic regression. Results: Among Chinese college students, the prevalence of ACEs was 62.9%, while the prevalence of co-occurring somatization and PTSSs was 13.7%. The results of the multiple logistic regression analysis indicated a positive association between ACEs and the co-occurrence of somatization and PTSSs compared to no symptoms (OR = 2.28, p < 0.001). Furthermore, social support (OR = 0.26, p < 0.001) and psychological resilience (OR = 0.48, p = 0.049) were negatively associated with the co-occurrence. Conclusions: ACEs are risk factors for the co-occurrence of somatization and PTSSs among college students, while social support and psychological resilience serve as effective protective factors against this risk. Full article

The Santa Barbara Sense of Direction scale (SBSoD) is a self-report scale that assesses the ability to orient oneself in the environment. With the current study, we validated the Danish version of the SBSoD (SBSoDDK) and compared performance on the SBSoD across samples with different nationalities. We collected data for a Danish sample consisting of 119 Danish university students and received data from studies validating other versions of the SBSoD using American, German, Japanese, Chinese, Turkish, and British samples. The internal consistency and convergent and discriminant validity of the SBSoDDK, which exhibited a two-factor structure, were affirmed, and differences in performance on the SBSoD across samples with different nationalities were identified and may be linked to cultural variations in the sense of direction. The current study has certain weaknesses, including using nationality as a proxy for culture and variations in the gender compositions of the samples. Future studies should focus on addressing the current study’s weaknesses and revising and further validating the SBSoD. Full article

Background/Objectives: Eating disorders, including food neophobia and restrictive eating behaviors, are pervasive among university students. This study evaluated the psychometric properties of the Nine-Item Avoidant/Restrictive Food Intake Disorder Scale (NIAS), Düsseldorf Orthorexia Scale (DOS), Night Eating Syndrome Questionnaire (NESQ), Zung’s Self-Rating Depression Scale (SDS), and Perceived Stress Scale (PSS) among university students in China and Pakistan to assess reliability and validity and explore the relationships between eating behaviors and mental health. Methods: Initially, responses from 1056 university students from China and Pakistan were obtained, which were reduced to 1002 after screening. Sociodemographic data were collected. Descriptive statistics, reliability analysis, and Confirmatory Factor Analysis (CFA) were performed using SPSS and Analysis of Moment Structures (AMOS). Results: The demographic data showed that 52% of the participants were female and 48% were male, with a mean age of 22.13 ± 3.86 years. Most were single (93.2%) and had a mean BMI of 22.06 ± 4.02 kg/m². The NIAS showed high internal consistency (Cronbach’s Alpha: 0.731), and the CFA revealed strong factor loadings (0.57–0.79). The DOS showed good psychometric properties (factor loadings: 0.53–0.77). The NESQ indicated higher night eating behaviors in Chinese students, who also had higher stress (PSS: Mean Difference = 4.116, 95% CI: 3.36–4.87) and depression (SDS: Mean Difference = 0.229, 95% CI: 0.19–0.27) compared to Pakistani students, who showed more restrictive eating behaviors (NIAS: Mean Difference = −0.422, 95% CI: −0.51 to −0.33). Conclusions: The psychometric evaluation demonstrated strong reliability and validity in assessing eating behaviors and mental health among university students in China and Pakistan. These findings highlight cultural differences, with Chinese students showing higher levels of stress and depression and Pakistani students exhibiting more restrictive eating behaviors. These results suggest the need for culturally tailored interventions to address food-related mental health issues and improve students’ well-being. 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

Background/Objectives: Coping strategies are influenced by sociocultural factors, and an understanding of how the Brief-COPE functions within the Chinese student population is important for its validity and reliability. This study aimed to explore the factor structure of the Brief Coping Orientation to Problems Experienced Inventory (Brief-COPE) in Chinese nursing students. Methods: A cross-sectional study design was adopted. A total of 284 college nursing students, aged 18 years or older, were recruited from a medical university in China using convenience sampling. Exploratory factor analysis (EFA) was conducted to identify the underlying domain structure of the Brief-COPE within those students. This study adhered to the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) Statement. Results: The Brief-COPE demonstrated robust validity, revealing eight distinct factors: positive reframing coping, avoidant and passive coping, seeking social support, self-blame and emotional distress coping, denial and deflective coping, spirituality and humor coping, avoidance and emotional release coping, and adaptive acceptance with distraction. The scale exhibited good internal consistency, as indicated by a Cronbach’s alpha of 0.759. Conclusions: The Brief-COPE is a valid tool for assessing coping strategies in Chinese nursing students. Nursing educators could benefit from training aimed at enhancing the use of appropriate strategies. Also, culturally tailored interventions, such as peer support groups and mentorship programs, could further promote coping skills and improve the emotional well-being of these students. Full article

Guided by the Health Belief Model (HBM), this cross-sectional quantitative study investigated the relationship between key factors and HPV vaccine uptake among Chinese international students (CISs). The sample consisted of 105 CISs attending a southwestern U.S. public university. Participants completed English or Chinese surveys consisting of questions about HPV vaccination status, sociodemographics, perceived risks, facilitators, barriers, knowledge, and cultural beliefs about HPV and HPV vaccination. Findings showed that being female, receiving HPV education, and perceiving higher risks of contracting HPV were associated with receiving at least one dose of HPV vaccination among CISs. Given the current suboptimal HPV vaccination rate among CISs, universities might consider enhancing accessibility to HPV education, making it more inclusive and sex-neutral, and addressing the high risks of HPV infection to encourage their vaccination. Full article

This mixed-methods study examines the role of artificial intelligence (AI)-assisted learning in academic writing for Chinese as a Second Language (CSL) students in a Chinese university context. Fifty international CSL students were randomly assigned to experimental—AI-assisted learning using ChatGPT—and control—traditional learning—groups. Writing samples from the participants were evaluated using established scoring rubrics for Chinese academic writing. Based on pre- and post-test quantitative data and supplementary qualitative interviews with six participants from the experimental group, this study reveals that AI-assisted learning can enhance student outcome by supporting knowledge acquisition, helping to create a supportive learning environment, and increasing student motivation. However, this study also highlights concerns regarding over-reliance on AI, particularly in relation to ethical concerns, technical and networking issues, and the unreliability of AI-generated content. These findings contribute to a nuanced understanding of the impact of AI on CSL learners’ academic writing performance. Finally, we also discuss practical implications for educational stakeholders regarding the integration of AI into language education. Full article