Best Evidence in Chinese Education最新文献_第3页

The Relationship between Mobile Phone Dependence and Mental Health among Adolescents: The Mediating Role of Academic Burnout and the Moderating Role of Coping Styles 青少年手机依赖与心理健康的关系:学业倦怠的中介作用和应对方式的调节作用

Best Evidence in Chinese Education Pub Date : 2022-09-30 DOI: 10.15354/bece.22.ab008

Jiaojiao Wan

引用次数: 5

Influences of Teachers, Students and School Climate on Bullying Victimization: Evidence from China 教师、学生和学校氛围对欺凌受害的影响:来自中国的证据

Best Evidence in Chinese Education Pub Date : 2022-09-30 DOI: 10.15354/bece.22.or065

Ying Zhu, Yiying Teng

{"title":"Influences of Teachers, Students and School Climate on Bullying Victimization: Evidence from China","authors":"Ying Zhu, Yiying Teng","doi":"10.15354/bece.22.or065","DOIUrl":"https://doi.org/10.15354/bece.22.or065","url":null,"abstract":"Given the common occurrence of school bullying incidents and high prevalence rates of victimization in China, this study aims to explore the association between multiple school-related predictors and Chinese adolescents’ overall experiences with bullying victimization. Guided by the social-ecological framework for violence prevention, this study integrated different factors involving teachers, students, and school climate into one single research to detect the bullying problem more systematically and holistically. Further, the study applied the data from the 2018 Program for International Student Assessment while utilizing binary logistic regression analyses to perceive anti-bullying variables and their relationships with bullying victimization. The study revealed that teachers’ emotional, instrumental, and informational support other than appraisal support were negatively associated with students’ experiences of being bullied and victimized. The research also indicated that students’ sense of belonging, a cooperative school environment, and classroom disciplinary climate played a buffering role in bullying victimization while competition in school settings adversely increased overall bullying exposure. The results have highlighted the integration of various predictors in influencing multiple social relations and school environments to battle against in-person bullying. The results also have implications for stopping cyberbullying to achieve inclusive school education for all in the post-COVID-19 era.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116241261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

School Bullying: The Intolerable Evil in Children’s Growth 校园欺凌:儿童成长中不可容忍的罪恶

Best Evidence in Chinese Education Pub Date : 2022-09-30 DOI: 10.15354/bece.22.co015

Longjun Zhou

引用次数: 0

The Effects of Parent Educational Expectations on the Competence Development of Rural Left-Behind Children: An Empirical Study Based on CEPS Data 父母教育期望对农村留守儿童能力发展的影响——基于CEPS数据的实证研究

Best Evidence in Chinese Education Pub Date : 2022-09-30 DOI: 10.15354/bece.22.ab007

H. Huang

{"title":"The Effects of Parent Educational Expectations on the Competence Development of Rural Left-Behind Children: An Empirical Study Based on CEPS Data","authors":"H. Huang","doi":"10.15354/bece.22.ab007","DOIUrl":"https://doi.org/10.15354/bece.22.ab007","url":null,"abstract":"Based on data from the China Education Panel Survey (CEPS), this study conducted an empirical analysis of the effect of parent educational expectations on the competence development of rural left-behind children and the underlying mediating mechanism. The research findings reveal that rural left-behind children have far less developed competencies than their non-left-behind counterparts and that parent educational expectations significantly and positively influence the competence development of left-behind children. Specifically, parent academic expectations impose the greatest impact on academic results of left-behind children; parent expectations of child education levels have the widest effects on various competencies of left-behind children; Parent involvement and teacher support exert a chain mediating effect on the relationship between parent educational expectations and the competence development of rural left-behind children. The mediation effect of teacher support or the concurrence of teacher support and parent involvement remarkably promoted the competence development of rural left-behind children, while parent involvement alone results in masking effects, which impede the improvement of their competencies to some extent.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126877996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Meta-analysis of the Relationships between Chinese Parenting Styles and Child Academic Achievement 中国父母教养方式与儿童学业成绩关系的元分析

Best Evidence in Chinese Education Pub Date : 2022-09-30 DOI: 10.15354/bece.22.ab009

Zifu Shi

{"title":"A Meta-analysis of the Relationships between Chinese Parenting Styles and Child Academic Achievement","authors":"Zifu Shi","doi":"10.15354/bece.22.ab009","DOIUrl":"https://doi.org/10.15354/bece.22.ab009","url":null,"abstract":"This article aimed to examine the relationships between Chinese parenting styles and child academic achievement through a meta-analytical review. After literature screening, 54 studies and 793 independent effect sizes that met the inclusion criteria were incorporated into the analysis (n = 24630). According to the results of the study, positive parenting styles like “emotional warmth and understanding” had prominent beneficial effects on child academic achievement, whilst negative ones such as “punishment and harshness”, “overinvolvement and overprotection”, “preference for the subject”, “rejection and denial”) were significantly unfavorable for child academic performance. In addition, the relation between parental overinvolvement and overprotection and child academic achievement was moderated by parental roles. Children’s ages could moderate the relationships between parenting styles (except for overinvolvement and overprotection) and child academic results. The connection between parental preference for the subject and child academic achievement was moderated by disciplines. The effects of parents’ emotional warmth and understanding as well as overinvolvement and overprotection were moderated by times.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125151166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Factors Influencing the Turnover Intention of Rural Preschool Teachers in the Context of Rural Revitalization: An Analysis Based on a Moderated Mediation Model 乡村振兴背景下乡村幼儿教师离职意愿的影响因素:基于有调节的中介模型分析

Best Evidence in Chinese Education Pub Date : 2022-07-30 DOI: 10.15354/bece.22.ab005

Shan Liu

引用次数: 1

How to Retain Rural Preschool Teachers? 如何留住农村幼儿教师?

Best Evidence in Chinese Education Pub Date : 2022-07-30 DOI: 10.15354/bece.22.co012

Yuhua Luo, Suonian Yuan, Longjun Zhou

引用次数: 0

The Effect of Education Groups on the Quality of Urban and Rural Compulsory Education: An Empirical Analysis Based on CEPS Data 教育群体对城乡义务教育质量的影响——基于cceps数据的实证分析

Best Evidence in Chinese Education Pub Date : 2022-07-30 DOI: 10.15354/bece.22.ab004

Gang Cheng

引用次数: 1

Online Shadow Education in Hong Kong: Perspectives from Secondary School Students and Private Tutors 香港网上影子教育:中学生及私教教师的观点

Best Evidence in Chinese Education Pub Date : 2022-07-30 DOI: 10.15354/bece.22.or063

Ching-ho Raymond. Cheng

引用次数: 1

An Empirical Study on the Data Analytics-based Self-Regulated Learning Scaffolding Model for Primary Students 基于数据分析的小学生自主学习脚手架模型的实证研究

Best Evidence in Chinese Education Pub Date : 2022-07-30 DOI: 10.15354/bece.22.ab006

Tao Huang

引用次数: 0