Background:With the global popularity of short videos,particularly among young people,short video addiction has become a worrying phenomenon that poses significant risks to individual health and adaptability.Self-regu...Background:With the global popularity of short videos,particularly among young people,short video addiction has become a worrying phenomenon that poses significant risks to individual health and adaptability.Self-regulated learning(SRL)strategies are key factors in predicting learning outcomes.This study,based on the SRL theory,uses short video addiction as the independent variable,SRL strategies as the mediating variable,and learning well-being as the outcome variable,aiming to reveal the relationships among short video addiction,self-regulated learning,and learning well-being among Chinese college students.Methods:Using a cross-sectional study design and applying the snowball sampling technique,an online survey was administered to Chinese undergraduate students.A total of 706 valid questionnaires were collected,with an effective response rate of 85.7%.The average age of the participants was 20.5 years.Results:The results of structural equation modeling indicate that 7 hypotheses were supported.Short video addiction was negatively correlated with self-regulated learning strategies(preparatory,performance,and appraisal strategy),while SRL strategies were positively correlated with learning well-being.Additionally,short video addiction had a mediating effect on learning well-being through the three types of SRL strategies.The three types of SRL strategies explained 39%of the variance in learning well-being.Conclusion:Previous research has typically focused on the impact of self-regulated learning strategies on media addiction or problematic media use.This study,based on the SRL model,highlights the negative issues caused by short video addiction and emphasizes the importance of cultivating self-regulation abilities and media literacy.Short video addiction stems from failures in trait self-regulation,which naturally impairs the ability to effectively engage in self-regulation during the learning process.This study confirms and underscores that the SRL model can serve as an effective theoretical framework for helping students prevent short video addiction,engage in high-quality learning,and consequently enhance their learning well-being.展开更多
This study explored the nature and use of technology-based self-regulated learning(SRL)strategies among the Chinese university students.A total of 20 undergraduate students in China's Mainland were invited to part...This study explored the nature and use of technology-based self-regulated learning(SRL)strategies among the Chinese university students.A total of 20 undergraduate students in China's Mainland were invited to participate in a focus group interview.The students reported using four types of technology-based SRL strategies including cognitive,meta-cognitive,social behavioral,and motivational regulation strategies.Among the strategies,technology-based vocabulary learning was reported to be a dominant strategy by the students.This study opens a new window to understanding how English as a foreign language(EFL)students utilize different strategies to learn English in technology-based learning context.展开更多
The purpose of this paper is to argue the effectiveness of self-regulated learning in English education in Chinese college classroom instruction. A study is given to show whether the introduction of self-regulated lea...The purpose of this paper is to argue the effectiveness of self-regulated learning in English education in Chinese college classroom instruction. A study is given to show whether the introduction of self-regulated learning can help improve Chinese college students' English learning, and help them perform better in the National English test-CET-4 (College English Test Level-4,).展开更多
Objective:Self-directed training represents a challenge in simulation-based training as low cognitive effort can occur when learners overrate their own level of performance.This study aims to explore the mechanisms un...Objective:Self-directed training represents a challenge in simulation-based training as low cognitive effort can occur when learners overrate their own level of performance.This study aims to explore the mechanisms underlying the positive effects of a structured self-assessment intervention during simulation-based training of mastoidectomy.Methods:A prospective,educational cohort study of a novice training program consisting of directed,self-regulated learning with distributed practice(5x3 procedures)in a virtual reality temporal bone simulator.The intervention consisted of structured self-assessment after each procedure using a rating form supported by small videos.Semi-structured telephone interviews upon completion of training were conducted with 13 out of 15 participants.Interviews were analysed using directed content analysis and triangulated with quantitative data on secondary task reaction time for cognitive load estimation and participants’self-assessment scores.Results:Six major themes were identified in the interviews:goal-directed behaviour,use of learning supports for scaffolding of the training,cognitive engagement,motivation from self-assessment,selfassessment bias,and feedback on self-assessment(validation).Participants seemed to self-regulate their learning by forming individual sub-goals and strategies within the overall goal of the procedure.They scaffolded their learning through the available learning supports.Finally,structured self-assessment was reported to increase the participants’cognitive engagement,which was further supported by a quantitative increase in cognitive load.Conclusions:Structured self-assessment in simulation-based surgical training of mastoidectomy seems to promote cognitive engagement and motivation in the learning task and to facilitate self-regulated learning.展开更多
This study demonstrates that our previously reported polywraplex, a synthetic siRNA carrier consisting of a uni-molecular polyplex core of customizable size and a self-assembled triblock copolymer envelop, may be cons...This study demonstrates that our previously reported polywraplex, a synthetic siRNA carrier consisting of a uni-molecular polyplex core of customizable size and a self-assembled triblock copolymer envelop, may be constructed using dendrimers as the crosslinking junctions. Replacing the branched low molecular weight PEI with polyamidoamine(PAMAM) dendrimer in the zeta potential regulated polymerization resulted in the similar network structured cationic polymer with electron microscopically visible crosslinking junctions. This visibility may offer a convenient way to characterize the molecular structure of the rationally designed networked siRNA-packing cationic polymer without altering its chemical properties and biologic functions. A series of physical-chemical characterizations and biological assays, comprising size, zeta potential, pre-phagocytic siRNA leaking and degradation, and silencing of functional genes, confirmed that the advanced properties of polywraplexes remained with the dendrimer junctions. Although sixth generation PAMAM dendrimer was used as the crosslinking junctions in the size-customizable polymerization for electron microscopic observation, lower generation dendrimer should also work in case more practical and structurally defined cationic polymer is needed.展开更多
Model for spoken is expected to overcome difficulties in teaching and learning Indonesian language for foreign speakers. Language anxiety is the anxiety that arises when a person learns foreign language. Foreign Langu...Model for spoken is expected to overcome difficulties in teaching and learning Indonesian language for foreign speakers. Language anxiety is the anxiety that arises when a person learns foreign language. Foreign Language Anxiety （anxiety to learn a foreign language） is of concern or negative emotional reactions that arise when studying or using foreign language. Self-regulated learning is an active and constructive process undertaken by learners in setting goals for their learning and trying to monitor, regulate, and control of cognition, motivation, and behavior, then everything is directed and driven by purpose and adapted to the context and environment. The research method used is an R and D （research and development） method with a sample of foreign speakers of Chinese. Variables that receive interference are the ability to speak in Indonesian, while the variables used to interfere with the self-regulated learning and language anxiety as a variable controller. Intrapersonal factors become barriers that cause stuttering speech limited due to the mastering subject content. On the basis of that, this speaking model applies the principle of self-regulated learning in the learning process, using a communicative and contextual approach. This model intended for foreign speakers who learn Indonesian language outside of Indonesia, so to bring the atmosphere mandated in sociolinguistic built through media and relevant teaching methods.展开更多
Understanding the catalytic mechanism of non-noble transition metal electrocatalysts is crucial to designing high-efficiency,low-cost,and durable alternative electrocatalysts for water splitting which comprises the hy...Understanding the catalytic mechanism of non-noble transition metal electrocatalysts is crucial to designing high-efficiency,low-cost,and durable alternative electrocatalysts for water splitting which comprises the hydrogen evolution reaction(HER) and oxygen evolution reaction(OER).In this work,Se-NiSe_(2) hybrid nanosheets with a self-regulated ratio of ionic Se(I-Se) to elemental Se(E-Se) are designed on carbon cloth by solution synthesis and hydrothermal processing.The effects of the I-Se/E-Se ratios on the electrocatalytic characteristics in HER and OER are investigated systematically both experimentally and theoretically.The optimized bifunctional electrocatalyst needs overpotentials of only 133 mV to deliver an HER current density of 10 mA cm^(-2) and 350 mV to generate an OER current density of 100 mA cm^(-2) in1.0 mol L^(-1) KOH.Based on the density-functional theory calculation,surface-adsorbed E-Se is beneficial to optimizing the electron environment and the adsorption/desorption free energy of hydrogen/water of the hybrid catalyst,consequently facilitating the electrocatalytic water splitting process.There is a proper I-Se/E-Se ratio to improve the catalytic activity and kinetics of the reaction and the optimized E-Se adsorption amount can balance the interactions between I-Se and E-Se,so that the catalyst can achieve appropriate Se-H binding and active site exposure for the excellent electrocatalytic activity.To demonstrate the practicality,the assembled symmetrical device can be powered by an AA battery to produce hydrogen and oxygen synchronously.Our results provide a deeper understanding of the catalytic mechanism of transition metal selenides in water splitting and insights into the design of high-efficiency and low-cost electrocatalysts in energy-related applications.展开更多
This demonstration of concept applies diagnostic-prescriptive reading instruction, a methodology useo m omteu atd^u~ developmental education, toward improving reading comprehension and self-regulated comprehension str...This demonstration of concept applies diagnostic-prescriptive reading instruction, a methodology useo m omteu atd^u~ developmental education, toward improving reading comprehension and self-regulated comprehension strategy selection in Chinese postsecondary education. A single tutor, also the researcher, works closely with one Chinese university student to develop student-centered comprehension strategies that she can practice on her own. After a battery of formal and informal assessments and interviews, decoding and understanding deficiencies are identified, characterized, and discussed. Both the student and her tutor develop and execute a study plan, which was completed during the spring semester of 2010 at Sha＇anxi University of Science and Technology （SUST） in Xi＇an, People＇s Republic of China （PRC）. By focusing on the subject＇s primary decoding deficiency, spelling, and her primary understanding deficiency, lack of background knowledge, the subject and her reading tutor are able to strategically tackle five reading comprehension goals： （1） spelling; （2） phonemic awareness; （3） noticing structural and cohesive elements; （4） comparing argumentative and evaluative texts; and （5） analyzing expository texts in business and economics. A final discussion analyzes both qualitative and quantitative data, including unexpected discoveries such as the salience of cohesion in reading comprehension and the cultural biases of standardized reading assessments.展开更多
Autonomous,adaptable,and multimodal locomotion capabilities,which are crucial for the advanced intelligence of biological systems.A prominent focus of investigations in the domain of bionic soft robotics pertains to t...Autonomous,adaptable,and multimodal locomotion capabilities,which are crucial for the advanced intelligence of biological systems.A prominent focus of investigations in the domain of bionic soft robotics pertains to the emulation of autonomous motion,as observed in natural organisms.This research endeavor faces the challenge of enabling spontaneous and sustained motion in soft robots without relying on external stimuli.Considerable progress has been made in the development of autonomous bionic soft robots that utilize smart polymer materials,particularly in the realms of material design,microfabrication technology,and operational mechanisms.Nonetheless,there remains a conspicuous deficiency in the literature concerning a thorough review of this subject matter.This study aims to provide a comprehensive review of autonomous soft robots that have been developed based on self-regulation strategies that encompass self-propulsion,self-oscillation,multistimulus response,and topological constraint structures.Furthermore,this review engages in an in-depth discussion regarding their tunable selfsustaining motion and recovery capabilities,while also contemplating the future development of autonomous soft robotic systems and their potential applications in fields such as biomechanics.展开更多
This study investigated the role of intentional self-regulation and the moderating role of peer relationship in the relationship between teacher-student relationship and learning engagement.The study sample comprised ...This study investigated the role of intentional self-regulation and the moderating role of peer relationship in the relationship between teacher-student relationship and learning engagement.The study sample comprised 540 Chinese senior secondary school students between the ages of 15–18(51.67%boys;Mage=16.56 years;SDage=0.90).They completed surveys on the Teacher-Student Relationship Scale,the Selection,Optimization,and Compensation(SOC)Scale,the Peer Relationship Scale for Children and Adolescents,and the Learning Engagement Scale.The results following regression analysis showed that teacher-student relationship predicted higher learning engagement among senior secondary school students.Intentional self-regulation partially mediated the link between teacher-student relationship and learning engagement for higher learning engagement.Peer relationship moderated the relationships between teacher-student relationship and learning engagement and moderated the relationship between teacher-student relationship and intentional self-regulation for higher learning engagement.Thesefindings imply learning engagement can be enhanced by optimizing teacher-student relationship and strengthening intentional self-regulation interventions.展开更多
[Objectives]To systematically evaluate the impact of interventions based on the Common Sense Model of Self-Regulation(CSM)on the psychosocial adaptation of young and middle-aged patients with acute coronary syndrome(A...[Objectives]To systematically evaluate the impact of interventions based on the Common Sense Model of Self-Regulation(CSM)on the psychosocial adaptation of young and middle-aged patients with acute coronary syndrome(ACS),providing evidence-based support for clinical practice.[Methods]A systematic review was conducted using a literature search method,systematically searching through Chinese and English databases such as PubMed,Embase,Cochrane Library,CINAHL,China National Knowledge Infrastructure(CNKI),Wanfang Database,and VIP Database,from the database inception to December 31,2024.The search focused on studies related to the impact of the CSM on the psychosocial adaptation of young and middle-aged ACS patients.Two researchers independently performed literature screening,quality assessment,and data extraction.[Results]A total of 18 studies were included,comprising 12 randomized controlled trials,4 quasi-experimental studies,and 2 cohort studies,involving 2847 young and middle-aged ACS patients.Interventions based on the CSM significantly improved patients disease perception,emotional regulation,self-efficacy,and quality of life.Patients in the intervention group showed significant reductions in anxiety and depression levels,cardiac-related fear,and improvements in disease perception accuracy,treatment adherence,and social function recovery.[Conclusions]Interventions based on the CSM can effectively promote the psychosocial adaptation of young and middle-aged ACS patients,improve their disease perception and emotional state,and enhance their quality of life.It is recommended that this model be widely applied in the clinical care of young and middle-aged ACS patients.展开更多
This study intends to explore the effects of achievement attributions on self-regulated language learning behaviors. The study was carried out by means of a questionnaire which includes two parts, that is, achievement...This study intends to explore the effects of achievement attributions on self-regulated language learning behaviors. The study was carried out by means of a questionnaire which includes two parts, that is, achievement attributions scale and self-regulated language learning behaviors scale. 112 undergraduate students participated in the study. The results of data analysis proved that achievement attribution does influence self-regulated language learning behaviors and that different achievement attributions have different effects on self-regulated language learning behaviors. Based on the results implications for foreign language teaching are suggested.展开更多
The present study adopts a mixed method design to investigate the effect of seven classroom assessment(CA)features on student self-regulated learning(SRL)and further explored factors that influenced the effect.Twelve ...The present study adopts a mixed method design to investigate the effect of seven classroom assessment(CA)features on student self-regulated learning(SRL)and further explored factors that influenced the effect.Twelve teachers and their students(valid data points tallying 630)from three Chinese high schools participated in the study.Structural equational modelling results showed that the CA features had varied impacts.Specifically,self-assessment most effectively enhanced SRL,followed by teacher instruction and structured guidance,then teacher feedback;assessment task and student choice had mixed impacts.Peer-assessment and CA environment reduced SRL.Five influencing factors were revealed through both teacher and student interviews,namely,student engagement with the assessment task,student dependence on authority,prospective gains in the gaokao,intractable motivation and learning approach,and student-teacher relationship.The research has practical implications for SRL promotion.展开更多
The study investigated the effects of an intervention program on self-regulated learning designed for second language learners. One hundred and twenty participants who were sophomore English majors at a university in ...The study investigated the effects of an intervention program on self-regulated learning designed for second language learners. One hundred and twenty participants who were sophomore English majors at a university in China were randomly assigned to either the treatment or the control group. The intervention was composed of six weekly two-hour training sessions that focus on five main variables of self-regulatory processes： goal setting, self-efficacy, time and study environment management, language learning strategies, and attribution. The evaluation of the effectiveness of the intervention included mukiple outcome variables, which were grouped into three categories： students＇ motivational beliefs, students＇ strategy use, and students＇ academic performance. The results of the immediate training effects on goal setting, self-efficacy, attribution, time and study environment management, memory strategy, compensation strategy, metacognitive strategy and second language proficiency confirmed that academic self-regulation is a trainable student characteristic and self-regulation training can be used effectively in a second language classroom setting. The feature of the current study design allows for systematically examining and evaluating both motivational variables and learning strategies in the context of second language learning.展开更多
The present study is set in the context of ongoing educational reform that advocates fostering self-regulated learners and using assessment to improve learning.Drawing on existent research on classroom assessment(CA)a...The present study is set in the context of ongoing educational reform that advocates fostering self-regulated learners and using assessment to improve learning.Drawing on existent research on classroom assessment(CA)and self-regulated learning(SRL),the authors have formulated a conceptual framework outlining the CA features that promote SRL among students.Guided by this framework,the 12 high school teachers’CA practice was scrutinized to find out to what extent their CA was pro-SRL.Based on interview data and classroom observation,gaps were found in Chinese high school teachers’CA.First,CA tasks are primarily low-level closed-end problems,with rare exceptions.Second,students are not allowed much autonomy in CA.Third,self-assessment practice is mostly self-grading.Fourth,peer-assessment is uncommon and mainly involves simply marking peers’work.Fifth,teacher feedback is focused on task and process levels;regulation-level feedback is less common.Sixth,despite teachers’encouragement,most students feel threatened by CA.展开更多
In this paper,I use an autoethnographical approach,coupled with existing research literature on Chinese learners and learning,to reflect upon my own experiences as a junior high school student in order to explore how ...In this paper,I use an autoethnographical approach,coupled with existing research literature on Chinese learners and learning,to reflect upon my own experiences as a junior high school student in order to explore how Chinese students perceive their learning,and how they establish and justify their own sense of self-regulation in learning.It is found there is a hybrid of nuanced cultural meanings underneath the self-regulated learning experiences in the Chinese context.展开更多
The study examined how Chinese non-English majors engaged in classroom interaction with their native English teacher and their peers and how they negotiated meaning to reach successful communication through scaffoldin...The study examined how Chinese non-English majors engaged in classroom interaction with their native English teacher and their peers and how they negotiated meaning to reach successful communication through scaffolding in a summer intensive English program in a key university in China. Sixteen Chinese non-English majors and one native English speaker were observed in three tasks:a decision-making task,an information gap task between the students and an interview task between the teacher and the students. The findings showed that the students initiated more to signal problems when communicating with their peers than with the native teacher when confronting communication breakdowns. In the peer interaction, 163 scaffolding episodes within 7 categories were identified with Feedback(25. 77%)as the most frequent category. Through their peers’ scaffolding, the students were able to self-regulate their discourse. Both the more proficient and less proficient learners were able to and willingly to offer assistance to each other,however,sometimes produce incorrect output. They may also fail to scaffold the peers because of their limited L2 knowledge. In the teacher student interaction,284 scaffolding episodes of 8 kinds were identified with Recruitment(29. 58%) as the most frequent category. The teacher scaffolded the students by demonstrating, simplifying the task and then gave positive feedback and interpretively summarized the students’ answer. The teacher’s scaffolding triggered more ideas and utterances from the students. Although the program was communication-oriented,the teacher drew the students’ attention to the form as the students paid more attention to their language form and were able to self-regulate their utterance most of the time.展开更多
Internet gaming disorder(IGD)among junior high school students is an increasingly prominent mental health concern.It is important to look for influences behind internet gaming disorder tendency(IGDT)in the junior high...Internet gaming disorder(IGD)among junior high school students is an increasingly prominent mental health concern.It is important to look for influences behind internet gaming disorder tendency(IGDT)in the junior high school student population.The present study aimed to reveal the explanatory mechanisms underlying the association between parental psychological control(PPC)and internet gaming disorder tendency among junior high school students by testing the mediating role of core self-evaluation(CSE)and the moderating role of intentional self-regulation(ISR).Participants in present study were 735 Chinese junior high school students who completed offline self-report questionnaires on parental psychological control,core self-evaluation,intentional self-regulation,and Internet gaming disorder tendency.Analyses were conducted via mediation and moderated mediation.The results showed that:(1)Parental psychological control was positively related to junior high school students’Internet gaming disorder tendency.Core self-evaluation,and intentional self-regulation were negatively related to junior high school students’Internet gaming disorder tendency,respectively.(2)Core self-evaluation partially mediated the relationship between parental psychological control and junior high school students’Internet gaming disorder tendency.(3)Intentional self-regulation moderated the association between parental psychological control and Internet gaming disorder tendency,as well as the relationships between parental psychological control and core self-evaluation and core self-evaluation and Internet gaming disorder tendency in the mediated model.Based on these findings,we believe that there is a need to weaken parental psychological control,strengthen junior high school students’core self-evaluation and intentional self-regulation,and to recognize the important role of parents as well as their children’s personal positive traits in the healthy development of junior high school students.展开更多
基金supported by Fundamental Research Funds for the Central Universities in China(Grant Number:2022NTSS52)First-Class Education Discipline Development of Beijing Normal University:Excellence Action Project(Grant Number:YLXKPYXSDW202408)Beijing Institute of Education 2024 Youth Research Projects“Research on the Transformation of Training Aimed at Improving the Work of School Principals in the Capital”(Grant Number:QZ2024-02).
文摘Background:With the global popularity of short videos,particularly among young people,short video addiction has become a worrying phenomenon that poses significant risks to individual health and adaptability.Self-regulated learning(SRL)strategies are key factors in predicting learning outcomes.This study,based on the SRL theory,uses short video addiction as the independent variable,SRL strategies as the mediating variable,and learning well-being as the outcome variable,aiming to reveal the relationships among short video addiction,self-regulated learning,and learning well-being among Chinese college students.Methods:Using a cross-sectional study design and applying the snowball sampling technique,an online survey was administered to Chinese undergraduate students.A total of 706 valid questionnaires were collected,with an effective response rate of 85.7%.The average age of the participants was 20.5 years.Results:The results of structural equation modeling indicate that 7 hypotheses were supported.Short video addiction was negatively correlated with self-regulated learning strategies(preparatory,performance,and appraisal strategy),while SRL strategies were positively correlated with learning well-being.Additionally,short video addiction had a mediating effect on learning well-being through the three types of SRL strategies.The three types of SRL strategies explained 39%of the variance in learning well-being.Conclusion:Previous research has typically focused on the impact of self-regulated learning strategies on media addiction or problematic media use.This study,based on the SRL model,highlights the negative issues caused by short video addiction and emphasizes the importance of cultivating self-regulation abilities and media literacy.Short video addiction stems from failures in trait self-regulation,which naturally impairs the ability to effectively engage in self-regulation during the learning process.This study confirms and underscores that the SRL model can serve as an effective theoretical framework for helping students prevent short video addiction,engage in high-quality learning,and consequently enhance their learning well-being.
文摘This study explored the nature and use of technology-based self-regulated learning(SRL)strategies among the Chinese university students.A total of 20 undergraduate students in China's Mainland were invited to participate in a focus group interview.The students reported using four types of technology-based SRL strategies including cognitive,meta-cognitive,social behavioral,and motivational regulation strategies.Among the strategies,technology-based vocabulary learning was reported to be a dominant strategy by the students.This study opens a new window to understanding how English as a foreign language(EFL)students utilize different strategies to learn English in technology-based learning context.
文摘The purpose of this paper is to argue the effectiveness of self-regulated learning in English education in Chinese college classroom instruction. A study is given to show whether the introduction of self-regulated learning can help improve Chinese college students' English learning, and help them perform better in the National English test-CET-4 (College English Test Level-4,).
文摘Objective:Self-directed training represents a challenge in simulation-based training as low cognitive effort can occur when learners overrate their own level of performance.This study aims to explore the mechanisms underlying the positive effects of a structured self-assessment intervention during simulation-based training of mastoidectomy.Methods:A prospective,educational cohort study of a novice training program consisting of directed,self-regulated learning with distributed practice(5x3 procedures)in a virtual reality temporal bone simulator.The intervention consisted of structured self-assessment after each procedure using a rating form supported by small videos.Semi-structured telephone interviews upon completion of training were conducted with 13 out of 15 participants.Interviews were analysed using directed content analysis and triangulated with quantitative data on secondary task reaction time for cognitive load estimation and participants’self-assessment scores.Results:Six major themes were identified in the interviews:goal-directed behaviour,use of learning supports for scaffolding of the training,cognitive engagement,motivation from self-assessment,selfassessment bias,and feedback on self-assessment(validation).Participants seemed to self-regulate their learning by forming individual sub-goals and strategies within the overall goal of the procedure.They scaffolded their learning through the available learning supports.Finally,structured self-assessment was reported to increase the participants’cognitive engagement,which was further supported by a quantitative increase in cognitive load.Conclusions:Structured self-assessment in simulation-based surgical training of mastoidectomy seems to promote cognitive engagement and motivation in the learning task and to facilitate self-regulated learning.
基金the grant of the Natural Science Foundation of China(Grant nos.81373352 and 81690262)。
文摘This study demonstrates that our previously reported polywraplex, a synthetic siRNA carrier consisting of a uni-molecular polyplex core of customizable size and a self-assembled triblock copolymer envelop, may be constructed using dendrimers as the crosslinking junctions. Replacing the branched low molecular weight PEI with polyamidoamine(PAMAM) dendrimer in the zeta potential regulated polymerization resulted in the similar network structured cationic polymer with electron microscopically visible crosslinking junctions. This visibility may offer a convenient way to characterize the molecular structure of the rationally designed networked siRNA-packing cationic polymer without altering its chemical properties and biologic functions. A series of physical-chemical characterizations and biological assays, comprising size, zeta potential, pre-phagocytic siRNA leaking and degradation, and silencing of functional genes, confirmed that the advanced properties of polywraplexes remained with the dendrimer junctions. Although sixth generation PAMAM dendrimer was used as the crosslinking junctions in the size-customizable polymerization for electron microscopic observation, lower generation dendrimer should also work in case more practical and structurally defined cationic polymer is needed.
文摘Model for spoken is expected to overcome difficulties in teaching and learning Indonesian language for foreign speakers. Language anxiety is the anxiety that arises when a person learns foreign language. Foreign Language Anxiety （anxiety to learn a foreign language） is of concern or negative emotional reactions that arise when studying or using foreign language. Self-regulated learning is an active and constructive process undertaken by learners in setting goals for their learning and trying to monitor, regulate, and control of cognition, motivation, and behavior, then everything is directed and driven by purpose and adapted to the context and environment. The research method used is an R and D （research and development） method with a sample of foreign speakers of Chinese. Variables that receive interference are the ability to speak in Indonesian, while the variables used to interfere with the self-regulated learning and language anxiety as a variable controller. Intrapersonal factors become barriers that cause stuttering speech limited due to the mastering subject content. On the basis of that, this speaking model applies the principle of self-regulated learning in the learning process, using a communicative and contextual approach. This model intended for foreign speakers who learn Indonesian language outside of Indonesia, so to bring the atmosphere mandated in sociolinguistic built through media and relevant teaching methods.
基金supported by the National Natural Science Foundation of China (Nos. 52002294, 51974208, U2003130 and21806099)Key Research and Development Program of Hubei Province (No. 2021BAA208)+1 种基金the Graduate Innovative Fund of Wuhan Institute of Technology (No. CX2020142)the City University of Hong Kong Strategic Research Grant (SRG)(No. 7005505)。
文摘Understanding the catalytic mechanism of non-noble transition metal electrocatalysts is crucial to designing high-efficiency,low-cost,and durable alternative electrocatalysts for water splitting which comprises the hydrogen evolution reaction(HER) and oxygen evolution reaction(OER).In this work,Se-NiSe_(2) hybrid nanosheets with a self-regulated ratio of ionic Se(I-Se) to elemental Se(E-Se) are designed on carbon cloth by solution synthesis and hydrothermal processing.The effects of the I-Se/E-Se ratios on the electrocatalytic characteristics in HER and OER are investigated systematically both experimentally and theoretically.The optimized bifunctional electrocatalyst needs overpotentials of only 133 mV to deliver an HER current density of 10 mA cm^(-2) and 350 mV to generate an OER current density of 100 mA cm^(-2) in1.0 mol L^(-1) KOH.Based on the density-functional theory calculation,surface-adsorbed E-Se is beneficial to optimizing the electron environment and the adsorption/desorption free energy of hydrogen/water of the hybrid catalyst,consequently facilitating the electrocatalytic water splitting process.There is a proper I-Se/E-Se ratio to improve the catalytic activity and kinetics of the reaction and the optimized E-Se adsorption amount can balance the interactions between I-Se and E-Se,so that the catalyst can achieve appropriate Se-H binding and active site exposure for the excellent electrocatalytic activity.To demonstrate the practicality,the assembled symmetrical device can be powered by an AA battery to produce hydrogen and oxygen synchronously.Our results provide a deeper understanding of the catalytic mechanism of transition metal selenides in water splitting and insights into the design of high-efficiency and low-cost electrocatalysts in energy-related applications.
文摘This demonstration of concept applies diagnostic-prescriptive reading instruction, a methodology useo m omteu atd^u~ developmental education, toward improving reading comprehension and self-regulated comprehension strategy selection in Chinese postsecondary education. A single tutor, also the researcher, works closely with one Chinese university student to develop student-centered comprehension strategies that she can practice on her own. After a battery of formal and informal assessments and interviews, decoding and understanding deficiencies are identified, characterized, and discussed. Both the student and her tutor develop and execute a study plan, which was completed during the spring semester of 2010 at Sha＇anxi University of Science and Technology （SUST） in Xi＇an, People＇s Republic of China （PRC）. By focusing on the subject＇s primary decoding deficiency, spelling, and her primary understanding deficiency, lack of background knowledge, the subject and her reading tutor are able to strategically tackle five reading comprehension goals： （1） spelling; （2） phonemic awareness; （3） noticing structural and cohesive elements; （4） comparing argumentative and evaluative texts; and （5） analyzing expository texts in business and economics. A final discussion analyzes both qualitative and quantitative data, including unexpected discoveries such as the salience of cohesion in reading comprehension and the cultural biases of standardized reading assessments.
基金supported by the National Natural Science Foundation of China(Nos.52275290 and 51905222)the Research Project of State Key Laboratory of Mechanical System and Oscillation(No.MSV202419)+2 种基金Major Program of the National Natural Science Foundation of China(NSFC)for Basic Theory and Key Technology of Tri-Co Robots(No.92248301)Opening Project of the Key Laboratory of Bionic Engineering(Ministry of Education),Jilin University(No.KF2023006)Postgraduate Research&Practice Innovation Program of Jiangsu Province(No.SJCX23_2091)。
文摘Autonomous,adaptable,and multimodal locomotion capabilities,which are crucial for the advanced intelligence of biological systems.A prominent focus of investigations in the domain of bionic soft robotics pertains to the emulation of autonomous motion,as observed in natural organisms.This research endeavor faces the challenge of enabling spontaneous and sustained motion in soft robots without relying on external stimuli.Considerable progress has been made in the development of autonomous bionic soft robots that utilize smart polymer materials,particularly in the realms of material design,microfabrication technology,and operational mechanisms.Nonetheless,there remains a conspicuous deficiency in the literature concerning a thorough review of this subject matter.This study aims to provide a comprehensive review of autonomous soft robots that have been developed based on self-regulation strategies that encompass self-propulsion,self-oscillation,multistimulus response,and topological constraint structures.Furthermore,this review engages in an in-depth discussion regarding their tunable selfsustaining motion and recovery capabilities,while also contemplating the future development of autonomous soft robotic systems and their potential applications in fields such as biomechanics.
文摘This study investigated the role of intentional self-regulation and the moderating role of peer relationship in the relationship between teacher-student relationship and learning engagement.The study sample comprised 540 Chinese senior secondary school students between the ages of 15–18(51.67%boys;Mage=16.56 years;SDage=0.90).They completed surveys on the Teacher-Student Relationship Scale,the Selection,Optimization,and Compensation(SOC)Scale,the Peer Relationship Scale for Children and Adolescents,and the Learning Engagement Scale.The results following regression analysis showed that teacher-student relationship predicted higher learning engagement among senior secondary school students.Intentional self-regulation partially mediated the link between teacher-student relationship and learning engagement for higher learning engagement.Peer relationship moderated the relationships between teacher-student relationship and learning engagement and moderated the relationship between teacher-student relationship and intentional self-regulation for higher learning engagement.Thesefindings imply learning engagement can be enhanced by optimizing teacher-student relationship and strengthening intentional self-regulation interventions.
基金Supported by Philosophy and Social Sciences Research Project of Hubei Provincial Department of Education(22Q149,19Y090).
文摘[Objectives]To systematically evaluate the impact of interventions based on the Common Sense Model of Self-Regulation(CSM)on the psychosocial adaptation of young and middle-aged patients with acute coronary syndrome(ACS),providing evidence-based support for clinical practice.[Methods]A systematic review was conducted using a literature search method,systematically searching through Chinese and English databases such as PubMed,Embase,Cochrane Library,CINAHL,China National Knowledge Infrastructure(CNKI),Wanfang Database,and VIP Database,from the database inception to December 31,2024.The search focused on studies related to the impact of the CSM on the psychosocial adaptation of young and middle-aged ACS patients.Two researchers independently performed literature screening,quality assessment,and data extraction.[Results]A total of 18 studies were included,comprising 12 randomized controlled trials,4 quasi-experimental studies,and 2 cohort studies,involving 2847 young and middle-aged ACS patients.Interventions based on the CSM significantly improved patients disease perception,emotional regulation,self-efficacy,and quality of life.Patients in the intervention group showed significant reductions in anxiety and depression levels,cardiac-related fear,and improvements in disease perception accuracy,treatment adherence,and social function recovery.[Conclusions]Interventions based on the CSM can effectively promote the psychosocial adaptation of young and middle-aged ACS patients,improve their disease perception and emotional state,and enhance their quality of life.It is recommended that this model be widely applied in the clinical care of young and middle-aged ACS patients.
文摘This study intends to explore the effects of achievement attributions on self-regulated language learning behaviors. The study was carried out by means of a questionnaire which includes two parts, that is, achievement attributions scale and self-regulated language learning behaviors scale. 112 undergraduate students participated in the study. The results of data analysis proved that achievement attribution does influence self-regulated language learning behaviors and that different achievement attributions have different effects on self-regulated language learning behaviors. Based on the results implications for foreign language teaching are suggested.
文摘The present study adopts a mixed method design to investigate the effect of seven classroom assessment(CA)features on student self-regulated learning(SRL)and further explored factors that influenced the effect.Twelve teachers and their students(valid data points tallying 630)from three Chinese high schools participated in the study.Structural equational modelling results showed that the CA features had varied impacts.Specifically,self-assessment most effectively enhanced SRL,followed by teacher instruction and structured guidance,then teacher feedback;assessment task and student choice had mixed impacts.Peer-assessment and CA environment reduced SRL.Five influencing factors were revealed through both teacher and student interviews,namely,student engagement with the assessment task,student dependence on authority,prospective gains in the gaokao,intractable motivation and learning approach,and student-teacher relationship.The research has practical implications for SRL promotion.
文摘The study investigated the effects of an intervention program on self-regulated learning designed for second language learners. One hundred and twenty participants who were sophomore English majors at a university in China were randomly assigned to either the treatment or the control group. The intervention was composed of six weekly two-hour training sessions that focus on five main variables of self-regulatory processes： goal setting, self-efficacy, time and study environment management, language learning strategies, and attribution. The evaluation of the effectiveness of the intervention included mukiple outcome variables, which were grouped into three categories： students＇ motivational beliefs, students＇ strategy use, and students＇ academic performance. The results of the immediate training effects on goal setting, self-efficacy, attribution, time and study environment management, memory strategy, compensation strategy, metacognitive strategy and second language proficiency confirmed that academic self-regulation is a trainable student characteristic and self-regulation training can be used effectively in a second language classroom setting. The feature of the current study design allows for systematically examining and evaluating both motivational variables and learning strategies in the context of second language learning.
文摘The present study is set in the context of ongoing educational reform that advocates fostering self-regulated learners and using assessment to improve learning.Drawing on existent research on classroom assessment(CA)and self-regulated learning(SRL),the authors have formulated a conceptual framework outlining the CA features that promote SRL among students.Guided by this framework,the 12 high school teachers’CA practice was scrutinized to find out to what extent their CA was pro-SRL.Based on interview data and classroom observation,gaps were found in Chinese high school teachers’CA.First,CA tasks are primarily low-level closed-end problems,with rare exceptions.Second,students are not allowed much autonomy in CA.Third,self-assessment practice is mostly self-grading.Fourth,peer-assessment is uncommon and mainly involves simply marking peers’work.Fifth,teacher feedback is focused on task and process levels;regulation-level feedback is less common.Sixth,despite teachers’encouragement,most students feel threatened by CA.
文摘In this paper,I use an autoethnographical approach,coupled with existing research literature on Chinese learners and learning,to reflect upon my own experiences as a junior high school student in order to explore how Chinese students perceive their learning,and how they establish and justify their own sense of self-regulation in learning.It is found there is a hybrid of nuanced cultural meanings underneath the self-regulated learning experiences in the Chinese context.
文摘The study examined how Chinese non-English majors engaged in classroom interaction with their native English teacher and their peers and how they negotiated meaning to reach successful communication through scaffolding in a summer intensive English program in a key university in China. Sixteen Chinese non-English majors and one native English speaker were observed in three tasks:a decision-making task,an information gap task between the students and an interview task between the teacher and the students. The findings showed that the students initiated more to signal problems when communicating with their peers than with the native teacher when confronting communication breakdowns. In the peer interaction, 163 scaffolding episodes within 7 categories were identified with Feedback(25. 77%)as the most frequent category. Through their peers’ scaffolding, the students were able to self-regulate their discourse. Both the more proficient and less proficient learners were able to and willingly to offer assistance to each other,however,sometimes produce incorrect output. They may also fail to scaffold the peers because of their limited L2 knowledge. In the teacher student interaction,284 scaffolding episodes of 8 kinds were identified with Recruitment(29. 58%) as the most frequent category. The teacher scaffolded the students by demonstrating, simplifying the task and then gave positive feedback and interpretively summarized the students’ answer. The teacher’s scaffolding triggered more ideas and utterances from the students. Although the program was communication-oriented,the teacher drew the students’ attention to the form as the students paid more attention to their language form and were able to self-regulate their utterance most of the time.
基金supported by the National Social Science Foundation of China(20BSH131).
文摘Internet gaming disorder(IGD)among junior high school students is an increasingly prominent mental health concern.It is important to look for influences behind internet gaming disorder tendency(IGDT)in the junior high school student population.The present study aimed to reveal the explanatory mechanisms underlying the association between parental psychological control(PPC)and internet gaming disorder tendency among junior high school students by testing the mediating role of core self-evaluation(CSE)and the moderating role of intentional self-regulation(ISR).Participants in present study were 735 Chinese junior high school students who completed offline self-report questionnaires on parental psychological control,core self-evaluation,intentional self-regulation,and Internet gaming disorder tendency.Analyses were conducted via mediation and moderated mediation.The results showed that:(1)Parental psychological control was positively related to junior high school students’Internet gaming disorder tendency.Core self-evaluation,and intentional self-regulation were negatively related to junior high school students’Internet gaming disorder tendency,respectively.(2)Core self-evaluation partially mediated the relationship between parental psychological control and junior high school students’Internet gaming disorder tendency.(3)Intentional self-regulation moderated the association between parental psychological control and Internet gaming disorder tendency,as well as the relationships between parental psychological control and core self-evaluation and core self-evaluation and Internet gaming disorder tendency in the mediated model.Based on these findings,we believe that there is a need to weaken parental psychological control,strengthen junior high school students’core self-evaluation and intentional self-regulation,and to recognize the important role of parents as well as their children’s personal positive traits in the healthy development of junior high school students.
