This longitudinal study examined the association between parental autonomy support and school-aged children’s adjustment across four major domains of school functioning,as well as the mediating role of children’s ex...This longitudinal study examined the association between parental autonomy support and school-aged children’s adjustment across four major domains of school functioning,as well as the mediating role of children’s executive function.Participants were 476 school-aged children(girl:49.2%,M_(age)=10.49 years,SD=1.32 years),who completed the Psychological Autonomy Support Scale,the Behavior Rating Inventory of Executive Function–2,and the Primary School Students’Psychological Suzhi Scale at baseline and at two subsequent follow-up assessments.Results from unconditional latent growth curve models and structural equation modeling indicated that paternal autonomy support was a significant predictor of children’s adjustment across all four school domains.In contrast,maternal autonomy support was significantly associated only with interpersonal adjustment.Both the intercept(initial level)and slope(rate of change)of children’s executive function significantly predicted their adjustment in all four domains.Notably,the initial level of executive function fully mediated the association between paternal autonomy support and school adjustment,whereas the rate of change in executive function did not serve as a significant mediator.Thesefindings underscore the importance of promoting parental autonomy-supportive behaviors-particularly among fathers-as a means to enhance children’s executive functioning and,consequently,their school adjustment.展开更多
Background:Online game addiction has become a serious global public health problem among adolescents.However,its influencing factors and mediating mechanisms remain ambiguous.Methods:The present study adopted stratifi...Background:Online game addiction has become a serious global public health problem among adolescents.However,its influencing factors and mediating mechanisms remain ambiguous.Methods:The present study adopted stratified random sampling to collect 6146 junior high school student samples in China's Mainland.We used regression analysis,and Bootstrap mediation test through SPSS 26.0 and AMOS 24.0 to reveal the tendency of students’online game addiction with different background characteristics and whether autonomy support from parents and teachers can effectively reduce online game addiction.Results:The results showed that parental(β=−0.112,p<0.001)and teacher(β=−0.225,p<0.001)autonomy support were conducive to reducing students’online game addiction.Academic perseverance(β=−0.080,95%CI=[−0.103,−0.058])and academic motivation(β=−0.073,95%CI=[−0.095,−0.052])partially mediated the relationship between autonomy support and online game addiction.Conclusion:This result provides a theoretical basis for educational interventions.It suggests that strengthening autonomy support could enhance students’academic perseverance and motivation and further reduce online game addiction.This study utilized a cross-sectional research design,making it difficult to determine the causal relationship between autonomy support environment and online game addiction.展开更多
Teachers are essential in China’s national strategy of carrying out the fundamental task of fostering virtue through education.This study examined the impact of teachers’behaviors in family-school-community partners...Teachers are essential in China’s national strategy of carrying out the fundamental task of fostering virtue through education.This study examined the impact of teachers’behaviors in family-school-community partnerships on children’s academic achievement.Utilizing county-based survey data and employing an ordered probit model with interaction effects for dependent variables,this study discovered a trend:Children associated with improved school conditions and teachers with higher professional titles tended to attain higher academic achievement.Moreover,teachers’behaviors in family-school-community partnerships that extend beyond classroom instruction indicated both direct and indirect positive effects on children’s academic achievement,narrowing the gap in academic achievement between students in rural schools with teachers of lower professional titles and those in more advantaged schools with high professional titles.In the context of developing a high-quality education system and achieving quality compulsory education in a balanced manner,it is essential to consider children’s academic achievement within a broader educational framework that extends beyond conventional classroom instruction.It is recommended that teachers’professional competence in family-school-community partnerships be integrated into the guidelines for teacher professional development.For educational policies aimed at fostering a high-quality education system,it is beneficial to extend the investment both for“hard assets”in funds and“soft assets”in teachers’expertise.Such strategies could lead to an overall improvement in children's academic achievement.展开更多
We still do not have comprehensive knowledge of which framework of patientcentered care(PCC)is appropriate for diabetes care,which elements of PCC are evidence-based,and the mechanism by which PCC elements are associa...We still do not have comprehensive knowledge of which framework of patientcentered care(PCC)is appropriate for diabetes care,which elements of PCC are evidence-based,and the mechanism by which PCC elements are associated with outcomes through mediators.In this review,we elaborate on these issues.We found that for diabetes care,PCC elements such as autonomy support(patient individuality),cooperation and collaboration(system-level approach),communication and education(behavior change techniques),emotional support(biopsychosocial approach),and family/other involvement and support are critically important.All of these factors are directly associated with different patient outcomes and indirectly associated with outcomes through patient activation.We present the practical implications of these PCC elements.展开更多
Purpose:This study offered insights into how Chinese college admission reform brought about school changes and influenced students'motivation and learning behaviors.Design/Approach/Methods:Four classes in one publ...Purpose:This study offered insights into how Chinese college admission reform brought about school changes and influenced students'motivation and learning behaviors.Design/Approach/Methods:Four classes in one public high school in the Shanghai Municipality were observed in their homeroom activities and during class breaks.Students and teachers were purposively selected and interviewed.Findings:Due to the more choices on national college entrance examination-examined subjects,career development courses and internships were offered to give students guidance on subject selection.A class shifting system was adopted.In response to the comprehensive evaluation criteria,more free time and club activities were offered so that students can develop their own interests in nonacademic areas.While the reform promoted some students'intrinsic motivation and mastery goals-that is,students reported their intention to develop interests and improve competences-some students made strategic decisions(e.g.,avoiding choosing Physics,intensive preparation,and extracurricular academic tutoring)to maximize college admission possibilities at the cost of ignoring their personal interests.展开更多
基金supported by the National Natural Science Foundation of China(CN)(Grant No.32071074).
文摘This longitudinal study examined the association between parental autonomy support and school-aged children’s adjustment across four major domains of school functioning,as well as the mediating role of children’s executive function.Participants were 476 school-aged children(girl:49.2%,M_(age)=10.49 years,SD=1.32 years),who completed the Psychological Autonomy Support Scale,the Behavior Rating Inventory of Executive Function–2,and the Primary School Students’Psychological Suzhi Scale at baseline and at two subsequent follow-up assessments.Results from unconditional latent growth curve models and structural equation modeling indicated that paternal autonomy support was a significant predictor of children’s adjustment across all four school domains.In contrast,maternal autonomy support was significantly associated only with interpersonal adjustment.Both the intercept(initial level)and slope(rate of change)of children’s executive function significantly predicted their adjustment in all four domains.Notably,the initial level of executive function fully mediated the association between paternal autonomy support and school adjustment,whereas the rate of change in executive function did not serve as a significant mediator.Thesefindings underscore the importance of promoting parental autonomy-supportive behaviors-particularly among fathers-as a means to enhance children’s executive functioning and,consequently,their school adjustment.
基金funded by Suzhou Education Quality Monitoring Center’s 2023 Project,grant number SZKT202313-1.
文摘Background:Online game addiction has become a serious global public health problem among adolescents.However,its influencing factors and mediating mechanisms remain ambiguous.Methods:The present study adopted stratified random sampling to collect 6146 junior high school student samples in China's Mainland.We used regression analysis,and Bootstrap mediation test through SPSS 26.0 and AMOS 24.0 to reveal the tendency of students’online game addiction with different background characteristics and whether autonomy support from parents and teachers can effectively reduce online game addiction.Results:The results showed that parental(β=−0.112,p<0.001)and teacher(β=−0.225,p<0.001)autonomy support were conducive to reducing students’online game addiction.Academic perseverance(β=−0.080,95%CI=[−0.103,−0.058])and academic motivation(β=−0.073,95%CI=[−0.095,−0.052])partially mediated the relationship between autonomy support and online game addiction.Conclusion:This result provides a theoretical basis for educational interventions.It suggests that strengthening autonomy support could enhance students’academic perseverance and motivation and further reduce online game addiction.This study utilized a cross-sectional research design,making it difficult to determine the causal relationship between autonomy support environment and online game addiction.
基金funded by the Teacher Education Research Fund of Northeast Normal University(No.JSJY20180302)the Jilin Provincial Educational Science Planning Project(No.GH150012).
文摘Teachers are essential in China’s national strategy of carrying out the fundamental task of fostering virtue through education.This study examined the impact of teachers’behaviors in family-school-community partnerships on children’s academic achievement.Utilizing county-based survey data and employing an ordered probit model with interaction effects for dependent variables,this study discovered a trend:Children associated with improved school conditions and teachers with higher professional titles tended to attain higher academic achievement.Moreover,teachers’behaviors in family-school-community partnerships that extend beyond classroom instruction indicated both direct and indirect positive effects on children’s academic achievement,narrowing the gap in academic achievement between students in rural schools with teachers of lower professional titles and those in more advantaged schools with high professional titles.In the context of developing a high-quality education system and achieving quality compulsory education in a balanced manner,it is essential to consider children’s academic achievement within a broader educational framework that extends beyond conventional classroom instruction.It is recommended that teachers’professional competence in family-school-community partnerships be integrated into the guidelines for teacher professional development.For educational policies aimed at fostering a high-quality education system,it is beneficial to extend the investment both for“hard assets”in funds and“soft assets”in teachers’expertise.Such strategies could lead to an overall improvement in children's academic achievement.
基金Supported by Ministry of Science and Technology,No.105-2410-H-030-057 and No.107-2410-H-030-072.
文摘We still do not have comprehensive knowledge of which framework of patientcentered care(PCC)is appropriate for diabetes care,which elements of PCC are evidence-based,and the mechanism by which PCC elements are associated with outcomes through mediators.In this review,we elaborate on these issues.We found that for diabetes care,PCC elements such as autonomy support(patient individuality),cooperation and collaboration(system-level approach),communication and education(behavior change techniques),emotional support(biopsychosocial approach),and family/other involvement and support are critically important.All of these factors are directly associated with different patient outcomes and indirectly associated with outcomes through patient activation.We present the practical implications of these PCC elements.
文摘Purpose:This study offered insights into how Chinese college admission reform brought about school changes and influenced students'motivation and learning behaviors.Design/Approach/Methods:Four classes in one public high school in the Shanghai Municipality were observed in their homeroom activities and during class breaks.Students and teachers were purposively selected and interviewed.Findings:Due to the more choices on national college entrance examination-examined subjects,career development courses and internships were offered to give students guidance on subject selection.A class shifting system was adopted.In response to the comprehensive evaluation criteria,more free time and club activities were offered so that students can develop their own interests in nonacademic areas.While the reform promoted some students'intrinsic motivation and mastery goals-that is,students reported their intention to develop interests and improve competences-some students made strategic decisions(e.g.,avoiding choosing Physics,intensive preparation,and extracurricular academic tutoring)to maximize college admission possibilities at the cost of ignoring their personal interests.
