A Bifactor Analysis Approach to Construct Validity and Reliability of the Affective Exercise Experience Questionnaire among Chinese College Students

Affective exercise experience as an emerging theoretical concept has great potential to provide a more nuanced understanding of individual factors that influence exercise behavior.However,concerning the Affective Exercise Experiences(AFFEXX)questionnaire,it has not been examined yet whether the structural score of the AFFEXX is a useful index to predict physical activity(refers to any bodily movement produced by skeletal muscles that requires energy expenditure).Furthermore,there is currently a gap in knowledge regarding the psychological mechanisms that can explain the relationship between affective exercise experiences and the level of physical activity(PA).In order to adress these gaps in the literature,we conducted two studies among Chinese collge students that aimed(i)to investigated whether the total score of the three AFFEXX-C constructs(antecedent appraisals,core affective exercise experiences,and attraction-antipathy towards exercise)is a relaible indicator that can be utilized in research and pratical settings and(ii)to evalute the specific psychological mechanisms that can explain the relationship between affective exercise experience and PA.In Study 1,we recruited 801 voluntary Chinese college students for bifactor and correlational analyses.In Study 2,875 Chinese college students were enrolled to verify our findings from Study 1 and to explore the aforementioned mechanism.Results from the bifactor analyses supported our hypothesis that the total scores of the three AFFEXX-C constructs can be used among Chinese college students to establish a link with PA.Additionally,our results suggested that core affective exercise experiences and attraction-antipathy mediated the relationship between antecedent appraisals and the level of moderate-to-vigorous intensity PA.Therefore,measuring affective exercise experiences using the AFFEXX-C,specifically the total scores of each individual construct may be a useful approach to predict future PA levels.

Correlates of Condom-use Self-efficacy on the EPPM-based Integrated Model among Chinese College Students

Objective To explore the predictors of condom-use self-efficacy in Chinese college students according to the extended parallel process model （EPPM）-based integrated model. Methods A total of 3,082 college students were anonymously surveyed through self-administered questionnaires in Guangzhou and Harbin, China. A structural equation model was applied to assess the integrated model. Results Among the participants, 2,387 （46.7%） were male, 2,586 （53.3%） were female, and the average age was 18.6 years. The final integrated model was acceptable. Apart from the direct effect （r = 0.23）, perceived severity had two indirect effects on condom-use self-efficacy through the attitude to HIV education （r = 0.40） and intention to engage in premarital sex （r = -0.16）, respectively. However, the perceived susceptibility mediated through the intention to engage in premarital sex （intent-to-premarital-sex） had a poor indirect impact on condom-use self-efficacy （total effect was -0.06）. Furthermore, attitude toward HIV health education （r = 0.49） and intent-to-premarital-sex （r = -0.32） had a strong direct effect on condom-use self-efficacy. In addition, male students perceived higher susceptibility, stronger intent-to-premarital-sex, and lower condom-use self-efficacy than female students. Conclusion The integrated model may be used to assess the determinants of condom-use self-efficacy among Chinese college students. Future research should focus on raising the severity perception, HIV-risk-reduction motivation, and the premarital abstinence intention among college students. Furthermore, considering the gender differences observed in the present survey, single-sex HIV education is required in school-based HIV/sex intervention.

The Relationship between Psychological Suzhi and Mental Health among Chinese College Students

Object: To explore the relationship between psychological suzhi and mental health among Chinese college students, and to gain psychological suzhi factors that are predictors for mental health. Method: By using stratified sampling method, an investigation was conducted among 734 subjects. They were assessed with the College Student Psychological Suzhi Scale (CSPS, including 3 subscales, 28 factors) and General Health Questionnaire-20 item (GHQ-20, including 3 subscales). Results: 1) Psychological suzhi score for Chinese college students had negative correlation with the score of GHQ-20, GHQ-depression and GHQ-anxiety (p < 0.001), and positive correlation with the score of GHQ-self-affirmation (p < 0.001);2) Psychological suzhi score for Chinese college students was predictor of the score for GHQ-20 and its subscales namely GHQ-self-affirmation, GHQ-depression, and GHQ-anxiety (β = ?0.448, 0.439, ?0.262, ?0.259, p < 0.001);the variance explained by the score of GHQ-20 and its subscales were 19.9%, 19.1%, 6.7%, 6.5%;3) There were 12 psychological suzhi factors that were predictors for GHQ-self-affirmation which was known as the positive indicator of mental health (p < 0.05);11 psychological suzhi factors were predictors for GHQ-depression and GHQ-anxiety which was known as the negative indicator of mental health (p < 0.05). Conclusion: There exists a correlation between psychological suzhi and mental health, particularly in positive mental health. Indeed, the psychological suzhi factors are able to enhance the pertinence of mental health education.

Linguistic Insights into the Teaching of English Composition to Chinese College Students

How does one teach composition to Chinese college students of English? How does one teach thera to discover ideas for themselves and to put these into English patterns of thought and organization? Can the discovery of ideas really be taught? Is there a method of teaching whereby the scientific process of writing can be cornbined with the creative art of composition?

The Current Situation of Chinese College Students' English Pronunciation

Nowadays, we can find the expression"dumb English"in newspapers and websites. The phrase exposes a situation that many Chinese college students, who earn high scores in English proficiency tests, such as CET-4, cannot speak fluent English. When they started to work after graduation, they cannot perform effective communication with foreigners verbally in many occasions. This paper aims to illustrate the current situation of Chinese college students' English pronunciation and analyze it in detail.

Understanding the PAD-Based Class Acceptance among Modern Chinese College Students’English Learning

This paper gives an understanding of PAD-based class acceptance among modern Chinese college students’English learning.It first introduces the brief definition of what the PAD-based class is,as well as the situation of English language learning in present China,especially the learning amongst Chinese college students.And then it focuses on the acceptance of the PADbased class in the English learning of Chinese college students,including the breakthrough of the traditional Chinese classroom teaching mode and the innovation of the PAD-based class among Chinese college students’English learning.

Value Appeal of Harmonious Moral Life of Chinese College Students

Based on the theory of human nature and community,this paper analyzes some problems such as the weakening of moral appeal,the loss of moral behavior,the supremacy of physical values and the unclear role orientation faced by some Chinese college students in the course of their moral life so as to cultivate moral feelings and construct moral values,reshape the ethics of behavior,give full play to the main channel of ideological and political theory courses in colleges and universities,inherit the outstanding Chinese traditional culture as the focal point,and probe into the value demands of college students' harmonious moral life.

An Analysis of the Pre-writing Strategies Employed by Chinese College Students in the Timed Examination

This thesis is trying to analyze the pre-writing strategies used by Chinese college students in a timed examination.The purposes of this study is to identify the possible strategies the Chinese college students claimed they used in the pre-writing stage of the timed examination,find if differences exist between the pre-writing strategies employed by skilled writers and unskilled writers,and find which strategy best facilitate writing in a timed condition.

THE NECESSITY AND FEASIBILITY OF INTRODUCING AN ORAL PERFORMANCE TEST FOR CHINESE COLLEGE STUDENTS AT BAND FOUR

The introduction of an oral performance test for Chinese college students at Band Four is proposed. The current CET-4 test and the qualitative problems associated with it are analysed, and the possible positive backwash of such an innovation is explored.

How Does Anxiety Affect SLA among Chinese College EFL Students

Anxiety is a serious problem among Chinese College EFL student.This paper firsdy defines language anxiety and gives a research to prove the existence of language anxiety.It subsequently lists some factors which are related to language anxiety,including perfectionist tendencies,personality traits,emotional intelligence traits and foreign language learning difficulty.The paper then illustrates the causes and effects of language anxiety.Finally it discusses how to alleviate students' anxiety and turn anxiety into motivation.

Using Cooperative Learning Strategy to Teach Speaking among Chinese College EFL Students

Chinese English speaking class faces lots of problems,such as lack of motivation,the big class size,the gap between stu⁃dents from urban and rural areas,etc.In order to solve these problems,the cooperative learning strategy is introduced and analyzed in this article.This article defines the cooperative learning strategy and then introduces the benefits of it and at last suggests how to using it in English teaching,especially in speaking.

The Analysis on the Role of Motivation in College Students’ English Learning

Foreign language teaching is a very complicated process that includes varied factors.Among those factors,the learner's factors are very important.Learner is the main part of a foreign language learning and teaching.In recent years,considerable research has been focused on the study of the foreign language learners,especially on their motivations.Learners'motivation plays a very important role in Chinese college students'English learning.

A Research on the Strategies for Improving the Teaching Level of Thai Reading in Colleges and Universities

The traditional teaching of Thai reading in colleges and universities mainly focuses on imparting knowledge,hoping to help students accumulate Thai knowledge efficiently.With the continuous attention to the instrumental and humanistic values of language,the focus of college and university teachers has gradually shifted to the training of application skills and the improvement of thinking quality[1].In order to fully demonstrate the value of its teaching,Thai reading teachers need to combine the development needs of students with practical application,constantly innovate teaching strategies,improve the teaching level of Thai reading,and comprehensively promote students’Thai literacy.Based on this and in view of various practical experiences,this paper discusses the strategies to improve the teaching level of Thai reading in colleges and universities.

Mechanisms Influencing Learning Gains Under Information Security: Structural Equation Modeling with Mediating Effect

With the expanding enrollments in higher education,the quality of col-lege education and the learning gains of students have attracted much attention.It is important to study the influencing factors and mechanisms of individual stu-dents’acquisition of learning gains to improve the quality of talent cultivation in colleges.However,in the context of information security,the original data of learning situation surveys in various universities involve the security of educa-tional evaluation data and daily privacy of teachers and students.To protect the original data,data feature mining and correlation analyses were performed at the model level.This study selected 12,181 pieces of data from X University,which participated in the Chinese College Student Survey(CCSS)from 2018 to 2021.A confirmatory factor analysis was conducted and a structural equation modeling was conducted using AMOS 24.0.Through hypothesis testing,this study explored the mechanisms that influence learning gains from the per-spectives of student involvement,teacher involvement,and school support.The results indicated that the quality of student involvement has an important mediat-ing effect on learning gains and that a supportive campus environment has the greatest influence on learning gains.Establishing positive emotional communica-tions between teachers and students is a more direct and effective method than improving the teaching level to improve the quality of student involvement.This study discusses the implications of these results on the research and practice of connotative development in higher education.