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How Autonomy Support Environment Influences Student Online Game Addiction:The Mediating Roles of Academic Motivation and Academic Perseverance
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作者 Lingling Li Jingjing Liang Shuzhen Chen 《International Journal of Mental Health Promotion》 2024年第10期777-790,共14页
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
关键词 Online game addiction autonomy support academic perseverance academic motivation junior high school students MEDIATION
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Determination of Liability for Violation of “Sexual Autonomy” and Compensation for Mental Damages
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作者 姚邢 JIANG Lin(Translated) 《The Journal of Human Rights》 2024年第2期347-372,共26页
At the legislative level in China,there has been insufficient theoretical preparation to explicitly include“sexual autonomy”within the scope of general personality rights.In handling the increasing number of dispute... At the legislative level in China,there has been insufficient theoretical preparation to explicitly include“sexual autonomy”within the scope of general personality rights.In handling the increasing number of disputes related to violations of“sexual autonomy,”judicial biases have emerged during the trial process when courts determine the attribute of the right to“sexual autonomy.”This situation necessitates a clear legal analysis of the concept and attributes of“sexual autonomy”to establish its essential attribute as a personality right,and,from the perspective of legal doctrine,enable the justification of the right to“sexual autonomy”as either a general personality right or other personality interests,thereby providing theoretical support for courts to“adjudicate according to law.”By delineating and categorizing instances of violations of“sexual autonomy,”the constitutive elements and fundamental characteristics of such violations can be clarified.By examining the legal norms governing civil litigation and civil litigation associated with criminal cases concerning violations of“sexual autonomy,”the responsibility determination,remedies,and existing regulatory loopholes regarding violations of“sexual autonomy,”especially in cases involving both criminal and civil matters,can be defined.Based on this foundation,the legal basis,determination mechanism,and compensation standards for claiming compensation for mental damages resulting from violations of“sexual autonomy”can be elucidated. 展开更多
关键词 sexual autonomy personality rights VIOLATIONS liability investigation
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Towards Lessening Learners’Aversive Emotions and Promoting Their Mental Health:Developing and Validating a Measurement of English Speaking Demotivation in the Chinese EFL Context
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作者 Chili Li Xinxin Zhao +2 位作者 Ziwen Pan Ting Yi Long Qian 《International Journal of Mental Health Promotion》 2024年第2期161-175,共15页
While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,littl... While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,little research explores the measures to quantify L2 speaking demotivation.The present two-phase study attempts to develop and validate an English Speaking Demotivation Scale(ESDS).To this end,an independent sample of 207 Chinese tertiary learners of English as a Foreign Language(EFL)participated in the development phase,and another group of 188 Chinese EFL learners was recruited for the validation of the scale.Exploratory Factor Analysis(EFA)and Confirmatory Factor Analysis(CFA)were employed to determine the factor structure of the scale.The EFA results revealed a six-factor solution with Teacher-related Factors in Learning Spoken English(TFLSE),Interest and Valence in Learning Spoken English(IVLSE),Self-efficacy in Learning Spoken English(SELSE),Negative Peer Influence in Learning Spoken English(NPILSE),Undesirable Environment for Learning Spoken English(UELSE),and Negative Influence of Assessment and Learning Materials in speaking class(NIALM).In the validation phase,Confirmatory Factor Analysis(CFA)was performed to validate the internal structure of the scale.The CFA results showed that the model fits the data well.Overall,the ESDS is a robust and trustworthy psychometric tool that could be utilized to examine L2 speaking demotivation.Implications for diminishing EFL learners’demotivation,lessening their aversive emotions and promoting their mental health are also discussed. 展开更多
关键词 Demotivation for learning English speaking ESDS scale development and validation Chinese EFL learners mental health
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The Impact of Comment Style on Learners’ Essay Revisions
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作者 CHEN Yang-tao 《Sino-US English Teaching》 2024年第2期73-78,共6页
This paper investigates how the type of written feedback provided by teachers affects learners’ ability to revise essays. A total of 120 participants participated in two rounds of essay composition and feedback deliv... This paper investigates how the type of written feedback provided by teachers affects learners’ ability to revise essays. A total of 120 participants participated in two rounds of essay composition and feedback delivery. The findings indicate that learners who receive comments in the form of questions are more prone to make revisions compared to those receiving statements or imperatives. These results hold significant implications for educators and the ways they utilize written feedback to enhance learners’ writing skills. 展开更多
关键词 teacher’s written feedback impact learners’essay revisions
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Analyzing the Essay Writing Patterns of Iranian Intermediate-Level Korean Language Learners: A Study Based on the TOPIK Exam
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作者 Vahid Reza Nasrollahi 《Sino-US English Teaching》 2024年第8期354-371,共18页
This study examines the writing abilities of Iranian intermediate Korean learners,specifically their performance in the compositional writing section of the Test of Proficiency in Korean(TOPIK).By utilizing the many F... This study examines the writing abilities of Iranian intermediate Korean learners,specifically their performance in the compositional writing section of the Test of Proficiency in Korean(TOPIK).By utilizing the many FACETS-Rasch Model,we meticulously analyzed nine writing samples from the 52nd TOPIK.These samples were evaluated using a modified rubric ranging from 0 to 3 based on predefined criteria for written composition.The results underscored that the sections on“appropriateness of spacing and spelling,”“relevance of vocabulary,”and“content diversity”presented the most significant challenges for the learners.On the other hand,“the quantity of writing”emerged as the least challenging aspect.These findings reveal substantial disparities in various aspects of writing proficiency among learners.The study not only pinpoints issue areas in writing skills,but also underscores the necessity of customized teaching strategies within the TOPIK framework to address these weaknesses.Consequently,it offers valuable insights that could bolster the effectiveness of teaching writing to Korean language learners.The findings of this study are not only significant for the field of language education,but also contribute to a deeper understanding of the challenges faced by intermediate learners and provide a roadmap for improving language instruction. 展开更多
关键词 TOPIK writing evaluation Iranian intermediate Korean learners multinational research analysis writing challenges language education strategies
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Research Nexus and Implications of Learner Identity in Foreign Language Education
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作者 Tenglong Gong 《Journal of Contemporary Educational Research》 2024年第2期48-56,共9页
One of the most obvious markers of an individual’s identity is their language.However,in some ways,the relationship between identity and language acquisition seems to be missed.In fact,a lot of studies have shown tha... One of the most obvious markers of an individual’s identity is their language.However,in some ways,the relationship between identity and language acquisition seems to be missed.In fact,a lot of studies have shown that identity may influence the reasons behind language acquisition,especially in bilingual or multilingual societies.Learning English can provide EFL(English as a Foreign Language)students with a good sense of identity and encourage them to practice their agency,which can improve learning efficiency and effectiveness.This paper examines how the efficacy and results of language learning are influenced by the learner’s identity. 展开更多
关键词 learner identity MOTIVATION English learning Foreign language education
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Analysis of Young Learners’Listening Skills
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作者 Wanqi Tang Qing Wan 《Journal of Contemporary Educational Research》 2024年第4期69-73,共5页
The importance of listening as one of the communication skills cannot be overstated.However,in many areas,listening is neglected.For young learners,learning to listen is even more beneficial for their future studies,t... The importance of listening as one of the communication skills cannot be overstated.However,in many areas,listening is neglected.For young learners,learning to listen is even more beneficial for their future studies,therefore,listening skills should be given due importance. 展开更多
关键词 Listening skills Communication skills Young learners Teaching materials
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English Writing Autonomy and Literacy among Chinese College Students
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作者 Chunlei Su 《Journal of Contemporary Educational Research》 2024年第8期107-113,共7页
The purpose of this study is to examine the current situation of English writing autonomy and literacy among Chinese college students,to analyze their performance,scale,and distribution as well as influencing factors,... The purpose of this study is to examine the current situation of English writing autonomy and literacy among Chinese college students,to analyze their performance,scale,and distribution as well as influencing factors,and to explore the correlation between English writing autonomy and literacy.This study will provide an in-depth analysis of the current situation of Chinese college students’English writing autonomy and literacy,reveal the scale,distribution,and influencing factors,as well as put forward strategies to enhance them,so as to provide a reference for the reform and development of college English education. 展开更多
关键词 Chinese college students English writing autonomy LITERACY Status quo Influencing factors Enhancement strategies
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Enhancing Learners’Performance in Grade 7 Mathematics Through 50-30-20 Exercise
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作者 Joniel S.Cerbito 《Journal of Contemporary Educational Research》 2024年第1期233-245,共13页
Assessment exercises constitute a crucial component of the teaching and learning process,serving the purpose of gauging the degree to which learning objectives have been accomplished.This study aims to assess the math... Assessment exercises constitute a crucial component of the teaching and learning process,serving the purpose of gauging the degree to which learning objectives have been accomplished.This study aims to assess the mathematics performance of Grade 7 learners using the 50-30-20 exercise.Specifically,this study seeks to determine the learners’pre-test and post-test mean scores,identify significant differences between the pre-test and post-test results,evaluate learners’exercises,and propose enhanced exercises.The research employs a quasi-experimental design,with 40 Grade 7 learners in the school year 2023-2024 as participants,selected through purposive non-random sampling.Statistical data analysis involves the use of mean,standard deviation,paired t-test,and Cohen’s D effect size.Ethical considerations were paramount,as evidenced by a letter of authorization from the school head outlining the strict adherence to voluntary participation,informed parental consent,anonymity,confidentiality,risk mitigation,results-sharing protocols,and the commitment to keeping research data confidential.The data yielded a remarkable outcome:the experimental group exhibited improvement in both the pre-test and post-test.This result substantiates the initial objective of the study,showcasing a noteworthy and favorable performance among the participants.Consequently,it suggests that a majority of the participants strongly agree that the 50-30-20 exercises contribute to enhancing their understanding and problem-solving skills,as well as their ability to grasp mathematical concepts and improve their overall performance in mathematics.Therefore,the 50-30-20 exercises not only facilitated students in understanding mathematics lessons but were also aligned with the Department of Education’s development plan. 展开更多
关键词 Mathematical assessment exercises learners’mathematical performance 50-30-20 exercises
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Entangled relationship:Chinese parents’involvement in young learners’English tests
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作者 GUO JIA CHENG LIYING 《语言测试与评价》 2024年第1期1-20,112,共21页
Young learners’English(YLE)tests have become increasingly prevalent among and important to Chinese English learners and their parents.In China,parents are actively involved in their children’s education and test-tak... Young learners’English(YLE)tests have become increasingly prevalent among and important to Chinese English learners and their parents.In China,parents are actively involved in their children’s education and test-taking decisions,and their participation has given rise to a series of social impacts.Although parent involvement has received increasing public and academic attention in newspaper and scholarly articles,there exists no thorough analysis of current research on parents’roles in young learners’test-taking.To address this gap,we systemically analyzed Chinese newspaper articles and academic articles between 2011 and 2021 to elicit Chinese parents’roles in YLE test-taking.Our thematic analysis of the literature identifies the ways in which parents influence their children’s test-taking experiences,and how the tests affect this influence.Specifically,our results elicit 1)parents’engagement in YLE testing;2)parents’understanding of the intended uses of YLE tests;3)parents’perception and consequences of their involvement in YLE testing;and 4)parents’backgrounds.This analysis reveals the popularity of YLE tests among young learners and their parents in China and public concern over test-related issues.It also broadens our understanding of YLE testing impact and suggests future potential research directions. 展开更多
关键词 young learners’English(YLE)tests in China parents’roles test impact
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Meta-cognitive Strategy Training and the Development of Learners' Autonomy in Language Learning 被引量:3
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作者 王洪林 《Sino-US English Teaching》 2006年第8期20-23,共4页
As the ultimate goal of education, autonomy in language learning has aroused a lot of attention from scholars at home and abroad. While in universities of China, students do not have strong autonomy in English languag... As the ultimate goal of education, autonomy in language learning has aroused a lot of attention from scholars at home and abroad. While in universities of China, students do not have strong autonomy in English language learning. The author tries to adopt specific meta-cognitive strategies to facilitate students' autonomy in learning by improving learners' capacities in study planning or management, monitoring and evaluating in learning to raise their consciousness and ability in autonomy, and lay a foundation for life-long learning. 展开更多
关键词 meta-cognitive strategies meta-cognitive strategies training autonomy in language learning
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On Learner Autonomy in Foreign Language Education
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作者 方志英 刘进 《海外英语》 2013年第8X期221-223,共3页
Previous studies abroad and at home on learner autonomy have provided a variety of definitions from different perspectives as a framework of reference for the essence of LA. Therefore, based on the characteristics of ... Previous studies abroad and at home on learner autonomy have provided a variety of definitions from different perspectives as a framework of reference for the essence of LA. Therefore, based on the characteristics of LA, ways such as cultivation of LA beliefs and learning strategies, construction of a favorable LA environment and promotion of learner autonomy through teacher autonomy can be employed to foster students'autonomous learning ability. 展开更多
关键词 learner autonomy (LA) TEACHER autonomy FOREIGN LAN
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浅谈在SEFC课堂中实施Learner Training,Autonomy和Motivation
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作者 张令千 《语言与文化研究》 2007年第1期154-159,共6页
语言心理学的研究越来越关注学习者的学习方法、学习态度与激励机制。如果我们能够很好地把他们运用到我们的教学中,充分调动起学习者的学习积极性,我们的语言教学将会出现前所未有的飞跃!
关键词 learner TRAINING MOTIVATION autonomy STRATEGY Resp
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An Analysis of Learner Autonomy and Learning Strateg ies in CALL Environment
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作者 何为芳 《商情(科学教育家)》 2008年第4期260-261,共2页
In recent years,computer assisted language learning(CALL) increasingly attracts language learners’ attentions with evident advantages.This paper introduces the basic concepts concerning CALL,learner autonomy and lear... In recent years,computer assisted language learning(CALL) increasingly attracts language learners’ attentions with evident advantages.This paper introduces the basic concepts concerning CALL,learner autonomy and learning strategies,and tentatively proposes suggestions for developing language learners’ strategies in CALL environment based on CALL situations in China. 展开更多
关键词 CALL learner autonomy LEARNING STRATEGIES
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Promoting Learner Autonomy and Cooperation in College English Teaching
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作者 黄艳 《科教文汇》 2006年第9期46-47,共2页
Chinese college students over-depend on their teachers in English learning. At the same time, they are used to learning all by themselves, lacking the spirit of cooperation. This paper describes an experiment aimed to... Chinese college students over-depend on their teachers in English learning. At the same time, they are used to learning all by themselves, lacking the spirit of cooperation. This paper describes an experiment aimed to promote learner autonomy and cooperation among college students. A new teaching mode was used in a class, which has 38 students and the class was chosen randomly from 9 classes of the first year students in Wuhan Commercial Service College. Analysis statistics and questionnaire information indicated that the new teaching mode introduced was effective both in helping students acquire knowledge and in promoting learner autonomy and cooperation. The result of the experiment provides a quotable teaching mode for English teachers of colleges. 展开更多
关键词 learner autonomy COOPERATION new TEACHING mode
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The Enhancement Effect of Learner Autonomy on Motivation in SLL
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作者 朱鹏飞 《海外英语》 2012年第12X期142-144,共3页
For many years now," autonomy" in learning has been a topic of widespread discussion in educational field.Accordingly,it is Henry Holec who introduced learner autonomy to the field of second language in his ... For many years now," autonomy" in learning has been a topic of widespread discussion in educational field.Accordingly,it is Henry Holec who introduced learner autonomy to the field of second language in his project report to the Council of Europe in 1981.Motivation is also a widely used psychological term in our daily life and research.Both learner autonomy and motivation are important factors in influencing learning effects.Many researchers conduct studies on learner autonomy and motivation.There are also some studies on the correlation between learner autonomy and motivation in SLL(Second Language Learning).However,few of them focus on the effect of learner autonomy on motivation.Thus,it makes an attempt to investigate whether learner autonomy has an enhancement effect on motivation.It combines motivation and learner autonomy together to find some effective and efficient ways of promoting foreign or second language learning.In another way,it enriches learner autonomy research.It holds that learner autonomy is a very important factor in influencing motivation.It will make a combination between learner autonomy and motivation in SLL to find some new ways of promoting learners' motivation and learning efficiency.A survey methodology has been employed which consists of qualitative and quantitative methods.Specifically,both questionnaire and interview have been conducted in the research. 展开更多
关键词 learner autonomy MOTIVATION SLL EFFECT
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How to Promote EFL Learner Autonomy in China
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作者 岳宏艳 《海外英语》 2013年第23期122-123,共2页
The learner–centered teaching method is replacing the traditional teacher-centered one.This means that learners will assume greater responsibility for their own learning.This paper aims to introduce the definitions o... The learner–centered teaching method is replacing the traditional teacher-centered one.This means that learners will assume greater responsibility for their own learning.This paper aims to introduce the definitions of leaner autonomy,the necessity and factors of cultivating learners’autonomy and how to promote learner autonomy. 展开更多
关键词 learner autonomy learning STRATEGIES
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启动LEARNER AUTONOMY
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作者 卢健 《闽江学院学报》 2000年第1期81-83,共3页
LEARNERAUTONOMY指的是学生学习的自主性和主动性。其关键在于教师如何教会学生学习。教师的教学重点应放在学生的学上,而不在教上。学生的学习自主性可以从四个方面来培养:1、树立学生的外语学习的自信心;2、调动学生学习的主动性;... LEARNERAUTONOMY指的是学生学习的自主性和主动性。其关键在于教师如何教会学生学习。教师的教学重点应放在学生的学上,而不在教上。学生的学习自主性可以从四个方面来培养:1、树立学生的外语学习的自信心;2、调动学生学习的主动性;3、采用适当的教学形式;4、采用交际策略,保持学生的学习热情。 展开更多
关键词 启动 learner autonomy
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What is learner autonomy,why and how to promote it?
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作者 丁凤 《科技信息》 2009年第16期91-94,共4页
Learner autonomy has been discussed for a long time but it is often confused with self-instruction and self-access learning.The aim of this paper is first to examine the definition of learner autonomy and its developm... Learner autonomy has been discussed for a long time but it is often confused with self-instruction and self-access learning.The aim of this paper is first to examine the definition of learner autonomy and its developmental background from the perspectives of philosophy,education,and psychology,trying to demonstrate both the theoretical and practical reasons why learner autonomy should be promoted;and then try to explore how learner autonomy can be fostered. 展开更多
关键词 自主学习 学习方法 教学理论 教育心理学
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An Exploration of the Concept of Learner Autonomy 被引量:2
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作者 吴丽萍 《海外英语》 2013年第9X期35-38,43,共5页
The concept of learner autonomy is well known as very complex as many scholars put emphasis on differences between his ideas and others'. That no consensus has reached so far puzzles us. However, a good understand... The concept of learner autonomy is well known as very complex as many scholars put emphasis on differences between his ideas and others'. That no consensus has reached so far puzzles us. However, a good understanding of autonomy is the basis of putting development of autonomy into practice. Through examining common features of different concepts and explaining the relationship between autonomy and its related concepts, the highly condensed qualities of "relativity" and "duality" are put forward and some implications about specific ways of fostering autonomy in Chinese educational context are also discussed. 展开更多
关键词 learner autonomy AUTONOMOUS learning related conce
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