Between-Class Ability Grouping, Cram Schooling, and Student Academic Achievement in Taiwan

Taiwan government has been executing the educational reform programs for more than two decades. However, the so-called between-class ability grouping which is prohibited by Taiwan government is still found in many places; and Taiwan＇s cram schools are even more popular and diversified than before. The authors argue that, in addition to individual＇s socio-economic background, regional characteristics and school attributes also play important roles. Bringing these two factors back in, the causal relationships among ability grouping, cram schooling, and student academic achievement can be analyzed more accurately. Using data from Taiwan Education Panel Survey, the authors＇ empirical results show that, first of all, in more urbanized area, between-class ability grouping is less popular but cram school participation is wider spread these years. Secondly, the effects of family backgrounds on students＇ cram school participation are not as critical as they were before. Thirdly, between-class ability grouping and students＇ performance are positively associated but the internal mechanism still needs further investigation.

The Relationship between Academic Performance, Achievement Motivation and Career Adaptability of Chinese High School Students

Given the importance of career adaptability to personal career and success,there is growing interest in how to cultivate youth's career adaptability in schools.This study explores the predictors of career adaptability and examines the mediating role of academic performance in the relationship between achievement motivation and career adaptability.Using the survey data of 147 Chinese high school students,a series of regression models find that academic motivation and academic performance have significant effects on career adaptability,as well as its four dimensions namely career concern,career control,career curiosity,and career confidence.Structural equation modeling further shows that achievement motivation can not only directly affect career adaptability,but also indirectly affect career adaptability through academic performance after controlling for the effects of gender,location,parent education,and family social and economic status.Research limitations and practical implications are finally discussed.

Examine the Relationship of Emotional Intelligence and Creativity with Academic Achievement of Second Period High School Students

The present study aimed to examine the relationship of emotional intelligence and creativity with academic achievement of second period high school students in Nikshahr. This was a descriptive-correlational study. The population of the current study included all second period high school students in the academic year of 2013-2014. The statistical sample was selected using simple random sampling method. To collect data, Mayer Salovey Caruso Emotional Intelligence Test (1995) as well as Creativity Questionnaire (Sultani) and to compare students’ academic achievements, their GPAs in the academic year of 2013-2014 were used. Obtained data were analyzed using both descriptive (frequency table, frequency, and charts) and inferential statistics (independent t-test and Pearson correlation coefficient). The results indicated that emotional intelligence and academic achievement were significantly correlated. Moreover, there was a significant and positive relationship between creativity and academic achievement. Additionally, no significant difference was found between males and females considering their academic achievement.

Exploring Senior High School Students’ English Academic Resilience in the Chinese Context

While academic resilience has been a hot topic in positive psychology,there is still scope for researchers to explore it in the field of applied linguistics.Drawing on the framework of L2(second language) learners’ resilience proposed by T.Y.Kim and Y.K.Kim(2017),the current study aims to examine senior high school students’ English academic resilience(EAR) and its relationship to their English achievement(EA).This study comprises a survey of 454 senior high school students.Follow-up interviews were carried out to triangulate the quantitative findings.The descriptive results demonstrate that students’ EAR is above the average,and its five subscales obtain medium to medium-higher levels due to the mean scores.It shows that students have good EAR that enables them to deal with academic adversity.The correlational analysis shows a low positive correlation between EAR and EA in general,and the subscales share medium to low correlations with students’ EA.EAR has a certain influence on EA,but the correlation may be influenced by other learner variables.Based on the results,suggestions on improving students’ EAR are provided.

Video Games and School Performances of Dakar High School Students

The triptych (Smartphones, Video games, adolescents) has imposed itself on the collective consciousness in the form of questioning to the point of becoming a social phenomenon. It thus raises concerns about the uses that adolescents make of it and the effects on their academic performance, which we proposed to study among middle school students from the Dakar academy inspection. Where appropriate, we used mixed methods with the collection techniques of questionnaire survey, semi-structured interviews respectively with middle school students, adults (parents, supervisors, teachers, etc.), participant observation and literature review. Concretely, before accessibility to video games, the middle school students were more idle and well-behaved, watched a lot of TV, played with their brothers and sisters or did household chores. The majority of young people had good, very good or excellent conduct and their averages were fair, fairly good or good. With access to a diverse digital environment, middle school students have passionately turned to video games. As a result, their learning time, concentration and submission to parental injunctions have declined significantly. This situation negatively affected their academic performance and encouraged bad behavior.

Athletic Participation and Academic Achievement of High School Students: A Longitudinal Study of Athletic and Non-Athletic Participants

The majority of extant research studies have established that high school students’athletic participation is positively associated with several educational outcomes,including academic performance.However,the effect of long-term athletic participation on academic performance remains unclear.Using a longitudinal data of 220 students from a high school in eastern Massachusetts of the United States,this study has revealed that athletic participants in this school started with a statistically significant higher GPA than non-participants in the first year of study,and have continued to be higher in the following two years,lag behind significantly,however,in academic achievement growth from their nonparticipation counterparts.The results of the study call for thoughtful decision-making regarding sports programs and athletic policies,proper guidance and adequate support for athletes and an optimal sport-academic culture in American high schools.

Meeting 24-h Movement Guidelines is Related to Better Academic Achievement:Findings from the YRBS 2019 Cycle

This research is designed to investigate the relationship between the 24-h movement guidelines(24-HMG)and self-reported academic achievement(AA)using nationally representative data derived from the 2019 U.S.National Youth Risk Behaviour Survey.A multiple-stage cluster sampling procedure has been adopted to ensure a representative sample(N=9127 adolescents;mean age=15.7 years old;male%=49.8%).Logistic regression has been adopted to obtain the odds ratio(OR)regarding the associations between adherence to 24-HMG and AA while controlling for ethnicity,body mass index,sex and age.The prevalence of meeting the 24-h movement guidelines in isolation and combination varied greatly(physical activity=23.3%,screen time=32.5%,sleep=22.3%,and 24-HMG=2.8%),while the percentage of highest-class AA was 42.5%.Compared with the situation when none of 24-HMG is met,the achievement of any of the combined guidelines(except for meeting the physical activity guidelines)was significantly associated with higher odds of achieving first-class AA.Meeting the sleep guideline had 1.42 times increased likelihood to achieve highest-class AA as compared with not meeting the sleep guideline.Meeting screen time guidelines and physical activity guidelines,respectively,were 1.32 and 1.13 times more likely to report first-class AA;but meeting the guidelines of physical activity was not significantly related to AA.Meeting the 24-HMG had the highest odds of achieving first-class AA(OR=2.01,95%CI:1.47-2.73).In both sexes,adolescents who met 24-HMG self-reported better AA(boys OR=2.05,95%CI:1.34-3.15;girls OR=2.26,95%CI:1.36-3.76).Significant relationships were observed in adolescents from 9-10th grade,but not higher grades.Our research findings suggest that optimal movement behaviours can be seen as an important element to better academic achievement among U.S.adolescents.Future studies can adopt our discoveries to promote adolescents’academic achievement through implementing optimal 24-h movement behaviour patterns.

Effects of hand clasping and arm folding on academic performance

BACKGROUND：Similar to handedness, hand clasping and arm folding are also lateral preferences. Previous studies showed a variation frequency for hand clasping and arm folding among different populations. OBJECTIVE： To investigate the relationship between patterns of lateral preferences （hand clasping or arm folding） and academic performance of middle school students. DESIGN, TIME AND SETTINGS： Cross-sectional investigation. The data were collected in the Beijing Zhongguancun High School in Beijing in May 2007. Data analysis was performed in the State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University during June to July 2007. PARTICIPANTS： A total of 102 senior-grade students from Beijing Zhongguancun High School, including 58 males and 44 females, were selected for this study. METHODS： Different forms of hand clasping and arm folding were recorded. More specifically, hand clasping was either right-thumb-top or left-thumb-top, and arm folding was either right-arm-top or left-arm-top. Students with congruent preference used right-thumb-top-right-arm-top or left-thumb-top-left-arm-top, and incongruent preference was displayed by right-thumb-top-left-arm-top or left-thumb-top-right-arm-top. Academic performances were collected from midterm exams in six subjects （Chinese, Mathematics, English, Physics, Chemistry, and Biology）, with a total points = 100 for each. A three-way （hand clasping, arm folding, and sex） ANOVA was performed to determine the effect on academic performances. MAIN OUTCOME MEASURES： The relationship between hand clasping, arm folding, sex, and academic performance of students. RESULTS： （1） There was no significant difference in distribution frequency between right-thumb-top and left-thumb-top （P 〉 0.05）, or between right-arm-top and left-arm-top （P 〉 0.05）. The distribution frequency difference between boys and girls was not significant for any subtype （P 〉 0.05）. （2） hand clasping had no significant main effect on any of the six subjects （P 〉 0.05）. The right-arm-top students received significantly higher points in Chinese, Physics, Chemistry, and Biology, compared with the left-arm-top students （P 〈 0.05）. A significant sexual difference was detected in academic performance in Chinese and English; girls had higher scores than the boys （P 〈 0.05）. The students with congruent preference scored higher in English, compared with those with incongruent preference （P 〈 0.05）. CONCLUSION： The arm folding form of lateral preference had a significant effect on academic performance of middle school students, implying that this human laterality index is of great functional importance.

Influence of physical self and mindfulness on the academic possible selves of freshman nursing students

Objective:The purposes of this study were to investigate the general level of the mindfulness,physical self,and academic possible selves in the freshman nursing students,and to explore the relationship among the three variables,so as to provide a theoretical basis for the freshmen to improve their academic achievement on the basis of the correct understanding of the physical self.Methods:A total of 360 freshman nursing students were enrolled in this study from a medical school in Yantai City.Data were collected using three questionnaires:Body Self-description Questionnaire,Five Factors Mindfulness Questionnaire,and Academic Possible Selves Questionnaire.There were 341 valid questionnaires.Results:The mindfulness of the freshmen nursing students was at a medium level(3.03±0.28),their attitude to physical self(3.66±0.58)and academic possible selves(3.33±0.50)were positive.There were significant gender differences among coordination,physical activity,athletic ability,strength,endurance,observation,non-response,total physical self-score,and negative future academic possible selves.In the above factors,except negative future academic possible selves,the scores for boys were higher than that for girls(all P<0.05).There were significant positive relationships between physical self,mindfulness,and academic possible selves.Self-esteem,acting with awareness,endurance,and description were effective positive predictors of the academic possible selves,with a total explanation rate of 33.6%.Conclusion:There were close relationships among the physical self,the level of mindfulness,and the academic possible selves.Positive physical self-description and high level of mindfulness could help individuals develop a positive attitude toward their academic possible selves.

Non-School Day Catch-Up Sleep among Pupils in Japan

Backgrounds: Weekend catch-up sleep is the difference in sleep duration between the weekend and weekdays, and reflects sleep debt, whose significance is hypothesized to be altered by weekday sleep duration. This study aimed to assess this hypothesis. Methods: Multiple-comparison tests and multiple-regression analyses were conducted on questionnaires asking various lifestyle habits obtained from 2722 pupils in grades 5 to 12 and stratified by groups of pupils with shorter (≤7 hours) or longer (>7 hours) sleep duration on the nights before schooldays. Results: The percentage of pupils in negative non-school day catch-up sleep category was 6.6%, whereas that in non-school day catch-up sleep > 2 hours was 14.4%. In comparison with the reference category (non-school day catch-up sleep of zero), multiple comparison tests on lifestyle habits revealed significantly longer screen time in the shorter sleep-duration group of pupils with negative non-school day catch-up sleep and those with non-school day catch-up sleep > 2 hours. This analysis also demonstrated a significantly longer screen time in the longer sleep-duration group of pupils with non-school day catch-up sleep > 2 hours. Physical activity in pupils with negative non-school day catch-up sleep in the longer sleep-duration group was significantly longer, while that in pupils with non-school day catch-up sleep > 2 hours in the shorter sleep-duration group was significantly shorter. In the longer sleep-duration group, pupils with non-school day catch-up sleep > 2 hours showed poorer academic performance. Multiple regression analysis revealed that longer physical and after-school activities were significantly associated with non-school day catch-up sleep decrease in both the study groups. In the longer sleep-duration group, male gender, shorter screen time, and higher standardized body mass index were significantly associated with decreased non-school day catch-up sleep. Conclusions: Sleep duration before school days contributed differently to the non-school day catch-up sleep evaluation.

信阳市小学4~6年级儿童心理健康状况与校园欺凌、学业压力的关系

目的:研究信阳市小学4~6年级儿童心理健康状况与校园欺凌、学业压力的关系,为改善儿童心理健康状况提供实证依据。方法:从信阳市抽取6所小学4~6年级儿童1736名为调查对象,采用儿童少年心理健康问卷(Mental Health Scale for Child and Adolescent,MHS-CA)、特拉华欺凌受害量表(学生版)(Delaware Bullying Victimization Scale-Student,DBVS-S)、小学生学习压力问卷进行调查,采用回归分析考察变量之间的关系。结果:①单因素分析显示,男生的MHS-CA评分、学业压力评分高于女生,DBVS-S评分低于女生(P<0.01);城区学生的MHS-CA评分、学业压力评分高于农村,DBVS-S评分低于农村(P<0.001);独生子女的MHS-CA评分、学业压力评分高于非独生子女(P<0.001);汉族学生的学业压力评分高于少数民族,DBVS-S评分低于少数民族(P<0.001);贫困家庭学生的DBVS-S评分高于非贫困家庭,学业压力评分、MHS-CA评分低于非贫困家庭(P<0.001);双亲家庭学生的MHS-CA评分高于单亲或其他家庭,DBVS-S评分低于单亲或其他家庭(P<0.001);留守学生的DBVS-S评分高于非留守学生,MHS-CA评分低于非留守学生(P<0.001);不同年级学生的MHS-CA评分、DBVS-S评分、学业压力评分比较,差异有统计学意义(P<0.001)。②Pearson相关分析法显示,小学生心理健康与校园欺凌、学业压力呈负相关(P<0.05)。③多重线性回归分析发现,影响小学生心理健康状况的因素有家庭经济状况、家庭类型、校园欺凌、学业压力、是否为独生子女、有无留守经历(P<0.05)。结论:生源地为农村、单亲或其他家庭、家庭贫困、非独生子女、有留守经历的4~6年级儿童心理健康状况较差,且与校园欺凌、学业压力有关。

俄国文学研究的中国学派:可能性与路径——2023年俄罗斯文学研究分会年会主旨发言

建构俄国文学研究的中国学派是新时期我国斯拉夫学者面临的迫切任务。本文作者2015年萌生创建俄国文学研究中国学派之愿景,后借助课题申报、学术研讨会、讲座、论文发表等多种方式进一步探讨过创建这一学派的可能性与路径。本文是作者此类思考的最新表述之一,作者认为,中国的俄国文学研究具有悠久的历史传统、丰厚的学术遗产、完备的研究体系和齐整的人才队伍,我们在当下应充分利用好这些来之不易的条件以及千载难逢的学术机遇,在国家出台《面向2035高校哲学社会科学高质量发展行动计划》的语境中,从优化学科体系、完善学术体系、凸显话语体系三个方面着手,致力于建构俄国文学研究的中国学派。

浙派中医治疗痛经经验整理

[目的]总结1911年前浙派中医治疗痛经的经验,探究其特色。[方法]对浙派中医古籍文献中有关痛经的论述、病案等进行摘录整理,总结痛经病机及治疗特色。[结果]浙派中医治疗痛经以“气血失调”为主要病机,提倡以寒热虚实为纲的气血辨证法,从月经有无先后失期、经血色量如何、痛在经行前后三方面进行辨证。文献所记载的痛经证型共8种,分别为血气虚证、血虚有滞证、血虚有寒证、血虚有热证、冲任不足证、肝气郁滞证、气滞血瘀证、寒凝血瘀证,以“温通清化、调和血气”为治则。浙派中医发扬命门学说,擅用温药,记载痛经要药10味,分别为凌霄花、白芍、马鞭草、玄胡、京三棱、鹿角、阳起石、白头翁根、莲房、荷叶。[结论]浙派中医治疗痛经从“气血”立论,“温补”“清化”以治本,“调畅气血”为根本,以辨证论治、治病求本为宗。

新课标实施背景下我国体育中考改革的现实困囿与纾解路径

体育中考作为当前我国一项国家层面的体育考试,对促进学生身心健康发展和提高学校体育工作质量发挥积极作用。通过文献资料法、逻辑分析法等对我国体育中考改革现状进行系统梳理,同时以《义务教育体育与健康课程标准(2022年版)》为参照,发现其存在考试目的偏离课标要求、考试内容与实践脱节、计分办法科学性不足、过程性评价形式化及特殊考生处理办法僵化等问题。在此基础上,分析问题成因并提出通过凝聚价值认同、优化评价内容、建立科学评价体系及健全管理和保障机制等路径纾解现实困囿,进而推进体育中考的科学改革。

软件工程学术型硕士研究生培养方案优化与实践

在智能化时代背景下对高水平软件人才培养方案进行优化与实践,提升学术型硕士研究生综合能力以应对智能化时代日益复杂的现实问题,从而满足软件研发对人才能力和素质的要求。通过优化培养方案,构建人工智能与软件工程学科相结合的课程新体系,将科技项目研究融汇于研究生培养过程中;强化培养重点环节的管理与考核,促进研究生的学术成果产出,突出学校育人特色;亟需明确软件工程学科建设目标、改进人才培养方案、合理设置课程、与科研项目相结合,使得学科成果可满足软件领域卓越人才培养的需求。

基于“社-校-家-生”四维的大学生学业预警影响因素相关性分析——以安徽中医药大学中西医临床医学专业为例

通过回归分析探讨“社-校-家-生”四维影响因素对学业预警机制的相关性,对安徽中医药大学中西医临床医学专业的421名学生展开调研,采用主成分分析法,建立多因素回归分析模型。建立模型后,发现其中影响最大的五方面因素分别是家庭、课外活动、学习基础、人际关系、就业情况。其中,重要性分析中,父母最高文化水平、生活费/月、挂科数目、户籍所在地、担任班委、辅导员联系家长情况排序前六。通过对四维因素进行逐步回归分析与交互分析,发现对学业预警影响最为显著的为家庭因素和学校因素,且两者不存在交互关系。基于回归分析结果显示对学业成绩影响的主要因素为家庭因素、学校因素,其中家庭维度方面主要是生活费/月、户籍所在地起主要作用,与学业成绩呈负相关,学校维度层面主要是辅导员与家长的联系情况以及相关制度的制定与开展影响较大,与学业成绩呈正相关。

论中国学科教师教育的二元性建构:价值、内涵与进路

中小学科目学科的学科教师教育与大学学术学科的学科教师教育是学科教师教育的双重学科内涵,二者间的相关关系构成了中国学科教师教育的二元性本质特征。学科教师教育的二元性有助于更好发挥服务国家重大战略的价值,补齐旧有学科课程与教学论的短板,完善中小学教师的教研、科研与培训体系。学科教师教育的二元性是学科以及学科教育二元性的概念进阶与逻辑递进,中小学科目学科与大学学术学科的教师教育既彼此区别,又相互联系。未来应基于学术学科教师教育促进大学教师教育的诸要素耦合,以科目学科教师教育为内核为我国区县教师教育体系底座建基,促进学术学科与科目学科教师教育体系的融合与一体化,对不同学科教师教育二元性分别开展持续研究。

学理·现实·未来:退役优秀运动员转型学校教练员的三重逻辑研究

学校教练员岗位的设置是深化体教融合、着力提升学校体育师资力量,有效促进青少年身心健康和全面发展的重要举措,同时为退役优秀运动员转型学校教练员,“反哺”体育事业发展提供机遇和平台。从学理层面出发,探究了学校教练员岗位设置的理论基石和逻辑机理,立足现实层面,从供给侧和需求侧两个层面梳理了退役优秀运动员与学校面临的挑战和窘境,认为:学校教练员岗位的需求侧与退役优秀运动员的供给侧存在“错位”。展望未来提出:数字赋能,订单式培养,确保高质量供给;深化体教融合,退役不退“学”,退役不退“训”,提升退役优秀运动员职业能力;政策赋能,充分利用政策张力,筑牢职业保障是消解“错位”的关键所在。

分层教学对中小学生学业表现的影响研究——基于国内47篇64项实证研究的元分析

分层教学是因材施教的实践形式,广泛应用于中小学课堂教学.众多学者对分层教学的效果进行了研究,但结论不统一.为此,文章运用元分析方法,探讨分层教学与中小学生学业表现之间的关系.研究发现分层教学对中小学生学业表现有中等正向影响,学科领域对中小学生学业表现起调节作用,学段、干预时间、分组和分层方式对中小学生学业表现不起调节作用.为了更大程度地挖掘分层教学在提升中小学生学业表现方面的价值,文章结合上述研究结论,提出有效开展分层教学的建议.

哪些准备有力量?——家庭入学准备、儿童学习品质与一年级学业成就关系的追踪研究

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