Background:University students’ego-identity,an essential component of their psychological development and mental health,has widely attracted the attention of policymakers,schools,and parents.Method:A total of 298 Chi...Background:University students’ego-identity,an essential component of their psychological development and mental health,has widely attracted the attention of policymakers,schools,and parents.Method:A total of 298 Chinese vocational pathway undergraduates were recruited,and a conditional process analysis model was adopted to explore the interaction mechanism of ego-identity.Results:The results suggest that the ego-identity of Chinese vocational pathway undergraduates is significantly affected by interaction anxiousness,academic resilience,and cultural intelligence.(1)Interaction anxiousness significantly and positively predicts ego-identity.(2)Academic resilience positively and partially mediates the effect of interaction anxiousness on ego-identity.(3)Cultural intelligence significantly and positively moderates the relationship between interaction anxiousness and ego-identity.However,a similar moderating effect was not found between interaction anxiousness and academic resilience.(4)As cultural intelligence increases,the negative influence of interaction anxiousness on ego-identity gradually diminishes,whatever the cultural intelligence level.Conclusions:Interaction anxiousness,academic resilience,and cultural intelligence are essential determinants of ego-identity among Chinese vocational pathway undergraduates.Strategic interventions should be utilized to enhance their abilities to alleviate interpersonal tensions,promote their resilience in facing academic difficulties,cope with diverse cultures,and boost their sense of self-confirmation.展开更多
There are no many interactions at the official level between India and China despite their geographic proximity,common socio-economic traits,similar economic and environmental problems,which is caused by some obvious ...There are no many interactions at the official level between India and China despite their geographic proximity,common socio-economic traits,similar economic and environmental problems,which is caused by some obvious reasons. The most important reason is that political climate is still not very conducive to carrying out large-scale interactions. With time passing by,India and China find that mutual interactions and cooperation are more and more important,and academic interaction is most effective,meaningful and enduring way of bringing the two close.There are limitations that should arouse our attention in order to deal with them. The most important problem is'security consideration',which hinders free academic interaction. The second one is'limited resources',and both countries are lacking of funds and financial support. The third one is language barrier. However,these problems can be overcome with efforts taken by both sides.展开更多
Although much previous research has examined the expression of interactional metadiscourse in different registers,little is known about the ways writers express interactional metadiscourse in part-genres such as disse...Although much previous research has examined the expression of interactional metadiscourse in different registers,little is known about the ways writers express interactional metadiscourse in part-genres such as dissertation abstracts.This study explores interactional metadiscourse in doctoral students’English dissertation abstracts in material science and applied linguistics.The analysis is based on two self-built corpora of student writing:60 dissertation abstracts in material science and 60 dissertation abstracts in applied linguistics.Using Hyland’s(2005)model of interactional metadiscourse,this study compared the employment of metadiscourse resources in the two corpora.Findings of the analysis show that the students in applied linguistics use significantly more interactional devices than their material science counterparts.For each type of interpersonal resource,namely,hedges,boosters,attitude markers,self-mentions and engagement markers,significant differences were found.The results reveal students’increasing awareness of the authorial identity in academic writing.The study has practical implications for the teaching of academic writing.展开更多
Prior studies have shown the importance of classroom dialogue in academic performance,through which knowledge construction and social interaction among students take place.However,most of them were based on small scal...Prior studies have shown the importance of classroom dialogue in academic performance,through which knowledge construction and social interaction among students take place.However,most of them were based on small scale or qualitative data,and few has explored the availability and potential of big data collected from online classrooms.To address this issue,this paper analyzes dialogues in live classrooms of a large online learning platform in China based on natural language processing techniques.The features of interactive types and emotional expression are extracted from classroom dialogues.We then develop neural network models based on these features to predict high-and low-academic performing students,and employ interpretable AI(artificial intelligence)techniques to determine the most important predictors in the prediction models.In both STEM(science,technology,engineering,mathematics)and non-STEM courses,it is found that high-performing students consistently exhibit more positive emotion,cognition and off-topic dialogues in all stages of the lesson than low-performing students.However,while the metacognitive dialogue illustrates its importance in non-STEM courses,this effect cannot be found in STEM courses.While high-performing students in non-STEM courses show negative emotion in the last stage of lessons,STEM students show positive emotion.展开更多
This study examines the academic performance and“engagement”of ethnic minority students at a leading university in southwest China.Results indicate that ethnic minority students have significantly lower grades,lower...This study examines the academic performance and“engagement”of ethnic minority students at a leading university in southwest China.Results indicate that ethnic minority students have significantly lower grades,lower class ranking,and have failed more courses than majority Han students.Results also show that the level of student–faculty interaction(SFI)for ethnic minority students is significantly lower than for Han students.Study results also indicate that average scores in coursework and student ranking among their cohorts are significantly,but weakly,correlated with SFI.The study concludes that SFI may have little influence on students’academic achievement itself,but would help students integrate into the college community,enabling a sense of belonging,which is a major factor in supporting academic success among ethnic minority students.展开更多
基金the South China Normal University Teaching Reform Program(Grant No.2021263)the South China Normal University Teaching Reform Program(Grant No.2022240)the Postgraduate Innovative Research Program of the School of Education at South China Normal University(Grant No.20220309).
文摘Background:University students’ego-identity,an essential component of their psychological development and mental health,has widely attracted the attention of policymakers,schools,and parents.Method:A total of 298 Chinese vocational pathway undergraduates were recruited,and a conditional process analysis model was adopted to explore the interaction mechanism of ego-identity.Results:The results suggest that the ego-identity of Chinese vocational pathway undergraduates is significantly affected by interaction anxiousness,academic resilience,and cultural intelligence.(1)Interaction anxiousness significantly and positively predicts ego-identity.(2)Academic resilience positively and partially mediates the effect of interaction anxiousness on ego-identity.(3)Cultural intelligence significantly and positively moderates the relationship between interaction anxiousness and ego-identity.However,a similar moderating effect was not found between interaction anxiousness and academic resilience.(4)As cultural intelligence increases,the negative influence of interaction anxiousness on ego-identity gradually diminishes,whatever the cultural intelligence level.Conclusions:Interaction anxiousness,academic resilience,and cultural intelligence are essential determinants of ego-identity among Chinese vocational pathway undergraduates.Strategic interventions should be utilized to enhance their abilities to alleviate interpersonal tensions,promote their resilience in facing academic difficulties,cope with diverse cultures,and boost their sense of self-confirmation.
文摘There are no many interactions at the official level between India and China despite their geographic proximity,common socio-economic traits,similar economic and environmental problems,which is caused by some obvious reasons. The most important reason is that political climate is still not very conducive to carrying out large-scale interactions. With time passing by,India and China find that mutual interactions and cooperation are more and more important,and academic interaction is most effective,meaningful and enduring way of bringing the two close.There are limitations that should arouse our attention in order to deal with them. The most important problem is'security consideration',which hinders free academic interaction. The second one is'limited resources',and both countries are lacking of funds and financial support. The third one is language barrier. However,these problems can be overcome with efforts taken by both sides.
基金supported by the Fundamental Research Funds for the Central Universities(WUT:215217002).
文摘Although much previous research has examined the expression of interactional metadiscourse in different registers,little is known about the ways writers express interactional metadiscourse in part-genres such as dissertation abstracts.This study explores interactional metadiscourse in doctoral students’English dissertation abstracts in material science and applied linguistics.The analysis is based on two self-built corpora of student writing:60 dissertation abstracts in material science and 60 dissertation abstracts in applied linguistics.Using Hyland’s(2005)model of interactional metadiscourse,this study compared the employment of metadiscourse resources in the two corpora.Findings of the analysis show that the students in applied linguistics use significantly more interactional devices than their material science counterparts.For each type of interpersonal resource,namely,hedges,boosters,attitude markers,self-mentions and engagement markers,significant differences were found.The results reveal students’increasing awareness of the authorial identity in academic writing.The study has practical implications for the teaching of academic writing.
基金This work was supported by the Center for Social Network Research of Tsinghua University,Tsinghua’s Research Project(No.2016THZWYY03)the Project of Tencent Social Research Center(No.20162001703).
文摘Prior studies have shown the importance of classroom dialogue in academic performance,through which knowledge construction and social interaction among students take place.However,most of them were based on small scale or qualitative data,and few has explored the availability and potential of big data collected from online classrooms.To address this issue,this paper analyzes dialogues in live classrooms of a large online learning platform in China based on natural language processing techniques.The features of interactive types and emotional expression are extracted from classroom dialogues.We then develop neural network models based on these features to predict high-and low-academic performing students,and employ interpretable AI(artificial intelligence)techniques to determine the most important predictors in the prediction models.In both STEM(science,technology,engineering,mathematics)and non-STEM courses,it is found that high-performing students consistently exhibit more positive emotion,cognition and off-topic dialogues in all stages of the lesson than low-performing students.However,while the metacognitive dialogue illustrates its importance in non-STEM courses,this effect cannot be found in STEM courses.While high-performing students in non-STEM courses show negative emotion in the last stage of lessons,STEM students show positive emotion.
文摘This study examines the academic performance and“engagement”of ethnic minority students at a leading university in southwest China.Results indicate that ethnic minority students have significantly lower grades,lower class ranking,and have failed more courses than majority Han students.Results also show that the level of student–faculty interaction(SFI)for ethnic minority students is significantly lower than for Han students.Study results also indicate that average scores in coursework and student ranking among their cohorts are significantly,but weakly,correlated with SFI.The study concludes that SFI may have little influence on students’academic achievement itself,but would help students integrate into the college community,enabling a sense of belonging,which is a major factor in supporting academic success among ethnic minority students.
