Associations between Rejective Parenting Style and Academic Anxiety among Chinese High School Students:The Chain Mediation Effect of Self-Concept and Positive Coping Style

Background:The phenomenon of academic anxiety has been demonstrated to exert a considerable influence on students’academic engagement,leading to the emergence of a phenomenon known as“learned helplessness”and undermining the selfconfidence and motivation of high school students.Using acceptance-rejection theory,this study elucidated how a rejective parenting style affects Chinese high school students’academic anxiety and explored the urban-rural heterogeneity of this relationship.Methods:Data were analyzed using a stratified whole-cluster random sampling method.There are a total of 30,000 high school students in the three regions of northern and central China(from Shanxi,Hebei and Henan).A sample of 2286 high school students aged 14–19 years was ultimately selected from 2760 respondents for this investigation,which was conducted at the beginning of the 2023 school year.Pearson correlation,ordinary least squares(OLS)regression analysis,path analysis,and Fisher’s permutation test(FPT)were used to examine the effects of rejective parenting style on high school students’academic anxiety.Results:Results indicated a significant positive predictive effect between rejective parenting style and academic anxiety among high school students(β=0.815,t=116.211,p<0.001).Students’self-concept was significantly positively related to positive coping style(β=0.424,t=21.208,p<0.001)and chain-mediated this relationship.Therefore,this parenting style may indirectly mitigate academic anxiety through these mediators.The study also found that the effect of rejective parenting style on academic anxiety varied by students’residential background and was more pronounced in urban areas(0.226)than in rural areas(0.130).Conclusion:The research underscores the imperative for Chinese families to reexamine their utilization of rejection parenting and to prioritize the cultivation of students’intrinsic attributes.These findings offer a theoretical framework and practical evidence for policymakers and educators to develop efficacious and targeted interventions.In particular,greater attention should be directed towards the discrepancies in the manifestation of emotional and academic anxiety between urban and rural students,and prompt guidance should be furnished.

Exploring the Path of Implementing the Home-School Co-education Model from the Perspective of Moral Education Field

As a social psychological field derived from the concept of physical field,the moral education field plays a very important role in guiding the construction of a home-school co-education model.In this paper,by analyzing the internal power system of the moral education field,with a policy oriented approach and combined with contemporary factors,it aims to empower the traditional home-school co-education model.Only by combining home education and school education,supplemented by social policy guidance,strengthening the construction of the"trinity"community,creating a harmonious and stable ecological interactive moral education field,expanding the path of home-school cooperation,strengthening the boundary of home and school responsibility,and innovating the form of home-school co-education,can it support the bright future of education.

Adolescent suicide risk factors and the integration of socialemotional skills in school-based prevention programs

Adolescents are considered one of the most vulnerable groups affected by suicide.Rapid changes in adolescents’physical and mental states,as well as in their lives,significantly and undeniably increase the risk of suicide.Psychological,social,family,individual,and environmental factors are important risk factors for suicidal behavior among teenagers and may contribute to suicide risk through various direct,indirect,or combined pathways.Social-emotional learning is considered a powerful intervention measure for addressing the crisis of adolescent suicide.When deliberately cultivated,fostered,and enhanced,selfawareness,self-management,social awareness,interpersonal skills,and responsible decision-making,as the five core competencies of social-emotional learning,can be used to effectively target various risk factors for adolescent suicide and provide necessary mental and interpersonal support.Among numerous suicide intervention methods,school-based interventions based on social-emotional competence have shown great potential in preventing and addressing suicide risk factors in adolescents.The characteristics of school-based interventions based on social-emotional competence,including their appropriateness,necessity,cost-effectiveness,comprehensiveness,and effectiveness,make these interventions an important means of addressing the crisis of adolescent suicide.To further determine the potential of school-based interventions based on social-emotional competence and better address the issue of adolescent suicide,additional financial support should be provided,the combination of socialemotional learning and other suicide prevention programs within schools should be fully leveraged,and cooperation between schools and families,society,and other environments should be maximized.These efforts should be considered future research directions.

Vocational Identity and Agency of Chinese College Students: Effects of Filial Piety and Implications in Career Education

Balancing family obligations and personal aspirations is crucial for college students in making life decisions.This critical review examined empirical studies on the effects of filial piety on college students’vocational identity and agency.According to identity capital theory,college students need a sense of agency to construct identity consciously and adapt to adulthood.Filial piety may profoundly influence this process as the core value and internalized social structure for the role of being an adult child in a Chinese family.However,no studies have been conducted from the identity capital perspective.This review found that filial piety had direct effects on college students'vocational identity and also indirect effects by shaping specific agency competencies.The impact of filial piety on the agency was more likely to occur through providing normative guidance about adult roles,influencing how college students view family as a supportive resource,and perpetuating parenting experiences.Based on these findings,this article suggested further examining the mediating role of agency between filial piety and identity development,as well as the effects of filial piety on the psychological foundation of agency development.This review suggested enhancing the agency of college students and encouraging reflections on filial piety in career education.

An Interview-Based Study of the Factors Influencing the Quality of Professional Training of Science Education Graduates

The proposal of the strategy of developing the country through science education has clarified China’s demand for the development of the science and education industry and the cultivation of science and education talents,and the birth of Science Education majors is an important link in the cultivation of scientific literacy.Based on the grounded theory,we interviewed three Science Education graduates from a university and coded the interview data by using NVivo 12.0 to find eight important factors affecting their professional training and employment choices.The factors are“social factors,”“individual career choice factors,”“campus resources,”“employment advantages,”“professional self-development,”“teacher factors,”“planning for further education and employment,”and“student motivation.”This study analyzes the interaction between the influencing factors,constructs a theoretical model of the influencing factors of the quality of Science Education professional training,explores the problems of the training process of Science Education majors and employment dilemmas,and puts forward corresponding suggestions.

Do the Malawian Secondary School Pupils’ Perceived Needs in HIV/AIDS Education Provide an Initial Measure of the Effectiveness of the Curricula？ The Case of Zomba Urban Secondary Schools

The needs of young people in classroom based HIV/AIDS Education in Malawi, have been explored using questionnaires, interviews and document analysis. In contrast to previously reported literature on HIV/AIDS education in Malawi, the present study has drawn pupils’ needs directly from the pupils themselves, focussed on classroom practice, and triangulated the various data sets to give a comprehensive narrative of what pupils perceive to be their needs in HIV/AIDS education, and used the same to question the effectiveness of the HIV/AID curricula. Pupils identified the need for open discussion climates on HIV/AIDS issues despite a conservative cultural and religious adult world. They also identified a need for explicit and accurate knowledge on HIV/AIDS issues, opportunities to acquire behavioural skills for HIV prevention, and involvement of external speakers. The wealth of the pupils needs identified in this study suggests lack of effectiveness of the HIV/AIDS curricula. This suggestion however needs to be reinforced with data from classroom observations, teacher questionnaires, and interviews with teachers and education advisers in order to inform effective policy and practice.

Study on Negative Effects of Multimedia Teaching on Education in Middle and Primary Schools

In such an information age, multimedia teaching has changed into one of the most important educational ways in middle and primary schools. In contrast to traditional education, multimedia teaching owns numerous advantages. However, there are also a great number of shortcomings in it. In this paper, considering the current situation of education in middle and primary schools, the author carries out an analysis on the negative effects of multimedia teaching on education in middle and primary schools, and also proposes some personal suggestions, hopefully providing a reference for teaching personnel in middle and primary schools.

Impact of exergaming on young children's school day energy expenditure and moderate-to-vigorous physical activity levels

Background: Although emerging research is demonstrating the potential health impact of exergaming,investigations have primarily been conducted in laboratory settings among small samples with short-term interventions.Information on the effectiveness of exergaming in underserved children's objective physical activity(PA) in population-based settings is also scarce.Moreover,most empirical studies have only included 1 type of exergame in the intervention.Therefore,this study's purpose was to investigate the long-term impact of a multigame exergaming intervention among underserved children integrated within school curricula.Specifically,this study examined the effect of exergaming on children's accelerometer-determined sedentary behavior(SB),light PA,moderate-to-vigorous PA(MVPA),and energy expenditure(EE) over 2 years as compared with regular physical education(PE) classes.Methods: A total of 261 second-and third-grade children(134 girls,127 boys; mean age 8.27 years) were recruited from 2 Texas elementary schools.Children's pre-test 3-day SB,light PA,MVPA,and EE at school were assessed in the fall of 2012.Participants were assigned to 1 of 2groups:(1) exergaming/PE group(125 min weekly of exergaming-based PA program) and (2) comparison group(125 min weekly of PE).PA(SB,light PA,and MVPA) and EE outcome variables were assessed again in 2013(post-test) and 2014(follow-up).Results: Significant time effects were observed for SB(F(1,162)=25.0,p<0.01,η~2= 0.14),light PA(F(1,162)=9.6,p<0.01,η~2= 0.06),and MVPA(F(1,162)=6.2,p=0.01,η~2= 0.04) but not for EE(F(1,162)=0.63,p>0.05,η~2= 0.004).Subsequent pairwise comparisons revealed significant increases from pre-to post-test for light PA(p<0.01),MVPA(p<0.01),and EE(p=0.02) with no changes in SB(p>0.05).Conversely,significant decreases occurred in light PA(p<0.01) from post-test to follow-up with no differences seen in MVPA(p=0.08) and EE(p=0.06) over the same time period.A significant increase was seen,however,for SB from post-test to follow-up.Conclusion: Exergaming PE can have the same positive effect on children's light PA,MVPA,and EE as regular PE.More research is necessary to discern how to promote long-term PA participation after conclusion of the intervention.

Integrated environmental education for sustainable forest management: the case of Nandi Hills Forests, Kenya

Environmental education （EE） is a vital dimension of modern day acumen that portends a great promise in solving the myriad environmental resource management challenges at global, regional and local levels. A study was carried out in 18 locations in the Nandi North, Nandi South and Nandi Hills districts of Kenya, which cover the Nandi Hills and Nandi Forests in Nandi County, major water catchments for Lake Victoria. A mixed methodological approach, incorporating both qualitative and quantitative data obtained from focus group discussions, key informant interviews, household survey and observations was embraced in data collection and analysis. The study reveals that there are several strategies that have been adopted by the local population and institutions involved in the management of the Nandi Hills Forests （NHFs） and that these strategies have contributed to an improvement in the perceptions of the local population in terms of the importance of environmental management of the forests. This paper highlights EE as a vehicle for ensur- ing a sustainable management of the Nandi Hills Forests. As such, it illuminates the great potential that lies in sustainably managing the NHFs by integrating formal and informal EE approaches. It further points out the functional gaps in the management of NHFs and proposes best-practices that could be adopted and/or domesticated in NHFs management regimes.

Potential and limitations of ChatGPT and generative artificial intelligence in medical safety education

The primary objectives of medical safety education are to provide the public with essential knowledge about medications and to foster a scientific approach to drug usage.The era of using artificial intelligence to revolutionize medical safety education has already dawned,and ChatGPT and other generative artificial intelligence models have immense potential in this domain.Notably,they offer a wealth of knowledge,anonymity,continuous availability,and personalized services.However,the practical implementation of generative artificial intelligence models such as ChatGPT in medical safety education still faces several challenges,including concerns about the accuracy of information,legal responsibilities,and ethical obligations.Moving forward,it is crucial to intelligently upgrade ChatGPT by leveraging the strengths of existing medical practices.This task involves further integrating the model with real-life scenarios and proactively addressing ethical and security issues with the ultimate goal of providing the public with comprehensive,convenient,efficient,and personalized medical services.

Exploring Greek High School Students’ Understanding of Basic Environmental Issues

The present research studies the knowledge of 221 Ioannina’s city, located in the northwestern region of Greece, high school students on 10 environmental issues. Schoolers’ responses were collected through a “closed response” questionnaire distributed at three of the city’s Public High Schools. The overall picture appeared to be moderately satisfactory, as high schoolers possess a good knowledge on several environmental issues, while misconceptions on other issues, such as sustainable development, predominate. Taking into account the outcome of the present study we consider that improvements are needed in the existing Environmental Education Program in order to ameliorate their knowledge.

Side Effects of Gamifying Environmental Education Activities in Chinese Kindergartens

Environmental education is an effective approach to addressing environmental issues,and incorporating environmental education into kindergarten through gamified activities aligns with the concept of gamifying teaching and provides the optimal pathway for implementing environmental education.The purpose of this study is to investigate the specific processes involved in determining the objectives,themes,and content of gamified environmental education activities,as well as the organization,implementation,and evaluation of these activities in kindergarten settings.Five classes from Class G in Xining City Kindergarten were selected as the observational subjects for this study.Interviews were conducted with the teaching staff and the head of the kindergarten.The data obtained from observations and interviews served as the primary data for this research.The results indicate that the activity objectives formulated by teachers lack scientific basis and operability,with limited incorporation of gaming elements.The activity themes and content are narrow in scope and primarily determined by teachers and kindergarten administrators.The organization and implementation of activities often neglect the playful experiences of children,and activity evaluation is not given sufficient attention.

Integration of off-line&on-line:the Concept and Action Choice of Online Teaching of Vocational Education in Post-epidemic Era

During the epidemic period,vocational colleges made a preliminary exploration of online teaching in response to the national call of"suspending classes without stopping learning".Due to lack of experience,many problems and deficiencies were exposed.This paper systematically analyzes and summarizes the crux of online teaching in vocational colleges during the epidemic period,and then combs out the reform ideas of online teaching,which provides certain guidance and action path for the normal operation of online teaching mechanism in the post-epidemic era-integration of off-line&on-line,and concretely expounds the specific path of integration of off-line&on-line towards normalization from three levels:home-school integration,virtual-real integration and production-education integration.

Innovation and Practice of Internal Quality Assurance System in Higher Education Institutions -- Taking Jingzhou Vocational and Technical College as an Example

Continuously improving the internal quality assurance system and promoting the innovative development of higher vocational education is a challenge that every higher vocational institution must solve on the road of diagnosis and improvement.To address the current dilemma of building internal quality assurance systems in higher education institutions,this study utilizes a case study approach.This study takes Jingzhou Vocational and Technical College as the research object for research.Conclusion:The excellent diagnosis and reform model and the effectiveness of diagnosis and reform in this school can provide new strategic ideas for the practice of diagnosis and reform for the high-quality development of higher education in Hubei.

Impacts of Zoological Garden in Schools (A Case Study of Zoological Garden, Kano State Nigeria)

In the course of this work which is the impact of zoological garden in schools, the questionnaire interviewed was used in the collection of data. Based on the finding it was observed that people visit zoological gardens for different purposes like educational, recreational, research, economic and cultural values. Also the chi-square (X2) is used in this research to show if there is significant difference or not. Result indicated that people from various works of life visited the zoo. Some recommendations were also made for further studies as well as the opposition of establishment of a zoo. Thus, the objectives of the this work are to identify the conservation areas in which zoos make a contribution, to develop understanding and support of the conservation potentials of zoos, to convince local zoos and conservation agencies that they can make important contributions to conservation, to help zoos formulate conservation priorities and policies and finally, to promote action of individual zoos by participation in the global zoo and other conservation network.

Direct and indirect effects of multilevel factors on school-based physical activity among Japanese adolescent boys

Purpose: Background: Physical activity is a complex behavior which involves the interaction of multilevel factors at the individual, social and environmental level. However, previous studies have largely focused on psychological and/or social environmental factors and the direct impact of such factors on physical activity. There are few studies having examined how multilevel factors may interact to influence activity level. Therefore, the purpose of the present study was to examine both direct and indirect effects of multilevel factors on school-based physical activity in Japanese adolescent boys. Methods: In this cross-sectional survey of the Japanese adolescent lifestyles, 379 junior high school boys were invited to complete self-report measures of age, grade, weight, height, self-efficacy, social support (family, friends and teachers), school physical environment (equipment, facilities and safety) and average minutes per week of physical activity during lunch time and after-school hours occurring at school. Structural equation modeling analyses controlling for age were utilized to examine the effects of body mass index (BMI), self-efficacy, social support and school physical environmental variables on lunchtime and after-school physical activity. Results: During lunch time, self-efficacy exhibited direct positive effects on physical activity. BMI, facilities, and safety were indirectly associated with lunchtime physical activity through self-efficacy. However, there were no significant relationships of equipment and social support with lunchtime physical activity. During after-school hours, family support and facilities directly affected physical activity. Self-efficacy was indirectly related with physical activity through family support. BMI, equipment, and safety indirectly affected physical activity through self-efficacy and/or family support. Conclusion: Effects of multilevel factor on physical activity among adolescent boys differed according to context, which implies that interventions to promote physical activity should be context-specific. Findings encourage the development of future effective interventions to promote physical activity through self-efficacy during lunch time as well as family support during after-school hours.

A Critical Analysis of the Educational Impact of Steve Fuller＇s Social Epistemology

In this paper, I examine Steve Fuller＇s ＂sociological＂ social epistemology that must be distinguished from its ＂philosophical＂ counterpart. Fuller＇s sociological social epistemology can prompt deep philosophical analyses of the conditions for knowledge that themselves bear on what should count as knowledge. That is, it can be a vital prelude to developing an interdisciplinary investigation into educational issues. This paper looks at the three features that form an integral part of Fuller＇s social epistemology, which is partly elucidatory and partly critical： naturalistic, normative, and organizational aspects. It goes on to explore whether and to what extent Fuller＇s criticism of an ＂always already＂ thesis in philosophy and his idea of ＂knowledge management＂ afford an understanding of human knowledge in particular and human development in general. This paper concludes with an observation that Fuller＇s social epistemology is flawed in some respects but nonetheless is of relevance to the philosophical study of education.

Mediation effects of social support on relationships of perceived environment and self-efficacy with school-based physical activity: A structural equation model tailored for Japanese adolescent girls

Background: Identifying correlates of physical activity that can be targeted as potential mediators is important for developing interventions to promote physical activity in adolescent girls. However, the mediated effects of multilevel correlates of physical activity remain poorly understood. Therefore, the present study aimed to examine direct and mediated effects of personal, social and perceived school physical environmental factors on school-based physical activity of Japanese adolescent girls. Methods: In this cross-sectional survey of the Japanese adolescent lifestyles, 344 junior high school girls were invited to complete self-report measures of age, grade, weight, height, self-efficacy, social support (family, friends and teachers), perceived school physical environment (equipment, facilities and safety) and physical activity at school (min per week during lunch time and after- school hours). Structural equation modeling analysis controlling for age was performed to examine the effects of body mass index (BMI), self-efficacy, social support and school physical environmental variables on lunchtime and after-hours physical activity. Results: The final structural model demonstrated an acceptable fit for each context-specific physical activity. During lunch recess, perceived equipment and friend support exhibited direct effects on physical activity;perceived facilities, safety, and self-efficacy were indirectly associated with physical activity through friend support. During after-school hours, both family and friend support directly affected physical activity at school;perceived safety, facilities and self-efficacy exhibited indirect effects on physical activity through family or friend support. However, there were no significant associations between equipment and after-school-hours physical activity. Regardless of contexts, BMI had neither direct nor indirect effects on physical activity. Conclusion: Social support from family and friends was identified as factors mediating the effects of perceived environment and self-efficacy on school-based physical activity among Japanese adolescent girls. This finding encourages the future development of effective interventions to promote physical activity through family and friend support in the future.

The impact of health education videos on general public’s mental health and behavior during COVID-19

Background:COVID-19 has seriously affected people’s mental health and changed their behaviors.Previous studies for mental state and behavior promotion only targeted limited people or were not suitable for daily activity restrictions.Therefore,we decided to explore the effect of health education videos on people’s mental state and health-related behaviors.Methods:Based on WeChat,QQ,and other social media,we conducted an online survey by snowball sampling.Spearman’s non-parametric method was used to analyze the correlation related to mental health problems and health-related behaviors.Besides,we used binary logistic regression analyses to examine mental health problems and health-related behaviors’predictors.We performed SPSS macro PROCESS(model 4 and model 6)to analyze mediation relationships between exposure to health education videos and depression/anxiety/health-related behaviors.These models were regarded as exploratory.Results:Binary logistic regression analyses indicated that people who watched the health education videos were more likely to wear masks(OR 1.15,p<0.001),disinfect(OR 1.26,p<0.001),and take temperature(OR 1.37,p<0.001).With higher level of posttraumatic growth(PTG)or perceived social support(PSS),people had lower percentage of depression(For PSS,OR 0.98,p<0.001;For PTG,OR 0.98,p<0.01)and anxiety(For PSS,OR 0.98,p<0.001;For PTG,OR 0.98,p=0.01)and better health behaviors.The serial multiple-mediation model supported the positive indirect effects of exposure to health education videos on the depression and three health-related behaviors through PSS and PTG(Depression:B[SE]=−0.0046[0.0021],95%CI−0.0098,−0.0012;Mask-wearing:B[SE]=0.0051[0.0023],95%CI 0.0015,0.0010;Disinfection:B[SE]=0.0059[0.0024],95%CI 0.0024,0.0012;Temperature-taking:B[SE]=0.0067[0.0026],95%CI 0.0023,0.0013).Conclusion:Exposure to health education videos can improve people’s self-perceived social support and inner growth and help them cope with the adverse impact of public health emergencies with better mental health and health-related behaviors.

Using Neuroeducation as a Model to Evaluate the Effect of Imagery on Chinese Character Writing

Using imagery as a strategy for language learning may be helpful to encode linguistic forms into conceptual networks for long-term memory. Based on Arwood＇s neuroeducation model of language learning, this research evaluated the effect of imagery in Chinese character writing by English-speaking adolescent students. After comparing imagery effects under three instructional conditions （i.e., English translation, pictorial presentation, and verbal-contextual interpretation）, the results showed that the use of imagery predicted significantly better writing results in the immediate and one-week writing tests, but not in the four-week writing test. Cognitive analyses found that imagery was commonly used as a mediational strategy in the pictorial and verbal-contextual methods in the early learning phases. The pictorial method mainly elicited perceptual visual patterns which failed to support sustained memory. For a better character encoding and retrieval, images had to be generated associated with sufficient and relevant contextual information.