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IV：

1. From parents‘ perspective，non-encouraging can make children avoid self-proud and be humble about their own achievements.

2. Strictness to children can enhance children's endurance and resilience.

3. Parents themselves have been educated in this way, and they think it's okay.

4. The competitive pressure of society is great.

DV：

Parents see strict 、stressful and derogatory parenting as loving and responsible act for their children.

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Artical title

Impact of Family Educational Styles on Students' Academic Achievement Motivation

Aim of the study

Determine the influence of family educational styles on the academic achievement motivation of students in an educational centre

Research methods

Quantitative descriptive-correlational, cross-sectional, non- experimental method.

Research tools

Motivation inventory and the Likert-type PSS scale

Research object

18 students (aged 15 to 17 years old) from the José Macedo public school in Puno, Peru, during the 2022 school year.

Major findings

1. Most parents or representatives of students in the fourth and fifth-grade of secondary school at the educational institution demonstrate a predominantly negligent educational style . In second place, there is a group of authoritarian parents , followed by democratic parents and permissive parents .

2. Many of these students lack the motivation to pursue academic success.

3. The vast majority of students have a low level of personal development goals.

4. the majority of students present a low level of instrumentation . By contrary, 33.6% of students indicate a medium level and just a 29.3% of students with a high level.

5. There is a direct correlation of variables, that is, between family educational level and students' motivation to achieve academic success.

reference

Guerra, R. P. S., Mallima, N. E. C., Guerra, J. C. S., & Guerra, M. A. S. (2024). Impact of family educational styles on students' academic achievement motivation. International Journal of Instruction, 17(4), 681-692.

https://doi.org/10.29333/iji.2024.17438a

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How to improve students' learning efficiency

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How to improve students' learning efficiency

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The primary objective of this research is to identify and evaluate effective strategies for improving students' learning efficiency in [specific subject/grade level/educational setting]. This will be achieved by:

Identifying Key Factors: Determining the key factors that influence students' learning efficiency, such as study habits, time management, motivation, cognitive abilities, and learning environment.

Assessing Current Practices: Evaluating the current learning practices and methods used by students and educators in the target educational setting, and identifying any gaps or inefficiencies.

Exploring Innovative Approaches: Investigating innovative approaches and technologies that have the potential to enhance learning efficiency, such as personalized learning, adaptive learning software, or collaborative learning platforms.

Developing and Testing Interventions: Based on the findings from the above steps, developing and testing specific interventions or strategies aimed at improving students' learning efficiency. This may include designing new learning materials, implementing new teaching methods, or providing targeted support to students.

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Article Title

Preservice teachers’ resilience during times of COVID-19

1) Social Background

COVID-19 pandemic

2)Research Issue

1. What are PSTs’ perceptions of their resilience, resources and coping strategies during the COVID-19 pandemic?

2. How are Dutch PSTs’ personal and contextual resources and coping strategies related to dealing with the challenges they face during the COVID-19 pandemic?

3. What ware PSTs’ experiences in relation to the quality of their teacher education programme and their own learning and teaching during the COVID-19 pandemic?

3)Research Method

Quantitative method & Qualitative method

The research examine resilience, resources and coping strategies both quantitatively and qualitatively. We focused on the key factors that might enhance resilience specified by Mansfield et al. (Citation2016): personal resources, contextual resources, and coping strategies. Furthermore, we added questions on the COVID-19 pandemic.The open questions were analysed by using a content-analysis approach, where we focused on describing PSTs’ resilience and factors that influence their resilience.

4)Research Result

PSTs showed lower scores on resilience and personal resources, comparable scores on contextual resources, and higher on coping strategies. A regression analysis showed that all factors except for self-efficacy were related to resilience. The open answers revealed different aspects influenced by the pandemic, such as conditions for teaching at school, interaction with pupils, study progress, support from supervisors in their school and the teacher education institute, and social support received from important others, such as family and friends. Furthermore, factors were mentioned that influenced PSTs resilience in both enhancing and diminishing ways.

Reference

Fokkens-Bruinsma, M., Tigelaar, E. H., van Rijswijk, M. M., & Jansen, E. P. W. A. (2023). Preservice teachers’ resilience during times of COVID-19. Teachers and Teaching, 30(7–8), 1083–1096. https://doi.org/10.1080/13540602.2023.2172391

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The Intersection of Adolescent Mental Health and Academic Performance: A Case Study of Ten Urban High School Students.

This essay has displayed the need of mental health and social-emotional well-being support services for vulnerable students in the school settings in order to reduce the impact on the students' academic performance. It mentioned about puting enforce on laws and regulations, after school programs and in-school prevention program such as school wide positive behavior support (SWPBS) could be some of the ways to support the needs. It also emphsis the need for cross-system collaboration among school, social service and family in supporting the mental health and social-emotional well being.

Forrest, Kristy, "The Intersection of Adolescent Mental Health and Academic Performance: A Case Study of Ten Urban High School Students" (2016). Community Engagement Student Work. 14. https://scholarworks.merrimack.edu/soe_student_ce/14

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This essay purpose to explore and analyse opportunities for and impediments to cooperation around digital competence among three groups: preschool teacher students, local teacher educators, and teacher educators at a university.

The authors invite five preschool teacher students, five local teacher educators, and five teacher educators from the university participated to gather as focus groups to communicate obstacles and possibilities for cooperation.

After analysis the discussions the author find out:

1.The results show an uneven supply of digital tools in preschool, and it is possible to assume that this is the case in many Swedish preschools today—a picture of an ongoing digitalization process. students and local teacher educators mention that there are preschools that have a good supply of digital tools but that for some reason do not use them.

2.The students claim that the attitudes of the preschool teachers present the greatest obstacle to working with digital resources, and in conjunction with this, the students have experienced uncertainty, a lack of interest, and a lack of relevant competence among preschool teachers.

3.teachers use their power and agency to design professional learning opportunities for the students, creating an opportunity for a mutual pedagogical vision is important.

4.The students want to develop a greater understanding for how digitalization can be applied in preschool. The local teacher educators want more developed forms of cooperation for the work with digital resources in the field to be more tangible for the students.

Reference

Forsling, K. (2022). Cooperation for developing digital competence in preschool – Challenges for teacher education – students – practicum preschools. Cogent Education, 9(1)https://doi.org/10.1080/2331186X.2022.2141512

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One research was conducted with 172 preschool children aged 3–5 years old from three Spanish early childhood centers with different socio-economic characteristics and teachers of 16 classes and its results confirm that it is possible to start teaching this new literacy very early, and found the strategies used promoted communication, collaboration and creativity in the classroom settings (Bers, et al. ,2019).

Bers, M. U., González-González, C., & Armas–Torres, M. B. (2019). Coding as a playground: Promoting positive learning experiences in childhood classrooms. Computers & Education, 138, 130-145.https://doi.org/10.1016/j.compedu.2019.04.013

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Literature Review

The paper investigated how well parents' opinions of kindergartens (KG) fit the aims of Hong Kong's Holistic Early Childhood Education (HECE). Written responses to the questionnaire were obtained from 1383 parents and 165 instructors, including principals from 22 kindergartens in three districts of Hong Kong. The study's major findings used a quantitative method to reveal that parents' and teachers' views of kindergartens were consistent with HK's HECE policy for young children's development and practice in kindergarten programs.

The first finding of this study is the parents' present perception of early childhood education in Hong Kong. Second, it demonstrates how crucial Hong Kong parents are to their kids' growth and development. Thirdly, it also shows how consistent parents' and teachers' opinions are on common features of early childhood education.

Reference:

Ng, D. T. K., Fisher, J. W., Au, M. L., & Lo, S. K. (2020). Parental Perceptions of Holistic Early Childhood Education in Hong Kong. Educational Planning, 27(1), 49-60.

https://eric.ed.gov/?id=EJ1250482

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1) The paper mentioned that academic stress is the pressure and anxiety related to education and academic fields. College students are found to be the main academic stressors, and main reasons why they feel academic stress is increased workload, low marks, language problem, procrastination, examinations, etc. In addition, the paper indicated that the impact of gender on stress is contradictory. Existing studies have pointed out that there are differences in males and females’ perception about stress, while some believe no differences. Academic stress will affect students' academic performance, such as learning ability, memory, academic achievement, even, many students may commit suicide because of uncontrollable academic stress.

2) Hence, Mishra (2017) aimed to study the difference in academic stress level of male and female college students, and the impact of academic stress on students academic achievement. Mishra used random sampling to select 150 undergraduates studying in Santkabirnagar districts as participants, aged from 18 to 22, including 75 males and females, and the students were divided into two groups - low achiever group (less than 55% marks in last exams) and high achiever group (55% or more scoring). Mishra used academic stress scale, academic achievement marks scored in the last exam as instruments for research (Methods).

3) After data collection, using descriptive analysis and t-test, two major findings were obtained: a) Male students had more academically stress than female students; b) Academic stress negatively influenced level of academic achievement of college students.

4) This study is conducive to teachers, parents and educational institutions to better understand the college students’ stress, help reduce students' stress level, and improve their academic achievements.

Reference

Mishra, M. (2017). Effect of academic stress on academic achievement of college students. International

Research Journal of Human Resources and Social Sciences, 4(11), 261-275. www.aarf.asia.

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Effect of academic stress on academic achievement of college students

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In the traditional view, mothers tend to take more responsibility for their children's physical and mental growth and academic achievement, and the involvement of fathers is often overlooked. However, a growing number of scholars now suggest that fathers, as important members of the family, have unique educational styles and behavioural patterns that can have a significant impact on children's academic achievement. Using a meta-analytical approach, the authors synthesise a variety of studies on different aspects of fathers' involvement in children's learning and provide a general measure of the effects of father involvement. This study ultimately proposes that father involvement has a positive impact on children's academic achievement. In addition to academic achievement, children with a high level of father involvement have greater self-confidence and responsibility, as well as a greater ability to work with others. These skills will help the child to make more progress and achieve more academically.

Lazović Nataša, Krulj Jelena, Vidosavljević Slađana, & Marković Emilija (2022). THE CORRELATION BETWEEN FATHER INVOLVEMENT AND THE ACADEMIC ACHIEVEMENT OF THEIR CHILDREN: META-ANALYSIS. International Journal of Cognitive Research in Science, Engineering and Education, 10 (3), 53-60. https://doi.org/10.23947/2334-8496-2022-10-3-53-60

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This article discusses the impact of short-term study abroad on students, who find short-term study abroad experience valuable and beneficial.

Despite the extensive research on long-term study abroad programs, few studies have been conducted on study abroad and its relationship with career aspirations and leadership, and even fewer studies pertaining to the impacts of short-term study abroad programs. To understand more about this growing field, a survey was developed to look at the impact study abroad leaves on a student, specifically assessing the impacts that both long-term and short-term programs have on students’ leadership skills and career aspirations. The results of the regression model indicate that study abroad experience has a statistically significant, positive relationship with leadership experience and career aspirations. This paper begins with a review of short-term study abroad literature. The methodology and results are discussed, followed by the limitations and implications of this research.

Geyer, A., Putz, J., & Misra, K. (2017). The effect of short-term study abroad experience on American students’ leadership skills and career aspirations. International Journal of Educational Management, 31(7), 1042–1053. https://doi.org/10.1108/IJEM-10-2016-0203

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Since student engagement is one of the main factors of successful learning, but how to improve students’ engagement is really an arduous work. Based on the social cognitive study and the current study, a career/education plan can help student make connections between study in school and later life, but there is scant research regarding a direct empirical connection between completing a plan and engagement.

The author tried to find whether a career/education plan can help students improve their engagements and explored the direct relationship through two-level propensity score matching analyses using data from high school longitudinal study of 2009. And the final analytic model provides the evidence that student career/education plans can indeed have an impact on student engagement.

But there are still some limitations like to know exactly what entails a plan, how different types of plans may predict engagement differently. The role of career/education plan completion deserves further consideration and exploration.

References:
Plasman, J. S. (2018). Career/Education Plans and Student Engagement in Secondary School. American Journal of Education, 124(2), 217–246. https://doi.org/10.1086/695608

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In the field of teaching and learning, motivation is constantly linked to psychological, emotional, and cognitive variables; thus, Davis, Winsler and Middleton (2006) emphasize that the importance of motivating students rests in how much they can gain from the assignment, rather than simply participating in the activity.

Davis, K. D., Winsler, A., & Middleton, M. (2006). Students’ perceptions of rewards for academic performance by parents and teachers: Relations with achievement and motivation in college. The Journal of Genetic Psychology, 167(2), 211-220. http://doi.org/10.3200/GNTP.167.2.211-22

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Research interest (s)：Self-efficacy, Internet addiction

1. Title of the article: Internet Addiction and Perceived Self-Efficacy Among University Students
2. Aim of the study：The current study was designed to investigate the relationship between levels of addictive patterns of internet usage (as related to social media) and perceived self-efficacy among university-aged students in Palestine (a country with some of the highest levels of internet addiction).
3.The nature of the participants (e.g. number of the participants, age, gender): Five hundred five students participated, including 270 males and 235 females between the ages of 18 and 24 (M = 20.59, SD = 2.13). 23.5% of the participants were freshman, 22.8% sophomores, 16.7% juniors, 19.6% seniors, and the remainders were in their fifth year or beyond.
4.Method used: Data were collected by filling out questionnaires. The Internet Addiction Test (IAT), created by Kimberly Young (2012), was used to measure the level of addictive internet behaviors. The perceived self-efficacy test, developed by Abu Ghazal and Alawneh (2010), was used to measure the level of perceived self-efficacy.

5.Major findings: Results indicated a high negative relationship between excessive internet use/addictive patterns of use and perceived self-efficacy. Findings conversely showed no significant differences in internet addiction and perceived self-efficacy dependent on area of study, gender, age or academic level.

6.Citation in the APA 7th format:

Berte, D. Z., Mahamid, F. A., & Affouneh, S. (2019). Internet Addiction and Perceived Self-Efficacy Among University Students. International Journal of Mental Health and Addiction, 19(1), 162–176. https://doi.org/10.1007/s11469-019-00160-8

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Alyssa et al. (2005) explained that parental involvement normally can be good for the learning achievement of the students. Research studied of students from the primary school to high school. It demonstrated positive relationship between academic achievement and parental involvement. Parental involvement can affect student motivation.

Gonzalez-DeHass, A. R., Willems, P. P., & Holbein, M. F. D. (2005). Examining the relationship between parental involvement and student motivation. Educational psychology review, 17(2), 99-123. https://link-springer-com.ezproxy.eduhk.hk/content/pdf/10.1007/s10648-005-3949-7.pdf

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Mindfulness is using a non-judgmental attitude to focus on the present moment (Kabat-Zinn, 2003). Its function and aim are different from that of relaxation (Dimidjian & Linehan, 2003). Instead of purely relieving pressure, mindfulness is aim at helping the participant to having an enhanced awareness of the present moment.

And, mindfulness can be achieved via a lot of ways, from mindful eating to mindful walking (Dimidjian & Linehan, 2003).

References:

Dimidjian, S., & Linehan, M. M. (2003). Defining an agenda for future research on the clinical application of mindfulness practice. Clinical psychology: Science and practice, 10(2), 166.

Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future.

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A major issue in research on childhood and respect for children’s participation rights is the choice of research topic and research questions. The nature of the topic is important to children as participants, for example, whether the topic is meaningful and engaging to them, and whether important aspects of children’s experience are the objects of research.The choice of research topic is in itself an indicator of how researchers construct childhood. Ethical research with children should ask questions that are worth asking and use research methods which answer them effectively (Alderson 1995, cited by Thomas and OKane1998). Curiosity or the desire to know is not sufficient justification for research with children(or families), according to Munford and Saunders (2001). They argue that it is incumbent on researchers to show that the research has the potential to enhance the well-being of participants. On the other hand research projects of high quality can be borne out of simple curiosity. Nevertheless when funding for research is highly competitive, the potential enhancement of the well-being of children, in my view, ought to give such research higher priority.

Reference

Deborah Harcourt & Bob Perry & Tim Waller, M (2011). Researching Young Children’s Perspectives. Routledge Taylor & Francis Group, 17.

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Foreign studies on teachers' occupational well-being have started earlier and longer, formed mature theoretical models and measurement tools, and achieved fruitful results. Van der Doef, M. and others surveyed 454 vocational secondary school teachers and showed that role ambiguity, student aggression, and work intensity were significantly and negatively related to occupational well-being, while teacher training was significantly and positively related to occupational well-being significant positive correlation (Van der Doef, M.,2002).Canadian scholar Gurm, B. K. and others conducted a survey with 450 teachers and teaching assistants at the University College of Queensland, and the respondents generally believed that they were working in an environment that promoted their continuous improvement, had humanistic feelings and sufficient autonomy, and therefore the overall occupational well-being index of staff at this college was high(Gurm, B. K.,2004).Holmes, E. studied the explicit and implicit factors affecting occupational well-being from the perspective of occupational stress of teachers, and pointed out that teachers with high autonomy have higher occupational satisfaction(Holmes, E.,2005).

However, there are certain limitations in the current research. Researchers have focused their attention on the measurement of teachers' professional well-being and the factors influencing teachers' professional well-being, and the research content is more concentrated; the research objects also focus on primary and secondary school teachers, and the attention to the professional well-being of college teachers, especially private college teachers, has yet to be improved. In addition, existing research mainly explores the influence of demographic variables on teachers' happiness, while the internal and external factors affecting teachers' happiness have not been explored comprehensively and deeply. Happiness is a subjective and positive emotional experience, and it is difficult to study teachers' professional well-being by using quantitative methods only, and its intrinsic characteristics and special nature determine the appropriateness of case studies.

Reference

Van der Doef, M., & Maes, S. (2002). Teacher-specific quality of work versus general quality of work assessment: A comparison of their validity regarding burnout,(psycho) somatic well-being and job satisfaction. Anxiety, Stress & Coping, 15(4), 327-344.https://doi.org/10.1080/1061580021000056500

Gurm, B. K. (2004). Understanding the environmental factors that have an impact on employee well-being: A social audit of a university college.https://dx.doi.org/10.14288/1.0055797

Holmes, E. (2005). Teacher well-being: Looking after yourself and your career in the classroom. Routledge.https://doi.org/10.4324/9780203465400

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Based on three waves of the role of career adaptability in Chinese university graduates' job search process, this study found the following results.

The four dimensions of career adaptability have a positive effect on various factors of college students' job search.

After removing other effects, career focus and career control had the strongest positive effects on job search self-efficacy.

The use of various models supported that career fit had a significant effect on employment status and P-E fit through job search self-efficacy.

Reference

Guan, Y., Deng, H., Sun, J., Wang, Y., Cai, Z., Ye, L., Fu, R., Wang, Y., Zhang, S., & Li, Y. (2013). Career adaptability, job search self-efficacy and outcomes: A three-wave investigation among Chinese university graduates. Journal of Vocational Behavior, 83(3), 561–570. https://doi.org/10.1016/j.jvb.2013.09.003

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What student doesn't want to hear that he's better than his peers? The authors conducted the study to show the effect of social comparison and mastery praise on children's intrinsic motivation.
According to the research, social comparison can bring some positive feedback to children, but it has some negative effects. For example, long-term social comparison praise can make children unable to cope well with others' excellent performance. Because competition itself can make children feel stressed and under external control. Therefore, emphasizing that the goal of individual task mastery is adaptive, while emphasizing that the goal of interpersonal comparison is maladaptive, mastery praise may be more conducive to promoting intrinsic motivation than social comparison praise. The authors looked at the topic twice, adding to previous studies, and found that using social comparison praise is risky when there is uncertainty about a child's future achievement. The child may doubt his abilities in such an environment. Therefore, we should put praise on the ability and skills of children themselves, master praise is more suitable for improving children's learning motivation.

Reference
Corpus, J. H., Ogle, C. M., & Love-Geiger, K. E. (2006). The effects of social-comparison versus mastery praise on children’s intrinsic motivation. Motivation and emotion, 30(4), 333-343.
https://doi.org/10.1080/03004430.2018.1496914

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Mini literature review

Some scholars integrate the relationship between teachers' personal traits, professional identity and job involvement in previous relevant studies through quantitative research methods. They explain that the personal traits of teachers affects the internal motivation of teachers' teaching. Being appreciated by superiors can effectively improve their self-satisfaction, so as to improve their sense of professional identity and job involvement. The purpose of their study is to clarify the causes and importance of teacher professional identity in order to cultivate active and positive teachers by designing effective strategies.(Yu, W et al.,2021)

Reference

Yu, W., Yoke-Yean, L. F., & Yew, V. G. W. (2021). The relationship between personality traits, professional identity and job involvement of novice kindergarten teachers in Zhejiang Province, China. Southeast Asia Early Childhood Journal, 10, 139-149. https://doi.org/10.37134/saecj.vol10.sp.12.2021

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Beginning in the spring of 2020, the epidemic has had a tremendous impact on education globally.
The researchers（Kush et al., 2021）surveyed 135,488 U.S. teachers (pK-12), 427,117 healthcare workers, 351,632 office workers and 1,861,737 other industry workers on mental health issues during the epidemic across three dimensions Depressive symptoms, Anxiety symptoms and Feelings of Isolation. The final results showed that teachers had the highest levels of anxiety symptoms (24%) among all professions, far exceeding those of any other professions. While the level of teachers’depression symptoms (12%) was similar to the other, and the level of teachers’ feelings of isolation was the second (18%) ,3% lower than other industry workers. This shows that teachers have significant mental health problems in the epidemic environment. Also, experts（Kush et al., 2021） found that the adoption of distance learning or individuals teaching in-person in the epidemic also represents differences in mental health outcomes. Teachers' anxiety symptom levels did not differ significantly between the two educational approaches, however, the symptom level of depression was higher in remote modalities (over 0.105) than in-person (approximately 0.050) and the symptom level of feeling (about 0.205) was much bigger than in-person (around 0.075).Thus, it is evident that distance education had a negative impact on teachers' mental health .

Reference:
Kush, J. M., Badillo-Goicoechea, E., Musci, R. J., & Stuart, E. A. (2021). Teacher Mental Health During the COVID-19 Pandemic: Informing Policies to Support Teacher Well-being and Effective Teaching Practices. arXiv preprint arXiv:2109.01547.
https://doi.org/10.48550/arXiv.2109.01547

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Mini Literature Review:
In this meta-analysis study, the development of research on child social skills has been summarized and outlined in detail.

First of all, this study contains a comprehensive meta-analysis of randomized controlled trials (RCTs) on the effects of this type of intervention. The research team used 130 eligible RCT comparisons between a program and control group to ensure the interventions were based on a cognitive-behavioral approach. After the experiment, the author found that more long-term evaluations, replications, booster approaches, and combinations with other types of interventions are necessary to ensure a substantial impact on antisocial development.

Secondly, in educational practice, social skill training not only focuses on behavioral skills but also pay attention to social-cognitive and social-emotion skills. Children could promote their social and social-cognitive competencies and prevent externalizing or internalizing behavior problems through the training.

Thirdly, the research team set a range of eligibility criteria and search strategies for this study to ensure the accuracy of the experiment. After the coding procedures and statistical analyses, researchers found that differential effects for different antisocial behavior outcomes: aggressive behavior, delinquent behavior, oppositional-disruptive behavior ,and generally antisocial behavior.

According to the above experiment, we could conclude that some of these studies contained combined child and family-oriented approaches, but none for targeted child social skills training alone. The results on different control conditions revealing no differences between “treated” and “nontreated” control groups also confirm this view.

Although this review still has some limitations, it shows the conclusion that more long-term evaluations, replications, booster approaches, and combinations with other types of interventions are necessary to ensure a substantial impact on child social skills in kindergarten.

Reference

Beelmann, A., & Lösel, F. (2021). A comprehensive meta-analysis of randomized evaluations of the effect of child social skills training on antisocial development. Journal of Developmental and Life-Course Criminology, 7(1), 41-65. https://doi.org/10.1007/s40865-020-00142-8

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Parents may adopt different parenting practices in different cultural contexts, which may have different effects on children's psychological, emotional, and social development, and cultural differences are important in explaining the effects of parenting styles. Locus of control is a personality factor that appears to be strongly associated with future educational and occupational success; locus of control is defined as a tendency to be more externally or internally oriented, which may affect various aspects of adolescent adjustment and subjective well-being, and factors such as consistency of parental discipline and level of parental education may influence the development of adolescent locus of control orientation.

Two parenting characteristics that are associated with child developmental outcomes are parental warmth and parental control. When warmth and control are combined, four typical parenting styles (authoritative, authoritarian, conniving, neglectful, or nonparticipatory) result. Parenting styles should be assessed within the sociocultural context of the parent-child relationship because cultural norms influence the development of parents' beliefs about their children

The present study focused on the contribution of fathers' parenting style. Based on existing research, a standardized instrument self-report was used to collect the required data from 382 Malaysian adolescents with a mean age of 14.27 years to examine the moderating effects of fathers' educational attainment and parenting style on adolescents' perceived relationship between parenting style and locus of control in the context of Malaysian collectivist culture. The effect of father's education and parenting style on the relationship between parenting style and locus of control perceived by adolescents in a Malaysian collectivist culture was examined. The data collected through the three scales were analyzed and regression analyses were conducted to conclude that more perceived authoritarian parenting styles were associated with more internal locus of control among adolescents in Malaysia and that adolescents with authoritarian fathers and higher levels of education tended to have higher levels of internal locus of control.

Reference
Keshavarz, S., & Baharudin, R. (2013). Perceived parenting style of fathers and adolescents’ locus of control in a collectivist culture of Malaysia: the moderating role of fathers’ education. The Journal of genetic psychology, 174(3), 253-270.

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Literature Review:
The application of SRL in classrooms includes three areas of research: strategies for reading and writing, cognitive engagement in tasks, and self-assessment.

Teachers can use knowledge about SRL in classroom directly in the following ways. First, encourage students of all ages to benefit from analyses and discussions of strategies for learning.

Second, use more open-ended instructional activities and scaffold assistance and less workbook exercises for student inquiry to help students find more effective approaches to learning.

Third, minimize objective tests and competitive test scores and maximize self-assessment to help students regulate their actions to desired outcomes.

Reference:
Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89-101.

https://doi.org/10.4324/9781410608130

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Hong Kong as an education hub, this article interrogates some of the junctures and ruptures of neoliberal education in Hong Kong, long-held as bridge between “East” and “West. By analyzing DSE,LTL,SBA to explore critical thinking and civic engagement of schooling in Hong Kong. This article also provides some context on Hong Kong’s schooling system.

Reference:
Chang, B. B., & McLaren, P. (2018). Emerging issues of teaching and social justice in Greater China: Neoliberalism and critical pedagogy in Hong Kong. Policy Futures in Education, 16(6), 781-803. https://doi.org/10.1177/1478210318767735

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Literature review

Many studies have investigated the relationship between higher education (HE) and career development,the article named”Career training with mentoring programs in higher education” explores how career training with mentoring (CTM) programs work in Nigerian higher education institutions to foster students’ career development and employability of graduates.Experts selected 6 representative Nigerian public universities and 20 industries within the same 6 geo-political zones of Nigeria for the interview,The evidence from this study suggests that participants are convinced that CTM can enhance clarity about students’ career ambitions, career interests, personal development plans and increase the possibility of employment.In terms of the thematic analysis 1: current CTM programs in Nigerian HE institutions,acknowledging that the need to restructure Nigerian HE curriculum to suit the demands of employers,therefore,A reasonable approach to tackle this issue could be enlarging the scope of learning such as learning new technology and developing public speaking skills and cognitive ability.

References

Okolie, U. C., Nwajiuba, C. A., Binuomote, M. O., Ehiobuche, C., Igu, N. C. N., & Ajoke, O. S. (2020). Career training with mentoring programs in higher education: facilitating career development and employability of graduates. Education+ Training. https://doi.org/10.1108/ET-04-2019-0071

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Mini literature review
1.      Title of the article

Social and emotional learning in teacher preparation: Pre-service teacher well-being

2.      Aim of the study

The main aim of the study is to investigates the levels of psychological well-being, including autonomy, positive relations with others, environmental mastery, personal growth, purpose in life, and self-acceptance, that pre-service teachers have. Another question is that if growth trajectories of psychological well-being exist for pre-service teachers across psychological well-being.

3.      The nature of the participants

This project involves with 305 registered on a four-year pre-service teacher preparation program. Only 220 and 131 students stayed in time 2 and time 3, respectively.

4.      Method used

Using Ryff’s (1989) PWB scale to evaluate participants’ psychological well-being. The scale includes 6 domains and each domain comprises 9 items. The whole survey was distributed in 2014(time 1), 2016(time 2), 2017(time 3) and administered online via Qualtrics.

5.      Major findings

The result showed that the mean scores of all different domains were above the scale mid-point. Only the mean of autonomy demonstrated a slight increase while others demonstrated decrease trend. It is noted that the decrease in the mean of personal growth and self-acceptance are non-significant. moreover, participant PWB growth rates did not differ relative to their starting levels.

6.      Citation in APA 7th format

Corcoran, R. P., & O'Flaherty, J. (2022). Social and emotional learning in teacher preparation: Pre-service teacher well-being. Teaching and Teacher Education, 110, 103563. https://doi.org/10.1016/j.tate.2021.103563

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Literature review

YANG, L., et, al. (2015) has proved that both emotional and social competence significantly predict SEN children’s academic performance after controlling for other social variables. Relationships with peers and teachers also contributed to both emotional and social competence. It is noteworthy that the emotional experiences of SEN students and their perceptions of their own emotional competence may play a key role in their academic functioning. They also underline the need for tailor-made enhancement programs to promote the social, emotional, and academic functioning of SEN students integrated in mainstream classrooms.

Reference:

YANG, L., SIN, K. F., & LUI, M. (2015). Social, emotional, and academic functioning of children with SEN integrated in Hong Kong primary schools. 10.1007/s40299-014-0198-x

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Literature review

This study investigates the connection between parenting practices, social skills, and aggressive conduct in children. For the youngsters in Tainan City's public kindergartens, a questionnaire survey was employed. These are  five conclusions. First,public school students in Tainan City exhibit low levels of aggression and have excellent social skills. Democratic and authoritarian parenting approaches are most frequently used. Then,there was no significant relationship between age and aggressiveness, and boys' explicit aggression was higher than females'. Also,aggressive conduct has a somewhat meaningful relationship with self-control abilities, interpersonal abilities, and self-expression abilities. Explicit violence is highly correlated with the democratic, autocratic, and father authority types in mothers.  The ability to self-regulate and the capacity for friendship are good indicators of aggressive conduct.

Reference
Pan Pei-Ying, & Zhai Min-Ru. (2016). A study on the correlation between aggressive behavior, social skills, and parenting styles of young children. Early Childhood Education and Protection Research, (16), 85-111.

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literature review

This study's aims were to evaluate parental attitudes toward print and digital media use with preschoolers as well as parental incentives for doing so. It also sought to determine how differently preschoolers and their parents saw various media. 43 parents were polled, and the children, aged 3 to 5, were questioned. Parents claimed that their child preferred physical books to digital ones and projected that their child will prefer a physical book to a digital one. Print should be used for children's learning, leisure, amusement, and parent-child interaction since, according to parents, it is more informative and enjoyable than digital media. Additionally, parents claimed that when consuming print and digital media together, they employ less facilitative behaviors. Children more frequently pick digital gadgets for most purposes and prefer reading digital books over paper ones. This study reveals how parents and children have different viewpoints on media and suggests that parents may better support their children's use of digital media by giving them more opportunities for interactive co-use of digital media.

References

Strouse, G. A., Newland, L. A., & Mourlam, D. J. (2019). Educational and fun? Parent versus preschooler perceptions and co-use of digital and print media. AERA open, 5(3), 2332858419861085.

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Abstract

Teachers return to the classroom for the 2020-2021 school year after experiencing an online classroom as a result of the 2019 pandemic. They are faced with new teaching demands, job expectations and classroom environments. These new demands add to teachers' already full workloads. The current study is one of the first empirical studies to identify factors that contribute to teacher burnout due to COVID-19 (coronavirus disease) and teaching during the fall of 2020. The study found that the main factors of teacher burnout were COVID-19 anxiety, current teaching anxiety, anxiety about communicating with parents, and administrative support. These results are meaningful to school administrators and researchers.

Reference

Davey, H. M., Barratt, A. L., Butow, P. N., & Deeks, J. J. (2007). A one-item question with a Likert or Visual Analog Scale adequately measured current anxiety. Journal of clinical epidemiology, 60(4), 356-360. https://doi.org/10.1016/j.jclinepi.2006.07.015

Ferguson, K., Frost, L., & Hall, D. (2012). Predicting teacher anxiety, depression, and job satisfaction. Journal of teaching and learning, 8(1). https://doi.org/10.22329/jtl.v8i1.2896

Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5), 325-327. https://doi.org/10.3102/0013189X211004138

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Flipped Classroom Study

The concept of the flipped classroom was proposed by Bergmann and Sams（2012）.They made it easier for students to study and review the learning content by recording lecture video screens and making them available to students, which helped to enhance student learning. Subsequently there have been more and more experiments with flipped classrooms, which require teachers to redesign the learning content by sending it to students in advance as a few-minute learning video, which they watch before class. They then come to the classroom with thoughts and questions, the teacher solves the students' doubts in the classroom and develops their analytical problem-solving skills, the requirement for knowledge comprehension and memorization solved via video.Some of the most successful examples of flipped classrooms are Khan Academy and MOOC, which have added the freedom to adjust the pace of learning, feedback and community learning discussions to further improve learning efficiency. Based on the improved learning outcomes of flipped classrooms, the concept of Seamless flipped learning, or "seamless learning across contexts", has been developed to cultivate students' continuous learning habits and problem-solving skills by extending their learning space from home and school to their everyday environment. Seamless learning based on the flipped classroom model requires teachers to design many independent learning activities before class, such as searching online resources, video production, photos, forum discussions, etc., designing live activities and classroom communication and discussion activities, and finally applying them to real-life situations. There are also many learning strategies to help teachers with lesson design, but there are still many potential issues to be investigated, such as how to increase parental involvement and student autonomy.

References

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education.

Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education (the Official Journal of the Global Chinese Society for Computers in Education), 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0

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Literature search and review
This study aims to have an investigation on the quality of parent-teacher relation and its link with child’s behavior and wellbeing. Through some questionnaires and 11 groups (4 in private,4 in public and 3 in municipality) to have a feedback about parents’ responsible for child care-day and their attitude about teacher’s feedback about their children. The results of this study suggest the importance of the quality of parent-teacher relationship for children’s early development, and we need pay more attention on this relation because its necessary elements for children’s growing.
Reference:
Pirchio, S., Tritrini, C., Passiatore, Y., & Taeschner, T. (2013). The Role of the Relationship between Parents and Educators for Child Behaviour and Wellbeing. International Journal about Parents in Education, 7(2).

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Literature search and review

Your name：CAI YUNBIN

Your research interest (s)：music educators, classroom management, music teacher preparation.

1.     Title of the article: Elementary General Music Teachers’ Preparation in Classroom Management.

2.     Aim of the study：The purpose of this study was to examine elementary general music teachers’ classroom management preparation within music teacher education programs.

3.     The nature of the participants (e.g. number of the participants, age, gender): Participants (N = 341) were active elementary general music teachers as identified by the National Association for Music Education (NAfME).

4.     Method used: The author targeted practicing elementary general music teachers (N = 8,505), identified via the National Association for Music Education (NAfME), as active members within the professional music education organization. The author specifically aimed to collect responses from those currently teaching elementary general music.

5.     Major findings: Music teacher educators commonly address classroom management preparation through within-course or stand-alone sources and content (e.g., readings, lectures, presentations, seminars), but that practicing elementary general music teachers reported being most satisfied when they learned about classroom management through experiences.

6.     Citation in the APA 7th format:

Gee, J. P. (2022). Elementary General Music Teachers’ Preparation in Classroom Management. Journal of Music Teacher Education, 31(2), 55-67.https://doi.org/10.1177/10570837211062183

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According to language experts, there are several stages of learning to speak English, the most important of which are the first three (Bloomfield, 1914)(Collier, 1998).

Stage 1: Pre-production

Most students who are just starting to learn a language can only listen, but rarely learn to speak, and can only input, but not output. This is because beginners are not yet able to produce language; they can only memorize some English words and then keep repeating and imitating them.

Stage 2: Early Production

In the second stage, students begin to understand the language they hear and try to acquire more new vocabulary from that language. In this stage, students also begin to try to say memorized phrases and vocabulary, but grammar still has errors.

Stage 3: Speech emergence

At this stage, students have the ability to ask questions and communicate with others using the words and phrases they have learned, but fluency is still not high enough.

So that, students need to understand the context of these languages and continue to develop more learning.

Bashir, M., Azeem, M., & Dogar, A. H. (2011). Factor effecting students’ English speaking skills. British journal of arts and social sciences, 2(1), 34-50.

http://www.bjournal.co.uk/BJASS.aspx

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Peer feedback to citations not in proper APA style (the 7th)

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Peer feedback to citations not in proper APA style (the 7th)

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Specific suggestions for representative error:
1. Miranda, P., Isaias, P., Pifano, S. (2018). Digital Literacy in Higher Education. Learning and Collaboration Technologies. Learning and Teaching pp 71–87.

https://doi.org/10.1007/978-3-319-91152-6_6

The journal information should be written in italic except for the page numbers.

2. Please double check the space between the names if you write the reference and in-text citation by yourself.

3. Tareef, A. B. (2013). The relationship between mentoring and career development of higher education faculty members. College Student Journal, 47(4), 703-711.
Dey, F., & Cruzvergara, C. Y. (2014). Evolution of career services in higher education. New directions for student services, 2014(148), 5-18.

In the reference list, you should put all the references in order according to the initials of the first authors of each reference.

4. Chinese language assessment needed include five parts (phonetics, semantics, grammar, pragmatics, characters). (Chen Yunying &Wang Shuquan, 1995)  Long Yanlin and Li Huan (2018) analyzed 40 papers from 2008-2018.

The in-text citation only need to display the surname of the authors. And the formation should be (Author, year) or Author (year). If the number of authors are more than 3, it should be like (Zhou et al., year) or Zhou et al. (year). Besides, the in-text citation should be put before the full stop.

5. The connector between the authors in in-text citation should be Zhao and Qian (year) or (Zhao , & Qian, year).

6. Don't indent in the first line of each reference.

7. The authors in the reference list should be like Zhao & Qian (year), don't miss the year or replace "&" with "and".

8. Slavin R E. When does cooperative learning increase student achievement?[J]. Psychological bulletin, 1983, 94(3): 429.

You are not required to mark type identifiers like [J] in the APA format.

9. The APA format requires us to write the author name with surname and the initial of first name like Zhang, S.

10. Sy and Rabago-Mingoa's study (2018)

When writing in-text citation, you should rigorously follow the format Author (year) and don't add any extra words like Zhao's study (year).

11.  Rerference: Robson in Real world research—resource for social scientists and practitioner-researchers. Blackwell Publishers, Oxford, 2002

Don't add colon after Reference but you should put it single in a line.

The following are my overall suggestions to familiarize the APA format:
1. Learn from the citations automatically generated by the google scholar or our library.
2. Use software like "Endnote" and "Zotero" but remember to double check it by yourself.
3. Read through the official guideline if you have time.

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The popularity and wide application of online education has changed the landscape of today's education. Teachers need to face the differences between face-to-face classroom environment and virtual classroom environment. The question is whether teachers' self-efficacy changes when they take online classes. Teacher self-efficacy can be described as a measure of a teacher's expectation that he or she is competent and capable of influencing student outcomes. For example, do educators feel empowered to teach using online platforms and materials? At present, most of the tools used in online education to measure teacher self-efficacy are based on internal validation scales of teachers using the delivery mode of face-to-face education(Corry & Stella, 2018).

Refernces:
CorryM., & StellaJ. (2018). Teacher self-efficacy in online education: a review of the literature. Research in Learning Technology, 26. https://doi.org/10.25304/rlt.v26.2047

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Abstraction:

The article indicated that many policies and processes in higher education overemphasis that feedback is the concept of information transfer, thus most people consider that educators need to take primary responsibility in the feedback and ignores the equally important role of the learner in this stage.However with the development of society,more and more experts are shifting their views of feedback processes.They gradually think the reaction of students in response to feedback information that afford learning and skill development.What is more,the article’s findings indicate that we still need to persuade more educators to know and develop the advantages about the feedback cultures and understand the responsibility of educators and learners in the feedback cultures.

References:

Adcroft, A. P. (2011). The mythology of feedback. Higher Education Research & Development 30 (4): 405–419. https://www.tandfonline.com/doi/abs/10.1080/07294360.2010.526096

Boud, D., ＆ Falchikov, N. (2007) Reframing assessment as if learning was important. In rethinking assessment in higher education: Learning for the Longer Term. 14-25. London: Routledge.

Boud, D., ＆ Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment ＆ Evaluation in Higher Education 38 (6): 698-712. https://www.tandfonline.com/doi/abs/10.1080/02602938.2012.691462

Carless, D. (2015). Excellence in university assessment: Learning from Award-Winning Practice. London: Routledge.

Carless, D., ＆ Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment ＆ Evaluation in Higher Education 43 (8): 1315-1325. https://www.tandfonline.com/doi/full/10.1080/02602938.2018.1463354

Dawson, P., Henderson,M., Mahoney,P., Phillips,M., Ryan,T., Boud,D., ＆ Molloy,E. 2019. What makes for effective feedback: Staff and student perspectives.” Assessment & Evaluation in Higher Education 44 (1): 25-36. https://www.tandfonline.com/doi/full/10.1080/02602938.2018.1467877

DeWall, C. N., Pond, R. S., Campbell, W. K., ＆ Twenge, J. M. (2011). Tuning in to psychological change: Linguistic markers of psychological traits and emotions over time in popular US song lyrics. Psy chology of Aesthetics, Creativity, ＆ the Arts 5 (3): 200-207. https://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0023195

Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist 34 (3): 169–189. https://www.tandfonline.com/doi/abs/10.1207/s15326985ep3403_3

Greenfield, P. M. (2013). The changing psychology of culture from 1800 through 2000. Psychological Science 24 (9): 1722–1731. https://journals.sagepub.com/doi/10.1177/0956797613479387

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Research interest (s)：Teaching self-efficacy, learning performance

1.     Title of the article: The role of active teaching, academic self-efficacy, and learning behaviors in student performance.

2.     Aim of the study：The purpose of this study is to investigate a theoretical framework that examines and extends understanding of the role of cognitive/information processing, learning motivation and learning task behaviors in facilitating student engagement, course persistence and academic performance.

3.     The nature of the participants (e.g. number of the participants, age, gender):Participants were from a medium-sized east coast university. 294 responses were usable(63% male).Students’ age ratio(18-20 42%, 21-23 45%).

4.     Method used: Student subjects were used to collect survey data. Hierarchical regression analysis was used to test the impact of active teaching, academic self-efficacy and task avoidance on the dependent variables – course grade, course persistence and expectancy for success.

5.     Major findings: Active teaching and academic self-efficacy were positive predictors of course grade while task avoidance was a negative predictor of course grade. Course persistence was positively impacted by academic self-efficacy and diminished by task-avoidance behaviors. Academic self-efficacy was shown to positively impact expectancy for success.

6.     Citation in the APA 7th format:

Hayward Andres. (2020). The role of active teaching, academic self-efficacy, and learning behaviors in student performance. Journal of International Education in Business, 13(2), 221–238. https://doi.org/10.1108/JIEB-02-2020-0017

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With the development of science and technology, our society is becoming increasingly digital, it has become imperative to develop people’s ability to use, understand and manage resources that are in a digital format.Digital literacy inference students’ study as well, the use of digital devices in the classroom has become common as early as elementary education.As education progresses towards an increasingly digital format, it is paramount to assess the digital literacy of students and their capacity to be proficient in digital environments. Although higher education student population that has wide access to technology, namely computers, internet connection and to mobile devices, there was a significant percentage of students who claimed that they did not have access to a tablet or a smartphone. Despite a variety of students have experienced some type of prior computer training, a relevant percentage of the sample claimed that they have no training at all. Overall, all the students had a positive perception.

Reference:

Miranda, P., Isaias, P., Pifano, S. (2018). Digital Literacy in Higher Education. Learning and Collaboration Technologies. Learning and Teaching pp 71–87.

https://doi.org/10.1007/978-3-319-91152-6_6

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Connotation and Implementation of Ideological and Political Education in Foreign Language Teaching （Tan Long, 11460815)

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Connotation and Implementation of Ideological and Political Education in Foreign Language Teaching （Tan Long, 11460815)

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In this article, the central thesis is that higher education's fundamental duty is to cultivate moral and ideological values, which is also a basic requirement of political and ideological curriculum development. It is fundamental to establish morality and cultivate people through the development of education. At the present stage, the curriculum of colleges and universities is to put the value orientation on the teaching and self-cultivation of knowledge.

This paper discusses the ideological and political connotations of the ideological and political course as well as the problems associated with their implementation. The demand for professional quality and ability in teachers because of current teaching materials and College English. The teaching guidelines point out the new goals, new tasks, new paths, new ideas and how in the new era. Teaching college English should include an ideological and political component.

Sun, B. (2022, January). Connotation and Implementation of Ideological and Political Education in Foreign Language Teaching. In 2021 International Conference on Culture, Design and Social Development (CDSD 2021) (pp. 49-52). Atlantis Press.

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Connotation and Implementation of Ideological and 
Political Education in Foreign Language Teaching

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Through the observation and different types tests of three Chinese master’s students’feedback literacy in an academic writing course .Even there are some individual variations and the high-achieving, highly motivated participants becoming more feedback-literate than their under-achieving,but if the feedback of teachers could be constantly provide to students about the learning guidances and help which will be structured students’cognitive and social-affective aspects of their feedback literacy.

Reference:

Han, Y& Xu, Y. (2020). The development of student feedback literacy: the influences of teacher feedback on peer feedback. Assessment & Evaluation in Higher Education, 45(5), 680-696.

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Due to limited information like published literature regarding career development for masters, Shari P. Walsh and Kelly Tucker (2011) conduct a brief online survey to help Careers Service in Queensland University of Technology (QUT) design their career activities. The report shows master’s employment demands about skills such as interview and resume writing skills.

Reference

Walsh, S. P., & Tucker, K. (2011). The perspectives of students undertaking masters' degrees by coursework on career development learning. Australian Journal of Career Development, 20(2), 42-47. https://doi.org/10.1177/103841621102000206

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This paper argues that the unique historical and cultural environment in Hong Kong hinders, to a certain extent, the empowerment of stakeholders in the reform era. To adjust for this, measures have to be developed by policymakers and practitioners to ensure a more balanced, meaningful, and knowledgeable representation of various stakeholders in school governance. There are five sections in this paper; the first introduces briefly the international trend of decentralization; the second outlines the school-based management and related initiatives that have been introduced in Hong Kong. The third and fourth sections discuss respectively the unique cultural and historical contextual factors that would have influenced the implementation of the initiatives and the impacts on the four main types of stakeholders. A conclusion then follows.

Reference:
Chan, A. W., & Snape, E. (2000). Union weakness in Hong Kong: Workplace industrial relations and the federation of trade unions. Economic and Industrial Democracy, 21(2), 117-146.
https://doi.org/10.1177/
Leithwood, K., & Menzies, T. (1998). Forms and effects of school-based management: A review.Educational policy, 12(3), 325-346.
https://doi.org/10.1177/0895904898012003006

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In higher education systems throughout the world, the need for diversity and differentiation is recognized. The emergence of new professions, the expanded demands of the labor market, the extended social base from which higher education institutions draw their students, and the development of new disciplines and fields of study, are all drivers of greater diversity. Nonetheless, in many systems the kind of institutional stratification that saw institutions distinguished from each other by clear mission differentiation often determined by the state, has largely been superseded by new forms of differentiation driven by different mechanisms  Mentoring is a developmental relationship between a younger, less experienced individual and an older, more experienced person.

Reference:
Tareef, A. B. (2013). The relationship between mentoring and career development of higher education faculty members. College Student Journal, 47(4), 703-711.
Dey, F., & Cruzvergara, C. Y. (2014). Evolution of career services in higher education. New directions for student services, 2014(148), 5-18.

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The influence of student' sleep quality on their learning efficiency the next day

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The influence of student' sleep quality on their learning efficiency the next day

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IV: STUDENT'S BEDTIIME
DV:STUDENT' S LEARNING EFFICIENCY

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Gelfman, Podstrigich and Losinskaya (2004) suggested that there are five roles of Mathematics textbook, which are supporting students to learn new knowledge, raising new problems, taking consideration of both precision and detailed information, giving extra and interesting information and logical contents.

Reference:
Gelfman, E., Podstrigich, A., & Losinskaya, R. (2004). On the problem of typology and functions of school texts, Discussion Group 14. Focus on the Development and Research of Mathematics Textbooks.

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Hyekyung Sung and Amado M. Padilla mentioned that after analyzing the data they collected from students, ranging from kindergarten to secondary schools, who were learning Asian languages. The result showed female students have higher motivation to learn languages than male students in elementary and secondary schools. But they also argued that the phenomenon occurs for more reasons than gender differences.

Reference

Sung, H., & Padilla, A. M. (1998). Student motivation, parental attitudes, and involvement in the learning of Asian languages in elementary and secondary schools. The Modern Language Journal, 82(2), 205-216.https://doi.org/10.1111/j.1540-4781.1998.tb01193.x

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Roy Y. Chan, Krishna Bista and Ryan M. Allen documents the immediate, global impacts of the coronavirus pandemic (COVID-19) on teaching and learning in higher education. Focusing on student and faculty experiences of online and distance education, the text provides reflections on novel initiatives, unexpected challenges, and lessons learned. It also looks forward to asking what lessons COVID-19 can offer for the future development of online and distance learning in higher education.

Reference

Chan, R. Y., Bista, K., & Allen, R. M. (Eds.). (2021). Online teaching and learning in higher education during COVID-19: International perspectives and experiences. Routledge.

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Zhou Yimiao Literature search and review

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Zhou Yimiao Literature search and review

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Your name

_____Zhou Yimiao___________

Your research interest(s)

____STEAM education, early childhood STEAM, rural education_______

1. Title of the article:

Implementing STEAM in the Early Childhood Classroom

2. Aim of the study

This study aims to explore impacts of STEAM professional development on preschool. teachers disposition towards STEM content, STEAM professional development on preschool teachers’ self-efficacy regarding planning and implementing STEAM content and the professional development workshop on the rate of STEAM implementation by the teachers in their classrooms.

3. The nature of the participants (e.g., number of the participants, age, gender)

Participants were 50 in-service preschool teachers (90% female) in an urban high-needs area. in the northeastern United States who taught children ages three to five. Fifty percent of the teachers had ten or more years of teaching experience, forty percent had 4-9 years’ experience, with the remaining ten percent having less than four years’ experience.

4. Method used

Identical pre- and post- surveys were given to the teachers, which asked them to rate their level of comfort regarding STEM instruction utilizing a 5-point Likert scale, teacher interview about their current practices with STEAM instruction as well as their comfort levels with planning and delivering STEAM lessons, and the field observation.

5. Major findings

This study showed a statistically significant change in how preschool teachers’ confidence levels positively increased regarding their ability to plan and implement STEAM lessons for their preschoolers as a result of their engagement in the professional development sessions. However, even as the preschool teachers were actively engaged and experienced an increase in their knowledge, skills and dispositions regarding STEAM implementation, they were still reluctant to implement.

6. Citation in the APA 7th format

DeJarnette, N. K. (2018). Implementing STEAM in the Early Childhood Classroom. European Journal of STEM Education, 3(3), 18. https://doi.org/10.20897/ejsteme/3878

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Collective rehabilitation training has a synergistic impact on psychological counseling treatment and can increase the psychological counseling effect of anxiety problem patients. It is advised that, in addition to psychiatric therapy and linguistic interchange, rehabilitative training, including collaboration and collective communication, be offered while treating such individuals. As a consequence, patients may relax their mood and body throughout the rehabilitation training process, which has a favorable influence on their mental health and helps to alleviate disease and accelerate recovery.

Reference:
Yang, W. L., Zhai, F., Gao, Y. M., & Zhang, Q. H. (2015). Collective rehabilitation training conductive to improve psychotherapy of college students with anxiety disorder. International journal of clinical and experimental medicine, 8(6), 9949–9954.

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Dear students, find some time to find our feedback comments on some work. Try to avoid making the same mistakes when you write your assignments.

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Dear students, highly encourage you to read this guide to help you revise your practice of citation from a self-regulated learning perspective to boost self-improvement.

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Form2017-2018, research in the analysis of the aetiology of 515 children with speech and language disorders showed that among the 515 children, 280 cases (54.37%). (Zhou Hao, Xiong Caiyun, Liu Ye, Yang Yuanyuan, Zhao Weiqing, Cui Yuxia, Luo Wenlong, 2019) Some researchers compared the differences between Chinese assessments and English assessment. They proposed a new Chinese language assessment theory: Chinese language assessment needed include five parts (phonetics, semantics, grammar, pragmatics, characters). (Chen Yunying &Wang Shuquan, 1995)  Long Yanlin and Li Huan (2018) analyzed 40 papers from 2008-2018. They found that comprehensive language assessments were few.
Reference
Chen Yunying，Wang Shuquan.(1995). The Concept and Evaluation Framework of Chinese Language Learning Disabilities in Children. Psychological Development and Education. 1995,(02), doi:CNKI:SUN:XLFZ.0.1995-02-005.

Xu Yinxiu & Ma Hongying. (2014) Research on Language Assessment Tools in China and abroad. Journal of the Faculty of Chemicalization . 2014,34(10).doi:CNKI:SUN:SHSZ.0.2014-10-035.

Long Yanlin & Li Huan.(2018). Systematic Evaluation of Children's Language Proficiency Assessment Methods. Modern Special Education . 2018,(08)doi:CNKI:SUN:XDTS.0.2018-08-007.

Zhou Hao, Xiong Caiyun, Liu Ye,Yang Yuanyuan, Zhao Weiqing, Cui Yuxia & Luo Wenlong.(2019). Analysis of the Etiology of 515 Children with Speech and Language Disorders. Journal of Hearing and Speech Diseases . 2019,27(05),477-481.

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Different kinds of family engagement have different influence to early childhood children’s learning and education. But all have positive effects to early year’s children’s development. Home-centered engagement more associated with children’s emergent numeracy,literacy,social emotional functioning and motor development. But center-based engagement was associated only with higher emergent numeracy and literacy. (Catalina,Carolina,Liliana,Ana&Hirokazu,2022)
References
Rey-Guerra, C., Maldonado-Carreño, C., Ponguta, L. A., Nieto, A. M., & Yoshikawa, H. (2022). Family engagement in early learning opportunities at home and in early childhood education centers in colombia. Early Childhood Research Quarterly, 58, 35-46. doi:https://doi.org/10.1016/j.ecresq.2021.08.002

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Airasian (2001) explained the purpose and resource of the sizing-up assessment and emphasized the importance of the improvement of it by analyzing the the threats to validity and reliability. Airasian suggested that the result of the sizing-up assessment would impact the the teacher's cognition to the students and in a return, it would force the student's self-concept in a long term. As a result, teachers would apply a  series of adaptions to ensure the sizing-up assessment to be fair and reflect the student's status as much as possible.

Reference
Airasian, P.W. (2001).Classroom Assessment: Concepts and Applications. Fourth Edition.McGraw-Hill

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YangMengtong

This literature outlines the various levels of research support for enhancing effective practice, reviews the evidence supporting specific planning, service delivery, and curricular interventions, cites some excellent learners' research-based curricular strategies, and concludes with possible innovative recommendations for future effective practice.

Reference

Bakken, J. P., Obiakor, F. E., & Rotatori, A. F. (2014). Gifted education current perspectives and issues.

http://www.lib.eduhk.hk/permalink/record?51287210420003410

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The authors used a variety of quantitative bibliometric analyses to examine 1206 Scopus-indexed journal articles on instructional leadership published between 1940 and 2018. The results affirm that the knowledge base on instructional leadership has not only increased in size, but also geographic scope.

Reference:
Hallinger, P., Gümüş, S., & Bellibaş, M. Ş. (2020). 'Are principals instructional leaders yet?'A science map of the knowledge base on instructional leadership, 1940–2018. Scientometrics, 122(3), 1629-1650.

https://doi.org/10.1007/s11192-020-03360-5

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Yang and Li (2020) mentioned that the HighScope curriculum was widely implemented in Hong Kong kindergartens. In the context of Hong Kong, SBCD is the guided approach for teachers to follow. And the HighScope as the imported approach should follow the SBCD guidelines, which means when teachers implement a new curriculum, they only take a part of it that fits their classroom based on the SBCD.

References:
Yang, W., & Li, H. (2020). The role of culture in early childhood curriculum development: A case study of curriculum innovations in Hong Kong kindergartens. Contemporary Issues in

Early Childhood, 146394911990035. https://doi.org/10.1177/1463949119900359

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In this study, the authors investigate the role of advertising in affecting the extent of bias in the media. When making advertising choices, advertisers evaluate both the size and the composition of the readership of the different outlets. The profile of the readers matters because advertisers want to target readers who are likely to be receptive to their advertising messages. The authors demonstrate that when advertising supplements subscription fees, it may serve as a polarizing or moderating force, contingent on the extent of heterogeneity among advertisers in appealing to readers having different political preferences .
Reference:
Gal-Or, E., Geylani, T., & Yildirim, T. P. (2012). The Impact of Advertising on Media Bias. Journal of Marketing Research, 49(1), 92–99. https://doi.org/10.1509/jmr.10.0196
https://julac.hosted.exlibrisgroup.com/permalink/f/1bc9pmf/TN_cdi_proquest_journals_1010260270

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A developmentally appropriate and screen-free robot, KIBO robotics, which is designed for very young children, was used in a study to explore the possibility of integrating coding and computational thinking concepts into regular curriculums in kindergartens to develop appropriate learning experience through a project-based approach (Bers, et al., 2019)

References:

Bers, M. U., González-González, C., & Armas–Torres, M. B. (2019). Coding as a playground: Promoting positive learning experiences in childhood classrooms. Computers and Education, 138, 130–145. https://doi.org/10.1016/j.compedu.2019.04.013

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Catherine Davies et al.(2021) examined the associations between children’s socioeconomic status (SES), early childhood education and care (ECEC) and child development, including language ability and children executive function (CEF), played out during the Covid-19 pandemic. The study argued that ECEC during the Covid-19 pandemic boosted the growth of receptive vocabulary in children (especially those lower-SES children), and ECEC attendance boosted the growth of CEFs, regardless of their socioeconomic background.

Reference

Davies, C., Hendry, A., Gibson, S. P., Gliga, T., McGillion, M., & Gonzalez‐Gomez, N. (2021). Early childhood education and care (ECEC) during COVID‐19 boosts growth in language and executive function. Infant and Child Development, 30(4), e2241–n/a. https://doi.org/10.1002/icd.2241

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Sawatsupaphon, S., & Vinitwatanakhun, W. (2018) used the PIMRS framework to explore teachers’ perceptions of the principal’s teaching leadership ability based on the Vitale School in Hua Hin, Thailand. According to factors such as age, education level, gender, monthly income, nationality, years of working with the current principal, teaching years, etc., use the PIMRS framework to compare teachers’ perceptions of the principal’s teaching leadership ability.

Reference:
Sawatsupaphon, S., & Vinitwatanakhun, W. (2018). A Comparative Study of Teachers' Perception Towards Principal Instructional Leadership Utilizing the PIMRS Framework at Huahin Vitthayalai School, Thailand. Sawatsupaphon, S.(2018). A Comparative Study of Teachers' Perception Towards Principal Instructional Leadership Utilizing the PIMRS Framework at Huahin Vitthayalai School, Thailand. Journal of Social Sciences, 28(17), 97-106.
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3301243

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Sawatsupaphon, S. (2018). A Comparative Study of Teachers' Perception Towards Principal Instructional Leadership Utilizing the PIMRS Framework at Huahin Vitthayalai School, Thailand. Journal of Social Sciences , 28(17), 97-106. doi: 10.13140/RG.2.2.34188.16005

10 Pages Posted: 3 Jan 2019

Date Written: December 14, 2018

Abstract

This study used a quantitative and comparative research methodology in order to compare teachers' perception of principal instructional leadership utilizing the Principal Instructional Management Rating Scale, by Hallinger, according to teachers' demographics (age, educational level, gender, monthly income level, nationality, years of work experience with the current principal, and total years of teaching experience) at Huahin Vitthayalai School, Thailand in 2018. While 85 questionnaires were distributed, 76 were useable; achieving an 89.4% response. Although no significant differences were observed in any demographic factor, various inter-correlational, and cross-relational, observations were identified between a number of job-functions within the overarching dimensions. While these respective links are well-known, the researcher observed improving perceptions towards Thai principal instructional leadership functions, which was a surprising observation given the findings of previous studies in Thailand. Previously, Southeast Asian principals focused more on administrative functions, while this study found that instructional leadership to be a key role of the Thai principal.

Keywords: Catholic Education, School Mission, School Learning Climate Program, Managing the Instructional Program, Principal Instructional Management Rating Scale (PIMRS)

Sawatsupaphon, Sattapong and Vinitwatanakhun, Watana, A Comparative Study of Teachers' Perception Towards Principal Instructional Leadership Utilizing the PIMRS Framework at Huahin Vitthayalai School, Thailand (December 14, 2018). Sawatsupaphon, S. (2018). A Comparative Study of Teachers' Perception Towards Principal Instructional Leadership Utilizing the PIMRS Framework at Huahin Vitthayalai School, Thailand. Journal of Social Sciences , 28(17), 97-106. doi: 10.13140/RG.2.2.34188.16005, Available at SSRN: https://ssrn.com/abstract=3301243

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a comparative study of teachers' perception towards principal instructional leadership utilizing the pimrs framework at huahin vitthayalai school

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A Comparative Study of Teachers' Perception Towards Principal Instructional Leadership Utilizing the PIMRS Framework at Huahin Vitthayalai School, Thailand

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Sawatsupaphon, S. (2018). A Comparative Study of Teachers' Perception Towards Principal Instructional Leadership Utilizing the PIMRS Framework at Huahin Vitthayalai School, Thailand. Journal of Social Sciences , 28(17), 97-106.

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Previous reviewers have suggested that women display lower self-confidence than men across almost all achievement situations. The empirical validity of this suggestion is assessed. The literature indicates that although low self-confidence is indeed a frequent and potentially debilitating problem among women, they are not lower in self-confidence than men in all achievement situations. Instead, it is argued that the nature of this sex difference depends upon such situation variables as the specific ability area, the availability of performance feedback, and the emphasis placed upon social comparison or evaluation. It is concluded that future research must more precisely identify the variables that influence women's self-confidence.

Reference
Lenney, E. (1977). Women's self-confidence in achievement settings. Psychological bulletin, 84(1), 1.

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Muhamad Sham Bin S. Ai & Peng Shiyong (2015) argues that the cause of communication apprehension might not be necessarily associated with differences in the learning experience, syllabi or even teaching approaches. The characteristics of the high-contextual Chinese culture may be interpretable to this non-difference result. And they put forward that psychological approaches may be more effective to reduce the phenomenon of mute English of Chinese learners and their reticence in English class. By comparing the apprehension among students of different grades and majors, the overall results of this study indicate that most probably it is the cultural factors that caused the communication apprehension of Chinese students while they communicate in English.

Reference
Shi-Yong, P., & Ali, M. S. B. S. (2015). Communication apprehension: A comparison between English majors and non-majors in China. International Journal of Applied Linguistics and English Literature, 4(6), 190-195.doi:10.7575/aiac.ijalel.v.4n.6p.190 URL: http://dx.doi.org/10.7575/aiac.ijalel.v.4n.6p.190

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Thomas P. Dick and Sharon F. Rallis (1991) developed and examined men pay more attention to money than women in general career choices. In engineering and science areas, due to the ignorance of equity in further academic coursework, access to these majors and opportunities in future work, the number of women in engineering and science is lower than men.

Reference

Dick , T. P., & Rallis, sharon F. (1991). Factors and Influences on High School Students’ Career Choices. Journal for Research in Mathematics Education, 22(4), 281–292. https://pubs.nctm.org/view/journals/jrme/22/4/article-p281.xml

References corrected
Dick, T. P., & Rallis, S. F. (1991). Factors and influences on high school students' career choices. Journal for Research in Mathematics Education, 22(4), 281-292.

Dick and Rallis (1991) examined...

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Mark Bray(2014)analyses the results of the surveys conducted in the form of international or national or small scale and figures out that each approach has both merits and limitations.The researches include quantitative, qualitative and mixed approaches.The conclusion indicates that the complex reality need complex questions.The questions need more restricted condition to the implementation of the surveys instead of being too broad.

Reference

Bray, M. The impact of shadow education on student academic achievement: Why the research is inconclusive and what can be done about it. Asia Pacific Educ. Rev. 15, 381–389 (2014). https://doi.org/10.1007/s12564-014-9326-9

Quick comment:
Just need to use the surname/last name of the author.
Bray (2014) conducted a survey study and found...

Modification of reference：
Bray, M. (2014). The impact of shadow education on student academic achievement: Why the research is inconclusive and what can be done about it. Asia Pacific Education Review, 15(3), 381-389.

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Fata-Hartley (2011),  emphasize the importance of pedagogies that could engage students better, which may come in the form of informational lectures coupled with active and cooperative learning exercises, one-minute papers, think-pair-shares, and problem-solving activities.
Reference
Fata-Hartley, C. 2011. “Resisting Rote: The Importance of Active Learning for All Course Learning Objectives.” Journal of College Science Teaching 40 (3):36–9.

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Kearsley,G.（2002）believes that twenty or thirty years ago, many people resisted online learning because it was different in many ways from traditional classroom instruction. Nowadays，although online learning is being pushed heavily by corporations、universities、and the computer industry，online learning isn't for everybody. The reasons are explained from six perspectives: students, teachers and content and so on. Therefore， for the present, it is important to think critically about whether it makes sense to offer a certain course or program in online form and not to assume that it will work for ever.
Reference                                                    Kearsley, G. (2002). Is online learning for everybody?. Educational technology, 42(1), 41-44. https://www.jstor.org/stable/44428721

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Ziyin Xiong, Ian Warwick & Sebastien Chalies (2020) believe teachers play a vital role in the well-being and sexual health of young people. Through the research of teacher education plan for pre-service teachers, in the investigation of 30 young teachers, the article reveals the four major limitations that teachers face in sex education and the relationship between them and social and cultural background. In addition, they emphasized the importance of teachers' cross-curricular competence. Finally, society, families and schools should adopt a more positive and sensitive approach to address gender differences in classroom practice.
Reference: Ziyin Xiong, Ian Warwick & Sebastien Chalies (2020) Understanding novice teachers’ perspectives on China’s sexuality education: a study based on the national pre-service teacher education programme, Sex Education, 20:3, 252-266, DOI: 10.1080/14681811.2019.1640113
https://doi.org/10.1080/14681811.2019.1640113

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Wong-Ratcliff and Ho (2011) claimed that the integrated education policy for students who have special education needs to being included in the mainstream classroom could not ensure students’ educational and social developmental needs would be addressed. The design and implement of individualized education program (IEP) are the crucial elements to determine whether students with SEN could benefit from the integrated education system.

Reference
Wong-Ratcliff, M., & Ho, K. K. (2011). Can Integrated Education Meet the Needs of Students with SEN?. New Horizons in Education, 59(2), 101-115.

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Huang et al.， (2010) explored the effects of domestic violence at Year 1 in the FFCWS data on the behavior problems of children at Year 5 and investigated whether maternal mental health and parenting at Year 3 mediated those effects.

Reference：

Huang, C. C., Wang, L. R., & Warrener, C. (2010). Effects of domestic violence on behavior problems of preschool-aged children: Do maternal mental health and parenting mediate the effects?. Children and Youth Services Review, 32(10), 1317-1323.

https://www.sciencedirect.com/science/article/pii/S0190740910001337

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Guardino and Antia (2012) utilized a multiple baseline design to prove the functional relationship between physical modification in classrooms and student’s academic engagement. As illustrated by many other researchers before (Downer, Rimm-Kaufman, & Pianta, 2007; Lane et al., 2007; Paine, Radicchi, Rosellini, Deutchman, & Darch, 1983), the study again confirmed that academic engagement inversely correlated with disruptive behavior (Guardino & Antia, 2012). Besides, it generalized this finding to a population of DHH students, including those combined with various disorders. DHH students with attention deficit are prone to be distracted by overload or disorganized visual stimuli. Thus, many teachers in this study took measures to reduce visual stimuli, for instance, using a black background and providing more personal space. In this research, teachers had a degree of option for the physical modification in the classroom, depending on their teaching style or students’ need. Compared to those designs with compelled change, this research had higher social validity in general settings.

Reference
Modifying the Classroom Environment to Increase Engagement and Decrease Disruption with Students Who Are Deaf or Hard of Hearing. Journal of Deaf Studies and Deaf Education, 17(4), 518-533. https://10.1093/deafed/ens026

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Ellis and Bliuc(2017) analyzed how online learning technologies are qualitatively situated in relation to inquiry by investigating associations among approaches to online learning technologies, perceptions of the learning context, and academic achievement.The discussion highlighted an appropriate role and location of online learning technologies in the Student Approaches to Learning framework in order to help researchers, students, teachers and university leaders better understand their contribution to qualitatively different experiences of learning.

Reference

Robert A Ellis.&Ana-Marie Bliuc. (2017). Exploring new elements of the students approaches to learning framework: The role of online learning technologies in students learning. Active Learning in Higher Education, 20(1),11-24. https://doi.org/10.1177/1469787417721384

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Slavin, R. E. (19830) maintained that cooperative learning methods in which each group member has a unique subtask have positive achievement effects only if group rewards are provided. Group rewards and individual accountability are held to be essential to the instructional effectiveness of cooperative learning methods. (48 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Reference
Slavin R E. When does cooperative learning increase student achievement?[J]. Psychological bulletin, 1983, 94(3): 429.

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Broberg et al. argue that the development of vocational education for women should be linked to wider vocational education and training (VET). A survey and comparison of the development of vocational education and training designated for women in Finland and Sweden over a specific period of time found that women's access to vocational education (e.g. domestic training, nursing, etc.) gave women the opportunity to play an important role in the public sphere, made European societies aware of the great value of women in society, and contributed to women's emancipation and gender equality.

Reference:

Broberg,  Åsa, Lindberg, V., & Wärvik, G.-B. (2021). Women's vocational education 1890-1990 in Finland and Sweden: the example of vocational home economics education. Journal of Vocational Education & Training, 73(2), 217–233. https://doi.org/10.1080/13636820.2021.1889646

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Welk GJ, Wood K(2001) describes the potential use of physical activity assessments as an alternative or supplemental evaluation strategy for physical education. The author will describe various methods of evaluating children’s activities, focusing on how to effectively use these methods in physical education classes.
Reference
Welk GJ, Wood K. Physical activity assessment in physical eduction: A practical review of instruments and their use in the curriculum. Physical & Health Education Journal. 2001;67(4):14. https://www.proquest.com/scholarly-journals/physical-activity-assessment-eduction-practical/docview/214330565/se-2?accountid=11441.

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It is showed that class teachers in mainland of China play an important role on the moral education as they are the organizers for almost all the issues of the class. They have responsibility to check if the students break the rules on moral issues which include gambling and violence (Zhu & Liu, 2004). But in the fact that some teachers are still now pay more attention on the academic performance than moral education, which may lead some risks and problems. And in reports of Zhu and Liu (2004), there are several suggestions were provided for enhancing the ability and awareness of teachers on undertaking moral education, such as training for teachers, concerning on the needs of social development and some skills for implementing moral class.

Reference

Zhu, X. M., & Liu, C. L. (2004). Teacher training for moral education in China. Journal of Moral Education, 33(4), 481-494. DOI: 10.1080/0305724042000315608

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Anna, Bonnie,Aubrey and Barbie(2015) developed an investigation about the creativity in Hong Kong classrooms: transition from a seriously formal pedagogy to informally playful learning.By studying the relationship between teachers’ creative self-efficacy and individuals’ creative performance,which reveals that teachers using playful learning methods can enhance individuals’ creativity efficiently in teaching processes. It also discuss the difficulties and suggestions about carrying out such playful learning and creativity in traditional classroom.

Reference

Anna N.N Hui,Bonnie W.Y. Chow, Aubrey Y.T.Chan,Barbie H.T. Chui & C.T.Sam(2015).Creativity in Hong Kong classrooms:transition from a seriously formal pedagogy to informally playful learning. Education 3-13,43(4),393-403.
https://doi.org/10.1080/03004279.2015.1020652

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Yu-Hsiu Liao （2018）analyzed that the creative skills teaching method significantly improves learners' English learning performance, creativity and learning motivation. The implications for educators and the direction of future research are discussed.

reference：Yu-Hsiu Liao&Yu-LinChanga（2018）Infusing creative pedagogy into an English as a foreign language classroom: Learning performance, creativity, and motivation,29,213-223

https://doi.org/10.1016/j.tsc.2018.07.007

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Lu et al. (2021) explore the relationships between parents’ perceived social support, parental resilience, parenting self-efficacy, and emotional/behavioral problems in children with ASD. With a sample of 289 parents of children with ASD (including fathers and mothers) in China. They found that parents’ perceived social support, parental resilience, and parenting self-efficacy were significantly associated with emotional/behavioral problems in children with ASD. Parental resilience and parenting self-efficacy were found to play a chain-mediating role in the association between perceived social support of parents and emotional/behavioral problems in children with ASD. The study showed that it is crucial to improve parents’ perceived social support, parental resilience, and parenting self-efficacy to reduce emotional/behavioral problems in children with ASD.

Reference
Lu, M., Chen, J., He, W., Pang, F., & Zou, Y. (2021). Association between perceived social support of parents and emotional/behavioral problems in children with ASD: A chain mediation model. Research in Developmental Disabilities, 113, 103933.

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Theories often assume that schools in communities with high violence also have high rates of school violence, yet there are schools with very low violence in high violence communities. The most important variable found is the leadership of the principal.

Reference
Astor,  Benbenishty, &Estrada, (2009). School Violence and Theoretically Atypical Schools: The Principal’s Centrality in Orchestrating Safe School .

American educational research journal, 2009-06-01, Vol.46 (2), p.423-461.
exlibrisgroup.com

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Wai Ho Kevin YUNG(2020) mainly analyzed the backgroud of mainstream schools and crams schools in Hong Kong and the research methods used in the study by comparing students' learning attitude and efficiency in different types of educational institutions. It  verifies students’ utilitarian learning orientations, commodification of education and superficial and immediate psychological learning needs, which provides a new thinking orientation for formulating reasonable educational policies in the future.

reference
Yung, K. W.-H. (2020). Comparing the effectiveness of cram school tutors and schoolteachers: A critical analysis of students' perceptions. International Journal of Educational Development, 72. https://doi.org/10.1016/j.ijedudev.2019.102141

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Research on the study indicated that teachers should use appropriate teaching methods and combine some theories to meet students's English learning requirements. It summarized that teachers and students should adopt a practical as well as effective teaching and learning process in the ESL class.(Adebola Adebileje & Aderonke Akinola, 2020 )

Reference
Adebileje, A., & Akinola, A. (2020). Teaching and learning English as a second language in Nigeria: Examining evolving approaches and methods. Theory and Practice in Language Studies, 10(9), 1015-1024.
http://dx.doi.org/10.17507/tpls.1009.02

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Jago.Arthur G(1982) suggested that leadership appears to be a far
more complex set of cause-and-effect relationships than suggested by any one of the comparatively simple
theoretical models offered to date.Therefore, academically, different disciplines have different interpretations of leadership. At the same time, in social life, leadership implies many different influencing factors.

Reference:

Jago, A. G. (1982). Leadership: Perspectives in Theory and Research. Management Science, 28(3), 315–336. https://doi.org/10.1287/mnsc.28.3.315

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Wenye Li, Jijun Yao and Shike Zhou(2021)used the academic quality monitoring data of Jiangsu Province in 2020 to build OLS regression model. Then, neo-FFI theory was used to construct non-cognitive variables, and Amos22.0 software was used to plot the mediating effects. The research findings : (i) Physical exercise brought academic improvement to elementary and middle school students. (ii) There are differences in the influence mechanism of physical exercise between primary and secondary schools.(iii)Openness plays a significant mediating role in the specific dimension of non-cognition.
Reference:
Wenye Li, Jijun Yao  & Shike Zhou((2021).  How Does Physical Exercise Affect Academic Performance? The Mediating Role of Non-Cognitive Abilities . Best Evidence in Chinese Education, 8(2), 1103–1120.
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3899311&download=yes

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Gene H. Brody（2004）present an overview of the ways in which siblings' direct and indirect influences and parental differential treatment contribute to child development. By virtue of having a sibling, children may receive differential treatment from their parents. The author points out that in some conditions, differential treatment is associated with emotional and behavioral problems. The development of this belief also has implications for children's and adolescents' mental health.

Reference:
Bank, L., Patterson, G.R., Reid, J.B. (1996). Negative sibling interaction patterns as predictors of later adjustment problems in adolescent and young adult males. InBrody, G.H. (Ed.),Sibling relationships: Their causes and consequences (pp.197–229). Norwood, NJ: Ablex.
https://journals.sagepub.com/doi/full/10.1111/j.0963-7214.2004.00289.x

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Yang et al. (2020) examined the relationships between peer support, school support, self-determination, and school engagement. With a sample of 118 secondary school students with special needs in Hong Kong mainstream schools. They found that significantly positive correlations among school support, self-determination, and school engagement. Self-determination mediated the relationship between school support and school engagement. The study underscored that school support and self-determination interventions could serve as resources to improve school engagements for students with special needs in inclusive education settings.

Reference
Yang L., Chiu H.-M., Sin K.-F., Lui M. (2020). The effects of school support on school engagement with self-determination as mediator in students with special needs. Journal of Disability, Development and Education. 1-16. doi: 10.1080/1034912X.2020.1719046

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Gülcan, N. Y. (2015) analyzed the relationship between ethics and morality. Through the elaboration of the four stages of moral education and the relationship between "ethics" and "religion" in the Turkish education system, this article summarizes the role and importance of moral education.

Reference
Gülcan, N. Y. (2015). Discussing the Importance of Teaching Ethics in Education. Procedia - Social and Behavioral Sciences, 174, 2622–2625. https://doi.org/10.1016/j.sbspro.2015.01.942

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Social story is originally designed for children with Autism Spectrum Disorder to understand and learn appropriate social behaviours under a given social situation. Sy and Rabago-Mingoa's study (2018) conducted a research to examine whether social story can be an intervention not only for ASD children, but also children with attention deficit hyperactive disorder (ADHD). The result shows that social story can also apply on ADHD children to reduce the frequency of their challenging behaviours, including shouting the answers when not being called, walking around when sitting is required, throwing temper, jumping off chairs and throwing toys. However, once the social story intervention did not take place, the frequency of the challenging behaviours increase again.

Reference:
Sy, M., & Rabago-Mingoa, T. (2018). Social Stories for Children with ADHD. Advanced Science Letters, 24(11), 8090–8093. https://doi.org/10.1166/asl.2018.12498

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Yaoqiong Cui(2021) used questionnaire survey to investigate Chinese students’ perceived online EFL learning experiences during the COVID-19 period. The results of studies show that although schools were closed down, modern technology has granted new opportunities for English teacher to deliver effective EFL online courses during the lockdown. Students reported their overall positive experiences in EFL online learning and also showed optimistic attitudes towards EFL learning in the post-corona era.

Reference

Yaoqiong Cui(2021). Perceived Learning Outcomes and Interaction Mode Matter: Students’ Experience of Taking Online EFL Courses During COVID-19. English language teaching, 14(6), 1916-4742. https://doi.org/10.5539/elt.v14n6p84

# data[].attributes.body
Bert P.M. Creemers and Gerry J. Reezigt  （1997）did research about School Effectiveness and School Improvement, they analyzed the concepts and definitions and emphasized the problems of unlinking school effectiveness and school improvement. Based on the theories and differences between these two fields, they put forward opinions on how to link school effectiveness and school improvement in a better way is that to make them a sustained interactivity.
R eference
Bert P.M. Creemers & Gerry J. Reezigt (1997) School Effectiveness and School Improvement: Sustaining Links, School Effectiveness and School Improvement, 8:4, 396-429,
https://doi.org/10.1080/0924345970080402

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Through perusal of the Western empirical literature corresponding to educational policy analysis, this chapter attempts to conduct an exploratory study by employing a thematic review strategy.

Rerference: Robson in Real world research—resource for social scientists and practitioner-researchers. Blackwell Publishers, Oxford, 2002

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López-Bueno et al.(2021) depicted that there are two main factors, socio-affective complications and the lack of physical activities, that may have an adverse impact on children's emotional and physical health during the COVID-19 lockdown period.

Reference:
López-Bueno, R., López-Sánchez, G. F., Casajús, J. A., Calatayud, J., Tully, M. A., & Smith, L. (2021). Potential health-related behaviors for pre-school and school-aged children during COVID-19 lockdown: A narrative review. Preventive Medicine, 143, 106349. https://doi.org/10.1016/j.ypmed.2020.106349

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Local authorities have the power to decide on policy and resource allocation based on their various needs, particularly the needs of students and education qualities(Cheung, S. M. C., & Kan, F. L. F.，2009).
reference:Cheung, S. M. C., & Kan, F. L. F. (2009). Teachers’ perceptions of Incorporated Management Committees as a form of school-based management in Hong Kong. Asia Pacific Education Review, 10(2), 139–148.DOI 10.1007/s12564-009-9012-5

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Şeyma Çağlar Özhan,Selay Arkün Kocadere（2020）made a research to examine the factors that explain academic success in a gamified online learning environment considering flow,emotional  engagement,and motivation.The results showed that 1)Emotional engagement had significantly positive effect on motivation in a gamified online learning setting.2)Flow had a relatively high direct positive impact on motivation.3)Motivation had a significantly positive effect on success in a gamified online learning environment.In a word，
this study’s most important result is that the experience of flow in the learning setting and emotional engagement triggers motivation, which is among the most important predictors of success.

Reference
Özhan, Ş. Ç., & Kocadere, S. A. (2020). The effects of flow, emotional engagement, and motivation on success in a gamified online learning environment. Journal of Educational Computing Research, 57(8), 2006-2031.
https://doi.org/10.1177/0735633118823159

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Dong and Li (2020)made a research of young children’s online learning during COVID-19 pandemic, interpreting Chinese parents’ beliefs and attitudes.The results suggested that the implementation of online learning during the pandemic has been problematic and challenging for families. The Chinese parents were neither trained nor ready to embrace online learning.
Reference
Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children And Youth Services Review, 118, 105440.
https://doi.org/10.1016/j.childyouth.2020.105440

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Research on action–emotion style and study habits: Effects of individual differences on learning and academic performance of undergraduate students- Qianqian Wu

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Research on action–emotion style and study habits: Effects of individual differences on learning and academic performance of undergraduate students- Qianqian Wu

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Keltikangas-Järvinen and Räikköen (1991) suggest that in Type- A behavior individuals experience difficulties in self-regulation at three levels: cognitive deregulation, affective deregulation and behavioral deregulation. So action-emotion style will become a new psychological construct through the integration of certain TABP variables with motivational achievement variables.

References:

Keltikangas-Järvinen, L., & Räikköen, K. (1991). Type-A behavior and types of competitor in young adults. European Journal of Personality, 5(1), 61–69.

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Stella Vosniadou (2020) suggested that Knowledge about learning refers to one’s knowledge about how learning happens, about how learning is influenced by motivational orientations, attributions of success and failure, test anxiety and other negative emotions, and about one’s personal beliefs about their own learning, including beliefs about self-efficacy, motivations and goal. ‘Learning strategies’ refers to the repertoire of cognitive,metacognitive and motivational strategies that learners can employ to deal effectively with learning tasks. Knowledge about learning and a repertoire of efficient learning strategies are important because knowledge is not something that can be transmitted from teachers to students passively. Human brains are not wax tablets or recording devices. On the contrary, learning depends on what students do to learn on the actions they use to process the information they receive effectively.

Vosniadou, S. (2020). Bridging Secondary and Higher Education. The Importance of Self-regulated Learning. European Review (Chichester, England), 28(1), S94–S103. https://doi.org/10.1017/S1062798720000939