期刊：
Journal of Applied Social Psychology,2024年54(4) ISSN：0021-9029
通讯作者：
Huang, F
作者机构：
[Huang, Fei] Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Vezzali, Loris; Shamloo, Soraya E.] Univ Modena & Reggio Emila, Fac Med, Reggio Emilia, Italy.;[Li, Linpeng] PengYang 3 Middle Sch, Pengyang Cty, Ningxia Hui Aut, Peoples R China.;[Cocco, Veronica M.] Univ Parma, Dept Humanities Social Sci & Cultural Ind, Parma, Italy.
通讯机构：
[Huang, F ] C;Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
摘要：
Abstract In a multiethnic country like China, ethnic membership is an important dimension of social construction, and interethnic contact is a necessary component of social interactions. Family is the context where ethnic socialization takes place and where parents play a relevant role. The present study focused on the Hui‐Han interethnic context. Measures of perceived parent's ethnic socialization, interethnic contact, and essentialism were administrated to Hui minority (N = 560) and Han majority (N = 954) secondary students. Results indicated that parents' positive ethnic socialization (cultural socialization/pluralism, promotion of harmony) was associated with greater positive and lower negative contact, while negative ethnic socialization (preparation for bias, promotion of mistrust) had opposite effects. Essentialist views of ethnicity moderated the associations of perceived parents' positive ethnic socialization with positive contact: the association between positive ethnic socialization and positive contact was stronger among individuals with lower (vs. higher) essentialist views. Results did not differ across the majority and the minority group. Implications for prompting positive interethnic interactions and preventing negative contact are discussed.
摘要：
The study addresses the prevailing assumption within the literature, that abundant natural resources exacerbate environmental degradation. Despite significant exploration of this topic, our study introduces a unique angle by testing the robustness of the “Natural Resources Kuznets Curve” assumption. We analyze data spanning thirty years (1990–2020) from five different economies, and our results support the presence of the Kuznets Curve in these regions. This suggests that increased natural resource abundance correlates with decreased environmental degradation. Other important relationships we discover point to the beneficial role of digitalization in reducing environmental harm, while urbanization appears to intensify it. Based on our empirical results, policymakers should prioritize strategies that discourage the overexploitation of natural resources, foster digitalization, and advocate for sustainable urbanization practices to mitigate environmental damage. Our findings provide a broader perspective on the resource-environment nexus, urging future research in this direction for the development of effective, sustainable policies.
期刊：
Current Psychology,2024年43(12):10979-10988 ISSN：1046-1310
通讯作者：
He, JB
作者机构：
[Meng, Yayun; He, Jinbo; Li, Meng] Cent China Normal Univ, Sch Psychol, 152 Luoyu Ave, Wuhan 430070, Hubei, Peoples R China.
通讯机构：
[He, JB ] C;Cent China Normal Univ, Sch Psychol, 152 Luoyu Ave, Wuhan 430070, Hubei, Peoples R China.
关键词：
College student;Sensation seeking;Fear of missing out;Social network addiction;Parental behavioral control
摘要：
Previous research has shown that sensation seeking can positively predict social network addiction. However, the underlying mechanism is unclear. Therefore, the current study constructed a moderated mediation model to examine whether fear of missing out mediated the relationships between sensation seeking and social network addiction and whether parental behavioral control moderated the mediation model among college students. A total of 514 college students in Wuhan (24.50% males, 75.50% females), with a mean age of 21.44 years (SD = 0.94, range = 19-23), were surveyed using the Sensation Seeking Scale, Fear of Missing Out Scale, Social Network Addiction Tendency Scale, and Parental Behavioral Control Scale. The results showed that fear of missing out significantly mediated the relationship between sensation seeking and social network addiction. Moreover, parental behavioral control moderated the relationship between sensation seeking and fear of missing out, and this relationship was weaker for college students with low parental behavioral control than parental behavioral control. Overall, these findings contribute to our understanding of the underlying mechanisms of social network addiction. In addition, family and individual factors should be simultaneously considered in the prevention and intervention of social network addiction among college students.
期刊：
FRONTIERS IN PSYCHOLOGY,2024年15 ISSN：1664-1078
通讯作者：
Luo, H
作者机构：
[Luo, H; Chen, Tianjiao; Luo, Heng; Li, Gege; Ou, Jingyi] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.
通讯机构：
[Luo, H ] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.
关键词：
children and adolescents;digital technology;systematic literature review;meta-analysis;mental health issues
摘要：
Background: The increasing prevalence of mental health issues among children and adolescents has prompted a growing number of researchers and practitioners to explore digital technology interventions, which offer convenience, diversity, and proven effectiveness in addressing such problems. However, the existing literature reveals a significant gap in comprehensive reviews that consolidate findings and discuss the potential of digital technologies in enhancing mental health. Methods: To clarify the latest research progress on digital technology to promote mental health in the past decade (2013-2023), we conducted two studies: a systematic review and meta-analysis. The systematic review is based on 59 empirical studies identified from three screening phases, with basic information, types of technologies, types of mental health issues as key points of analysis for synthesis and comparison. The meta-analysis is conducted with 10 qualified experimental studies to determine the overall effect size of digital technology interventions and possible moderating factors. Results: The results revealed that (1) there is an upward trend in relevant research, comprising mostly experimental and quasi-experimental designs; (2) the common mental health issues include depression, anxiety, bullying, lack of social emotional competence, and mental issues related to COVID-19; (3) among the various technological interventions, mobile applications (apps) have been used most frequently in the diagnosis and treatment of mental issues, followed by virtual reality, serious games, and telemedicine services; and (4) the meta-analysis results indicated that digital technology interventions have a moderate and significant effect size (g = 0.43) for promoting mental health. Conclusion: Based on these findings, this study provides guidance for future practice and research on the promotion of adolescent mental health through digital technology. Systematic review registration https://inplasy.com/inplasy-2023-12-0004/, doi: 10.37766/inplasy2023.12.0004.
期刊：
Education and Information Technologies,2024年:1-29 ISSN：1360-2357
通讯作者：
Chen, ZZ
作者机构：
[Wang, Mengke; Chen, Zengzhao; Wang, Zhuo; Shi, Yawen; Zheng, Qiuyu; Sun, Jianwen; Hou, Ge] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Hubei, Peoples R China.;[Chen, Zengzhao] Cent China Normal Univ, Natl Intelligent Soc Governance Expt Base Educ, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Chen, ZZ ] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Hubei, Peoples R China.;Cent China Normal Univ, Natl Intelligent Soc Governance Expt Base Educ, Wuhan 430079, Hubei, Peoples R China.
摘要：
Instructors' attention to students is vital for teaching. However, instructors' level of attention to students, which has the potential to influence students' learning across different lecture types, has yet to be fully explored. The aim of this study was to examine the impacts of the instructor's attention to students and lecture type on students' learning performance and perceptions. This study used a 3 x 2 (instructor's attention: high vs. medium vs. low; lecture type: video lecture vs. traditional lecture) between-subjects design. Traditional lectures were conducted in the classroom by the instructor, whereas video lectures involved playing pre-recorded videos of the instructor. Each type of lecture contained three levels of the instructor's attention. A total sample of 285 primary school students was randomly assigned to one of six classrooms to view a lecture. A posttest was administered to measure learning performance, while post-lecture questionnaires were used to assess perceptions, including learning experience, learning satisfaction, and affects. ANOVAs were used to analyze the data. Results showed that the instructor's attention had effects on students' learning performance and perceptions regardless of lecture type. Specifically, the instructor's high attention enhanced students' learning performance. Furthermore, the instructor's medium attention promoted students' learning experience, learning satisfaction, and positive affect, while the instructor's low attention restrained it. Our results highlight the fact that an instructor's visual attention influences students' learning performance and perceptions in video lectures and traditional lectures. The study recommends that instructors should strategically allocate their attention to optimize students' learning.
摘要：
Helping students gradually develop collective knowledge is critical but generally faces great challenges. Employing a quasi-experimental design, this study investigated the impacts and mechanisms of analytics-supported reflective assessment on the collective knowledge advancement of undergraduates. The experimental group (n = 55) engaged in Knowledge Building inquiries with facilitation through analytics-supported reflective assessment, while the comparison class (n = 38) pursued Knowledge Building inquiries facilitated by portfolio-supported reflective assessment. This study found that analytics-supported reflective assessment positively and significantly influenced undergraduates’ collective knowledge advancement. Path analysis revealed the mechanisms of analytics-supported reflective assessment for supporting undergraduates’ collective knowledge advancement—the undergraduates’ metacognitive engagement and cognitive engagement influenced each other, further influencing their contribution to collective knowledge advancement and domain understanding. This study holds significant practical implications for fostering students’ knowledge building, inquiry, and metacognition by designing technology-enhanced learning environments as collaborative and metacognitive tools. Additionally, the study offers insights into the processes and mechanisms of reflective assessment, contributing to an understanding of how it enhances students’ development of higher-order skills.
期刊：
FRONTIERS IN PSYCHOLOGY,2024年14:1288503 ISSN：1664-1078
通讯作者：
Zhu, KG;Wang, GS
作者机构：
[Zhu, Kaige; Liao, Mengyi; Zhu, KG] Pingdingshan Univ, Sch Educ, Pingdingshan, Henan, Peoples R China.;[Wang, Guangshuai] Cent China Normal Univ, Fac Artificial Intelligence Educ, Natl Engn Res Ctr Educ Big Data, Wuhan, Hubei, Peoples R China.
通讯机构：
[Zhu, KG ] P;[Wang, GS ] C;Pingdingshan Univ, Sch Educ, Pingdingshan, Henan, Peoples R China.;Cent China Normal Univ, Fac Artificial Intelligence Educ, Natl Engn Res Ctr Educ Big Data, Wuhan, Hubei, Peoples R China.
摘要：
OBJECTIVE: The human-machine feedback in a smart learning environment can influences learners' learning styles, ability enhancement, and affective interactions. However, whether it has stability in improving learning performance and learning processes, the findings of many empirical studies are controversial. This study aimed to analyze the effect of human-machine feedback on learning performance and the potential boundary conditions that produce the effect in a smart learning environment. METHODS: Web of Science, EBSCO, PsycINFO, and Science Direct were searched for publications from 2010 to 2022. We included randomized controlled trials with learning performance as outcome. The random effects model was used in the meta-analysis. The main effect tests and the heterogeneity tests were used to evaluate the effect of human-machine feedback mechanism on learning performance, and the boundary conditions of the effect were tested by moderating effects. Moreover, the validity of the meta-analysis was proved by publication bias test. RESULTS: Out of 35 articles identified, 2,222 participants were included in this study. Human-machine interaction feedback had significant effects on learners' learning process (d = 0.594, k = 26) and learning outcomes (d = 0.407, k = 42). Also, the positive effects of human-machine interaction feedback were regulated by the direction of feedback, the form of feedback, and the type of feedback technique. CONCLUSION: To enhance learning performance through human-machine interactive feedback, we should focus on using two-way and multi-subject feedback. The technology that can provide emotional feedback and feedback loops should be used as a priority. Also, pay attention to the feedback process and mechanism, avoid increasing students' dependence on machines, and strengthen learners' subjectivity from feedback mechanism.
期刊：
INTERNET AND HIGHER EDUCATION,2024年60:100923 ISSN：1096-7516
通讯作者：
Cai, Zhihui;Sun, XJ
作者机构：
[Wang, Zhikeng; Hao, Xin; Sun, Xiaojun; Sun, XJ; Mao, Peipei; Cai, Zhihui; Cai, ZH] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Wang, Zhikeng; Hao, Xin; Sun, Xiaojun; Mao, Peipei; Cai, Zhihui] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Peoples R China.;[Fan, Xitao] Chinese Univ Hong Kong, Fac Educ, Hong Kong 999077, Peoples R China.;[Sun, Xiaojun] Beijing Normal Univ, Cent China Normal Univ Branch, Collaborat Innovat Ctr, Wuhan 430079, Peoples R China.
通讯机构：
[Sun, XJ ; Cai, ZH] C;Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.
关键词：
Dynamic feedback;Static feedback;Digital game-based learning;Task difficulty;Learning outcomes;Educational games
摘要：
To provide more useful feedback strategies in DGBL, this study investigated the effects of dynamic feedback (feedback contents adjusted to game task difficulty) and static feedback (the same feedback contents for all tasks) on students' learning by using an educational programming game with easy to difficult game tasks. In addition, a lag sequence analysis was used to analyze the behavior patterns of learners. A sample of 105 university students were randomly assigned to four feedback treatment conditions. The results showed that dynamic feedback, with feedback contents appropriately adjusted to the task difficulty levels (i.e., simple hints after easy game tasks and detailed explanations after difficult game tasks), were more effective in enhancing students' learning achievement and gaming engagement. Furthermore, we also found that providing detailed explanations after both easy and difficult game tasks led to a decrease in learners' engagement. The implications of findings and future research directions are discussed.
摘要：
While an expanding corpus of empirical investigations has underscored the deleterious ramifications of partner phubbing on interpersonal communication and relationship quality, there remains a paucity of scholarly inquiry into its underlying internal mechanisms engendering such adverse outcomes. In light of this gap, based on cognitive appraisal theory, this study examined the effects of emotional factor (romantic jealousy) and behavioral factor (relational aggression) between young adults’ partner phubbing and intimacy quality. A sample of 512 Chinese young adults who in love (202 males and 310 females, age range 19–25 accounts for 97.8%) were included in the study. Results indicated that, after controlling for relationship length, partner phubbing was significantly and negatively related to young adults’ intimacy quality, and this relation was mediated by romantic jealousy and relational aggression. Moreover, the current study tested the role of sex by multi-group analysis. Results showed that females could suffer more from partner phubbing than males. Amidst the escalating prevalence of smartphones within romantic contexts, this pioneering study sets forth a novel proposition by establishing a crucial link between partner phubbing and the diminished intimacy quality experienced by young adults. Furthermore, the paper extensively deliberates on the theoretical underpinnings and practical ramifications of the obtained results.
期刊：
Current Psychology,2024年43(12):10776-10785 ISSN：1046-1310
通讯作者：
Zhang, T
作者机构：
[Zhang, Ting] Cent China Normal Univ, Sch Phys Educ & Sports, 152 Luoyu Rd, Wuhan 430079, Peoples R China.;[Zhao, Jun] Nanchang Hangkong Univ, Mental Hlth Educ & Counseling Ctr, 69 Fenghe South Ave, Nanchang 330063, Peoples R China.;[Shen, Bo] Wayne State Univ, Div Kinesiol Hlth & Sport Studies, Detroit, MI USA.
通讯机构：
[Zhang, T ] C;Cent China Normal Univ, Sch Phys Educ & Sports, 152 Luoyu Rd, Wuhan 430079, Peoples R China.
摘要：
Totally 624 Chinese middle school students were participated in the present study, aiming to examine the correlations between teacher support, peer support, academic self-efficacy, positive emotions, and student engagement in physical education. Our findings demonstrated that student engagement was directly and significantly impacted by both teacher and peer support. Academic self-efficacy mediated the connection between teacher support, peer support, and student engagement, while positive emotions only mediated between teacher support and student engagement. Besides, teacher and peer support indirectly affected student engagement via the sequential mediating roles of academic self-efficacy and positive emotions, respectively. Academic self-efficacy exhibited a larger mediation impact between peer support and student engagement as compared to teacher support, while positive emotions had a relatively weaker mediating effect. These findings emphasize the value of peer and teacher support in encouraging student engagement in physical education. Moreover, enhancing students' academic self-efficacy and positive emotions in the classroom plays an essential role in building a positive cycle that encourages student participation in physical education.
关键词：
employee creativity;experienced creative time pressure;psychological availability;servant leadership;workplace well-being
摘要：
To better understand the effect of workplace well‐being on employee creativity, we examine the effect of servant leadership on employee creativity. Using the social exchange and conservation of resources theories, we constructed a research model to identify how servant leadership affects employee creativity and to investigate its mechanism and boundary conditions. Using data collected from employees and their supervisors, we adapted the hierarchical regression analysis and bootstrapping approach to test our research model. The results showed that servant leadership positively affected workplace well‐being, which enhances employee creativity. Psychological availability moderated the relationship between workplace well‐being and employee creativity. We also found that the indirect effect of servant leadership on employee creativity via workplace well‐being was significant when the employees had a high level of psychological availability. Moreover, the results indicated that experienced creative time pressure was negatively related to employee creativity and negatively moderated the link between workplace well‐being and employee creativity. The indirect effect of servant leadership on employee creativity was significant when the employees had a low level of experienced creative time pressure. The results of this study provide important theoretical and practical implications for servant leadership and employee creativity.
期刊：
Education and Information Technologies,2024年:1-25 ISSN：1360-2357
通讯作者：
Zhou, N
作者机构：
[Jiang, Lianjiang] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.;[Zhou, Nan] Univ Macau, Fac Educ, Room 1017,E33 Bldg,Ave da Univ, Taipa 999078, Macau, Peoples R China.;[Yang, Yuqin] Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan, Hubei, Peoples R China.
通讯机构：
[Zhou, N ] U;Univ Macau, Fac Educ, Room 1017,E33 Bldg,Ave da Univ, Taipa 999078, Macau, Peoples R China.
关键词：
Student motivation and engagement;Virtual classroom;Support;Attitude;Online learning readiness
摘要：
Online language learning with virtual classrooms (OLLVC) is becoming a reality to a large number of students across contexts. Yet students’ motivation and engagement in OLLVC remains underexplored. The current study evaluated 6364 university students’ motivation and engagement in OLLVC and its interrelationships with environmental support, learner attitude and readiness in the Chinese higher education context. This study employed the adapted motivation and engagement scale and adopted purposive sampling to recruit a sample of undergraduate students, who were engaged in online English learning using VC. The data were examined using structural equation modeling via Mplus 7.4. Results showed that students were generally motivated and engaged in OLLVC and there were significant individual differences across age, English proficiency, gender, academic ranking, and major. Moreover, student evaluation of their readiness for OLLVC mediated the relationships between support and attitude for online learning and student motivation and engagement in OLLVC. These findings call for attention to the importance of taking student readiness as a mediating mechanism in students’ motivation and engagement in OLLVC. Implications for supporting virtual-classroom-mediated online language learning are also discussed.
期刊：
Current Psychology,2024年43(9):8575-8586 ISSN：1046-1310
通讯作者：
Dan He
作者机构：
[He, Dan] China West Normal Univ, Coll Presch & Primary Educ, Nanchong 637000, Peoples R China.;[Liu, Qing-Qi] Beijing Normal Univ, Coll Educ Future, Zhuhai 519087, Peoples R China.;[Jiang, Fan] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.
通讯机构：
[Dan He] C;College of Preschool and Primary Education, China West Normal University, Nanchong, China
关键词：
Cybervictimization;Perceived social support;Core self-evaluation;Suicidal ideation;Adolescents
摘要：
This paper uses the accelerated depreciation policy for fixed assets implemented by Chinese tax authorities since 2014 to explore the relationship between tax incentives and earnings management. Results report the following: (1) The accelerated depreciation policy for fixed assets causes a significant increase in earnings management and the result persists after accounting for endogeneity problems; and (2) the accelerated depreciation policy for fixed assets has a more significant effect on firms with small pre-policy book-tax differences and low pre-policy investment growth. This paper supplements the research that tax policy affects earnings management behavior of firms.
摘要：
In contrast to cognitive outcomes, parental success-oriented responses to children's performance enhanced the emotional well-being of children. Conversely, parental failure-oriented responses had the opposite impact. Thus, it remains unclear which response or combination of responses parents should employ to maximize their children's development. This research aimed to examine the combined effect of children's perceptions of parental success- and failure-oriented responses on children's depression, with a focus on the mediating role of resilience. A total of 651 pupils (44.7% female, M(age) = 10.31, range = 8-12) were investigated in China using polynomial regression and response surface analyses. Our findings suggest that when success- and failure-oriented responses are congruent, failure-oriented responses counteract the protective effect of success-oriented responses against children's depression. The two equally matched responses demonstrated a curvilinear main effect on resilience, indicating that higher resilience was associated with the upper-middle range of the two responses. Moreover, children who reported more success-oriented responses than failure-oriented responses showed greater resilience and decreased depression. Resilience acted as a mediator for the combined effects of parental success and failure-oriented responses on children's depression. The study addressed the parenting dilemma, specifically the trade-off between success- and failure-oriented responses in promoting children's optimal development.
期刊：
British Journal of Educational Technology,2024年55(3) ISSN：0007-1013
通讯作者：
Li, WH
作者机构：
[Zuo, Can; Li, Wenhao; Liu, Bowen] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.;[Wu, Yonghe] East China Normal Univ, Dept Educ Informat Technol, Shanghai, Peoples R China.;[Shu, Hang] Jiangnan Univ, Dept Educ Technol, Wuxi, Peoples R China.;[Cui, Yongpeng] Northwest Minzu Univ, Sch Journalism & Commun, Lanzhou, Peoples R China.;[Li, Wenhao; Li, WH] Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Li, WH ] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
关键词：
3D design;ability;behaviours;predictive effect;self-directed learning
摘要：
Abstract Self‐direction has become an important skill in the 21st century. To cultivate learners with a high level of self‐direction, it is necessary to diagnose their self‐directed learning (SDL) ability. This study diagnosed and predicted learners' SDL ability based on their actual SDL behaviours. The study was performed in a self‐directed 3D design class lasting 90 minutes. A total of 193 middle school students participated in the study. The results of the Pearson correlation analysis (p < 0.001) showed that the reported perception of SDL ability was significantly correlated with SDL behaviours. The results of the hierarchical multiple linear regression analysis showed that the SDL behaviours explained 84.9% of the variance in SDL ability (adjusted R2 = 0.849, p < 0.001). Therefore, SDL behaviours had significant predictive effects on the reported perception of SDL ability. Moreover, based on the random forest algorithm, the study built an SDL ability prediction model with high performance (accuracy = 0.83, precision = 0.82, recall = 0.84) using SDL behaviours as features. The study provides evidence for the design of effective strategies to enhance SDL ability and promote SDL behaviours.Practitioner notesWhat is already known about this topic To cultivate learners with a high level of self‐direction, it is necessary to diagnose their self‐directed learning (SDL) ability. SDL is a combination of internal personal attributes and external autonomous behaviours. Few studies have focused on diagnosing SDL ability based on learners' external SDL behaviours occurring during the learning process. What this paper adds The reported perception of SDL ability was significantly correlated with SDL behaviours. SDL behaviours had significant predictive effects on the reported perception of SDL ability. Based on the random forest algorithm, the study built an SDL ability prediction model with high performance using SDL behaviours as features. Implications for practice and/or policy The findings indicate that instructors could design effective strategies to promote SDL behaviours for the purpose of enhancing learners' SDL ability. The method and process of building an SDL ability prediction model might provide a reference for related research on ability prediction with behaviours.
摘要：
Instructional videos are often a key component of online learning, and their quality significantly influences online learning outcomes and student satisfaction. However, instructional video evaluation is time-consuming. To solve this problem, this study developed an automatic evaluation method for instructional videos. This method first establishes a metric to evaluate instructional videos based on two aspects: video features and watching experience. An automatic scoring method for each indicator was developed based on video and clickstream data. Finally, all the scores were input into the evaluation model to obtain the evaluation result. Our experimental results showed that 85% of the evaluation results using our proposed model are consistent with manual quality evaluation. Therefore, our method can perform automatic evaluation of instructional videos while achieving acceptable accuracy, which is helpful in reducing the workload associated with manual evaluation and improving the quality of online teaching.
摘要：
The development of an innovative teaching force is highly related to talent cultivation and educational modernization. However, few studies have explored how to build an innovative teaching team by empowering teachers through distributed leadership. Based on TALIS 2018 data for teachers in Shanghai, China, this study explores the influence of distributed leadership on teacher innovation in an Asian context. The results show that distributed leadership can significantly promote both team and individual innovation by transforming the school structure and teacher agency as well as structure -agency interaction. Namely, teacher collaboration and selfefficacy partially mediate the relationship between distributed leadership and teacher innovation, and collaboration -teacher self -efficacy has a chain mediating effect on this relationship. Such effects of distributed leadership on teacher innovation have also been verified in South Korea and Singapore. Therefore, to develop an innovative teaching force in Asian contexts, it is necessary to enhance principals' distributed leadership and further create a collaborative climate under distributed leadership.
摘要：
This study aims to re-examine the essential notion of "gap" in the studies of relative clauses. Following Creissels' (Creissels, Denis. 2006. Syntaxe generale: une introduction typologique. Paris: Hermes; Creissels, Denis. 2019. Remarks on the typology of noun-modifying clause constructions. Paper presented at the Conference of Complex Sentences, Central China Normal University, 26-29 July) discussion, we argue that there are at least three types of gaps in terms of their respective compositions, namely the gap corresponding to a zero-marked constituent, the gap corresponding to a case-marked constituent, and the gap corresponding to an adposition-marked constituent. This classification, which is not based on the grammatical relation of the relativized constituent in the relative clause but focuses on the composition of the gap, can better explain the existence of the so-called "enlarged gap", a special type of gap that has been almost completely ignored so far. Moreover, this marking-based approach can shed new light on Keenan and Comrie's (Keenan, Edward & Bernard Comrie. 1977. Noun phrase accessibility and universal grammar. Linguistic Inquiry 8(1). 63-99) Accessibility Hierarchy. In particular, we argue that some interplay of the syntactic position and the morphological marking of a syntactic object determines whether the constituent can be relativized.
