期刊:
Information Processing & Management,2023年60(1):103106 ISSN:0306-4573
通讯作者:
Jing Wang
作者机构:
[Yang, Shuoqiu; Li, Hao; Hu, Zhuang; Du, Xu; Wang, Jing] Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan 430079, Peoples R China.;[Yang, Shuoqiu; Li, Hao; Hu, Zhuang; Du, Xu; Wang, Jing] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Peoples R China.
通讯机构:
[Jing Wang] N;National Engineering Research Center for E-Learning, Central China Normal University, Wuhan 430079, China<&wdkj&>Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China
关键词:
Teaching image annotation;Intelligent education;Visual-knowledge inconsistency;Bi-hypergraph network;Knowledge hypergraph;Visual-knowledge features fusion
作者机构:
[Huang, SY; Huang, Siyuan] China Univ Geosci Wuhan, Sch Econ & Management, Wuhan 430074, Peoples R China.;[Huang, Xiang] Cent China Normal Univ, Inst Tourism Planning & Landscape Design, Wuhan 430079, Peoples R China.
通讯机构:
[Huang, SY ] C;China Univ Geosci Wuhan, Sch Econ & Management, Wuhan 430074, Peoples R China.
关键词:
green bankers;behavioral integration;green investment and financing;team structure;structuration theory
摘要:
Abstract: Facing the need for green investment and financing brought about by the process of “carbon neutrality”, more and more leaders of commercial banks have begun to initiate green transformation of their enterprises and become green bankers with green finance awareness and vision, while their subordinate green investment and financing teams, as executive units with complementary green finance knowledge, skills, information, and expertise, have become a key link in the bank’s green investment and financing management. Relying on structuration theory and using the multi-case study method, this research analyzes how green bankers promote the behavioral integration of green investment and financing teams from the perspective of team structure construction and deconstructs the process of transforming the development vision of green bankers into green investment and financing practices. Through a pairing study of eight commercial banks, it was found that green bankers can build a green investment and financing team structure to promote their behavioral integration through resources and rules. There are six effective strategies in the construction behavior, including: building a consensus on green finance strategy within the enterprise; guiding the green investment and financing team to exploratively learn green finance knowledge; facilitating collaboration across positions; implementing a fair “result-oriented” salary structure; granting rights to subordinate employees who are competent for green investment and financing tasks; and building a job division and operation mechanism with clear responsibilities. Finally, suggestions are put forward to improve the salary system of green bankers, optimize the training system of green financial talents, and use digital management to ensure the independent authority of green investment and financing positions. Keywords: green bankers; behavioral integration; green investment and financing; team structure; structuration theory
期刊:
Current Psychology,2023年42(27):23687-23697 ISSN:1046-1310
通讯作者:
Zhongling Pi
作者机构:
[Yang, Jiumin; Liu, Caixia; Zhang, Yi] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Peoples R China.;[Wu, Changcheng] Cent China Normal Univ, Natl Engn Res Ctr Learning, Artificial Intelligence Educ Div, Wuhan 430079, Peoples R China.;[Wu, Changcheng] Sichuan Normal Univ, Coll Comp Sci, Chengdu 610101, Peoples R China.;[Pi, Zhongling] Shaanxi Normal Univ, Minist Educ, Key Lab Modern Teaching Technol, 199 South Changan Rd, Xian 710062, Shaanxi, Peoples R China.
通讯机构:
[Pi, Z.] K;Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, No. 199 South Chang’an Road, Yanta District, Shaanxi Province, Xi’an, China
期刊:
Energy Economics,2023年119:106541 ISSN:0140-9883
通讯作者:
Xu, Junbing(xu940981226@163.com)
作者机构:
[Zhu, Junpeng; Wu, Shaohui] Cent China Normal Univ, Sch Econ & Business Adm, Wuhan, Peoples R China.;[Xu, Junbing] Minjiang Univ, NewHuadu Business Sch, Fuzhou 361005, Fujian, Peoples R China.
作者机构:
[Chen, Zhenzhen; Ma, HY; Ma, Hongyu; Niu, Gengfeng] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Chen, Zhenzhen; Wang, Weixin] Cent China Normal Univ, Students Mental Hlth Ctr, Wuhan 430079, Peoples R China.;[Wu, Yang; Wu, Y] Huazhong Univ Sci & Technol, Sch Marxism, Wuhan 430074, Peoples R China.
通讯机构:
[Wu, Y ] H;[Ma, HY ] C;Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;Huazhong Univ Sci & Technol, Sch Marxism, Wuhan 430074, Peoples R China.
关键词:
depression;graduate students;negative social comparison;social networking site
摘要:
Abstract: Objective: The current study aimed to investigate the effect of SNS use on graduate students’ depression and further explored the effect of negative social comparison and an individual’s implicit personality theory. Methods: Scales for Social Networking Site Use Intensity, the Negative Social Comparison Measure, the Implicit Personality Theory Inventory, and CES-D were used to investigate 1792 graduate students from a full-time university in Wuhan. Result: (1) Social networking site use was positively correlated with negative social comparison and depression; (2) the mediating effect of negative social comparison was significant in social networking site use’s influence on depression; (3) after controlling for negative social comparison, graduate students’ use of SNS could negatively predict depression; and (4) the mediation effect of negative social comparison was moderated by an individual’s implicit personality theory. Specifically, the mediation effect was more pronounced among the entity theorists, while the graduate students’ incremental implicit personality theory may buffer the depressive effect of negative social comparison. Conclusions: Negative social comparison mediates the relationship between SNS use and depression; in addition, individual differences in implicit personality theory (the entity theorist vs. incremental theorist) moderate the link between negative social comparison and depression. Keywords: social networking site; negative social comparison; depression; graduate students
摘要:
This study aimed to investigate the effect of feedback on students' academic achievement in a technology-rich environment through a systematic and quantitative synthesis of the studies conducted over several decades. We focused on three issues: (a) the effectiveness of feedback in enhancing learning performance; (b) possible factors (feedback characteristics and study features) associated with different studies that could have resulted in the inconsistent findings across the studies; and (c) how different types of feedback differed in their effect in enhancing academic achievement. Based on 182 effect sizes extracted from 61 studies, we found that, compared with no feedback condition, feedback had at least a medium effect (g = 0.44, 95%CI [0.324, 0.555]) in enhancing academic achievement, and the effect of explanation feedback was the strongest compared to other types of feedback. The study further revealed that the feedback in blended learning was more effective than that in online learning. Possible explanations and implications of these findings, as well as limitations and future research directions were discussed.
作者机构:
[Wei, L; Wei, Lai; Xie, Shenghua] Cent China Normal Univ, Fac Polit Sci, Sch Publ Adm, Wuhan, Peoples R China.;[Chen, Juan] Hong Kong Polytech Univ, Dept Appl Social Sci, Hong Kong, Peoples R China.
通讯机构:
[Wei, L ] C;Cent China Normal Univ, Fac Polit Sci, Sch Publ Adm, Wuhan, Peoples R China.
关键词:
College students;Health locus of control;Healthy lifestyle;Life satisfaction;Mediation
摘要:
BACKGROUND: Previous studies have primarily focused on the relationships among the health locus of control (HLC), healthy lifestyle and life satisfaction of college students. However, little is known about the mediating mechanism of healthy lifestyle on the other two aspects. This study aims to address this issue. METHODS: A total of 2394 students from six colleges in Hubei Province validly completed self-report questionnaires, including the Satisfaction with Life Scale (SWLS), Healthy Lifestyle Questionnaire for college students and Multidimensional Health Locus of Control Scale (MHLC), which covered three dimensions: internal HLC, powerful others HLC and chance HLC. Partial least squares structural equation modelling (PLS-SEM) was employed to analyses the hypothesized relationships in the path model, and a mediation analysis was used to verify the indirect relationships. RESULTS: Healthy lifestyle and life satisfaction showed positive relations with both internal HLC and powerful others HLC, but a significant negative association with chance HLC. In addition, healthy lifestyle mediated the relationships of internal HLC, powerful others HLC and chance HLC with life satisfaction. CONCLUSIONS: Healthy lifestyle mediates the impact of HLC on life satisfaction. Students with high IHLC tend to develop a healthier lifestyle and have higher LS. Powerful others also exert positive effects in collectivist cultural backgrounds. Thus, colleges should give full play to the positive role of psychological health and physical education courses in improving students' IHLC. Meanwhile, the positive guiding effect of powerful others should be stressed. Further, particular emphasis should also be placed on the peer influence, new media publicity functions, community intervention, and college systematic appraisal, especially duringand after public health emergencies.
作者:
Chen, Hui E.;Sun, Daner;Hsu, Ting-Chia;Yang, Yuqin;Sun, Jin
期刊:
Thinking Skills and Creativity,2023年47:101224 ISSN:1871-1871
通讯作者:
Daner Sun
作者机构:
[Chen, Hui E.; Sun, Daner] Educ Univ Hong Kong, Dept Math & Informat Technol, 10 Lo Ping Rd,Tai Po,D4-1F-15, Hong Kong, Peoples R China.;[Hsu, Ting-Chia] Natl Taiwan Normal Univ, Dept Technol Applicat & Human Resource Dev, Taipei, Taiwan.;[Yang, Yuqin] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.;[Sun, Jin] Educ Univ Hong Kong, Dept Early Childhood, Hong Kong, Peoples R China.
通讯机构:
[Daner Sun] D;Department of Mathematics and Information Technology, the Education University of Hong Kong, 10 Lo Ping Rd, Tai Po, D4-1F-15, Hong Kong SAR, China
摘要:
Using the analytical tool CiteSpace, this review study conducted a bibliometric analysis of the characteristics of 249 studies on Computational Thinking (CT) indexed in the Web of Science from 2012 to 2021. The multi-dimensional analytical approach provided a holistic view of the scope of CT research and its progression,and enabled the major topics, themes, disciplinary domains, and prominent authors, institutes, countries/regions, and papers to be identified. Based on the general descriptive data analysis, the results showed that CT has gained increasing influence as a field of research over the past decade. A clustering analysis of the retrieved keywords showed that the development of CT in K-12 education was the most frequently discussed topic. The co-occurrence knowledge maps identified the 11 main research themes and their progress. The research was from a wide spectrum of disciplines including education, science education, computer science, interdisciplinary application, psychology, engineering, and information systems. The highest co-citations were found in the journals of Communication of the ACM, Computers and Education, and Computers in Human Behaviors. The researchers, institutes, and countries/regions that have made the most significant contributions to CT research and the 10 most highly cited CT studies were also identified. Overall, the findings of this review study indicate the paths for future research on developing CT in the classroom.
期刊:
Innovations in Education and Teaching International,2023年 ISSN:1470-3297
通讯作者:
Du, X.;Dai, M.
作者机构:
[Tang, Hengtao] Univ South Carolina, Dept Educ Studies, Columbia, SC USA.;[Dai, Miao; Li, Hao; Du, Xu] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.;[Hung, Jui-Long] Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan, Hubei, Peoples R China.;[Hung, Jui-Long] Boise State Univ, Dept Educ Technol, Boise, ID USA.
通讯机构:
[Dai, M.; Du, X.] N;National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, Hubei, China<&wdkj&>National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, Hubei, China
期刊:
Journal of Research on Technology in Education,2023年55(2):344-368 ISSN:1539-1523
通讯作者:
Zhang, Yi
作者机构:
[Li, Xing] Jianghan Univ, Sch Educ, Media Technol, Wuhan, Hubei, Peoples R China.;[Xie, Kui] Ohio State Univ, Dept Educ Studies, Educ Psychol & Learning Technol, Columbus, OH 43210 USA.;[Vongkulluksn, Vanessa] Ohio State Univ, Columbus, OH 43210 USA.;[Stein, David] Ohio State Univ, Workforce Dev & Educ, Columbus, OH 43210 USA.;[Zhang, Yi; Xie, Kui] Cent China Normal Univ, Sch Educ Informat Technol, Educ Technol, Wuhan, Hubei, Peoples R China.
通讯机构:
[Zhang, Yi] C;Cent China Normal Univ, Sch Educ Informat Technol, Dept Educ Technol, Bldg 9,152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
关键词:
Elementary education;teaching;learning strategies;21st century abilities;pedagogical issues;interdisciplinary projects
摘要:
Computational Thinking (CT) is regarded as a crucial competency for all children in the 21(st) century. There are misconceptions about CT which confounds CT skills with programming skills. However, CT skills and programming skills are not the same. CT is a broader skillset of cognitive thinking that is integral to complex problem solving. Teaching and assessing CT should not only focus on computer programming. In this project, a new design-based learning (DBL) approach was proposed to improve elementary school students' CT. This approach not only included programming skills, but also integrated CT practices with authentic real-life contexts. Corresponding to recent conceptions of CT, we also assessed CT in a more comprehensive manner. A quasi-experiment study was carried out to assess how the intervention was associated with students' self-perceived CT skills using both quantitative and qualitative methods. In the treatment group, twenty-three fourth graders engaged in three curriculum units to create artifacts that solve specific real-world problems using LabPlus electronic kits and Scratch programming software. The control group took a traditional computer science class. Results revealed that students' self-perceived CT skills increased to a greater extent in the treatment group compared to the control group. In addition, we observed and interviewed three student cases in the treatment group to understand the potential learning effects of our new DBL approach. This study contributes to research in CT instruction, its application in STEM education in particular, and how it can be used in elementary level education in general.
期刊:
Information Processing & Management,2023年60(2):103207 ISSN:0306-4573
通讯作者:
Chen Qiu
作者机构:
[Gu, Jinguang; Qiu, Chen; Xu, Zhaoyang; Liu, Maofu; Fu, Haidong] Wuhan Univ Sci & Technol, Sch Comp Sci & Technol, Wuhan 430081, Peoples R China.;[Gu, Jinguang; Qiu, Chen; Xu, Zhaoyang; Liu, Maofu; Fu, Haidong] Wuhan Univ Sci & Technol, Inst Big Data Sci & Engn, Wuhan 430081, Peoples R China.;[Zhou, Guangyou] Cent China Normal Univ, Sch Comp Sci, Wuhan 430079, Peoples R China.
通讯机构:
[Chen Qiu] S;School of Computer Science and Technology, Wuhan University of Science and Technology, Wuhan, 430081, China<&wdkj&>Institute of Big Data Science and Engineering, Wuhan University of Science and Technology, Wuhan, 430081, China
期刊:
Information Processing & Management,2023年60(2):103220 ISSN:0306-4573
通讯作者:
Quan Lu<&wdkj&>Hui Liu
作者机构:
[Zhang, Lu; Chen, Jing] Cent China Normal Univ, Sch Informat Management, Wuhan 430079, Peoples R China.;[Lu, Quan] Wuhan Technol & Business Univ, Inst Digital Commerce, Wuhan 430065, Peoples R China.;[Lu, Quan] Wuhan Univ, Ctr Studies Informat Resources, Wuhan 430072, Peoples R China.;[Liu, Hui] Chinese Acad Med Sci & Peking Union Med Coll, Inst Med Informat, Beijing 100020, Peoples R China.;[Chen, Shuaipu] Wuhan Univ, Sch Informat Management, Wuhan 430072, Peoples R China.
通讯机构:
[Quan Lu; Hui Liu] I;Institute of Digital Commerce, Wuhan Technology and Business University, Wuhan, 430065, China<&wdkj&>Center for Studies of Information Resources, Wuhan University, Wuhan, 430072, China<&wdkj&>Institute of Medical Information, Chinese Academy of Medical Sciences & Peking Union Medical College, Beijing, 100020, China
关键词:
Gaze;Gesture;Health information identification;Misinformation;Predicting information usefulness
作者机构:
[Zhu, Liping; Mao, Qiming; Fang, Xueqin] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Jiang, Libing; Jiang, LB] Cent China Normal Univ, Inst Lifelong Educ, Wuhan 430079, Peoples R China.
通讯机构:
[Jiang, LB ; Fang, XQ ] C;Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Inst Lifelong Educ, Wuhan 430079, Peoples R China.
摘要:
Technology’s involvement in teaching and learning is identified as an opportunity to bolster sustainable development in education. However, how it influences teaching quality and classroom interaction is a hotly debated subject, and the variations in interactions, by different technologies, between students and teachers in Smart Classrooms, particularly the ways in which interactions are impacted, are rarely discussed in existing research. The present study examines the effects of various degrees of technology on the quality of interactions in university-based Smart Classrooms based on an analysis of 38 courses, which were recorded and analysed over a three-year period. Also, an instrument to analyse interaction quality in a university Smart Classroom (USCIQAS) was developed. The results showed that advanced technological applications increase the quality of classroom interactions, particularly those involving student–teacher (ST) interactions, although it has a lower effect on the social–emotional outcomes of student–student (SS) interactions. Based on these findings, in order to maximize the potential of Smart Classrooms to improve classroom interactions, both teachers and students should be encouraged and trained to use technology. Teachers may also need to improve their pedagogy and technology use in tandem to avoid the risk of lower social–emotional outcomes of SS interaction.
期刊:
Motivation and Emotion,2023年47(5):842-853 ISSN:0146-7239
通讯作者:
He, JB
作者机构:
[Fan, Liyan; Meng, Yayun; Li, Cuijing; He, Jinbo; Zheng, Yang] Cent China Normal Univ, Sch Psychol, Key Lab Adolescent Cyberpsychol & Behav, Key Lab Human Dev & Mental Hlth Hubei Prov,Minist, 152, Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
通讯机构:
[He, JB ] C;Cent China Normal Univ, Sch Psychol, Key Lab Adolescent Cyberpsychol & Behav, Key Lab Human Dev & Mental Hlth Hubei Prov,Minist, 152, Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
关键词:
Internet gaming disorder;Micro-expression recognition;Negative bias;Signal detection theory
摘要:
It has been previously found that individuals with internet gaming disorder (IGD) have a negative bias in recognizing facial micro-expressions (MEs). However, the underlying psychological mechanisms of this negative bias remain unknown. According to the signal detection theory (SDT), sensitivity to and response criterion for facial expressions may contribute to the explanation of this negative bias. Specifically, sensitivity (d & PRIME;) reflects an individual's ability to detect a given emotional expression and a higher sensitivity indicates a better ability to detect a given emotional expression. Response criterion (c) reflects an individual's tendency to judge any given facial expression as a particular emotion and a lower response criterion indicates a stronger tendency to judge a facial expression as a particular emotion. It is unclear whether this negative bias in individuals with IGD is primarily due to a lower response criterion for negative MEs or to a higher sensitivity to such MEs. Thus, we used SDT and the Japanese and Caucasian Brief Affect Recognition Test to measure sensitivity to and response criterion for happy and angry MEs with an intensity of 30%, 50% or 70% among 60 individuals with IGD and 60 healthy controls. The results were as follows: (1) Compared with healthy individuals, individuals with IGD had a higher sensitivity (d & PRIME;) to angry MEs than to happy MEs at the 50% (& eta;(2) = 0.05) and 70% intensities (& eta;(2) = 0.11). (2) Compared with healthy individuals, individuals with IGD had a lower response criterion (c) for angry MEs than for happy MEs (& eta;(2) = 0.29). These results suggest that the negative bias in ME recognition among individuals with IGD may stem from both their higher sensitivity to negative MEs (than to positive MEs) and their lower response criterion for negative MEs (than for positive MEs).
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.
期刊:
Frontiers in Public Health,2023年11:1117745 ISSN:2296-2565
通讯作者:
Kong, FC
作者机构:
[Yu, Tingting; Kong, Fanchang; Meng, Sujie; Zhang, Ying; Kong, FC; Dong, Wanghao] Cent China Normal Univ, Sch Psychol, Key Lab Adolescent Cyberpsychol & Behav, Minist Educ, Wuhan, Peoples R China.;[Jin, Xiangdong] Cent China Normal Univ, Sch Econ & Business Adm, Wuhan, Peoples R China.
通讯机构:
[Kong, FC ] C;Cent China Normal Univ, Sch Psychol, Key Lab Adolescent Cyberpsychol & Behav, Minist Educ, Wuhan, Peoples R China.
关键词:
mobile social media use1;Life Satisfaction2;meaning in life3;childhood psychological maltreatment4;adolescents5
摘要:
INTRODUCTION: Adolescence is a sensitive transitional period accompanied by great physical, mental, and behavioral changes. Therefore, maintaining physical and mental health is crucial to the growth and development of adolescents. As one of the important indicators of mental health, the influencing factors of life satisfaction have been widely concerned by scholars. In recent years, with the rapid development of Internet technology, mobile social media has penetrated into all aspects of adolescents' life, which has a subtle impact on their physical and mental health. Existing studies have indicated that mobile social media use can affect adolescents' life satisfaction. However, little is known about the mediating and moderating mechanisms linking this association. This study developed a moderated mediation model to examine the mediating role of meaning in life and the moderating role of childhood psychological maltreatment. METHODS: A total of 1,198 adolescents across four provinces and municipalities of China completed questionnaires on mobile social media use, life satisfaction, meaning in life, and childhood psychological maltreatment. RESULTS: After controlling for gender and age, the results demonstrated that mobile social media use was positively associated with life satisfaction and meaning in life among adolescents. Moreover, meaning in life fully mediated the association between mobile social media use and life satisfaction. Finally, the association between mobile social media use and life satisfaction, as well as that between mobile social media use and meaning in life, was moderated by childhood psychological maltreatment. Specifically, these associations are stronger for adolescents with high levels of psychological maltreatment. DISCUSSION: These findings shed light on the important mechanism underlying mobile social media use's effects on adolescents' life satisfaction, which is helpful to formulate targeted measures for improving adolescents' life satisfaction.