作者：
Li, Sijia;Pan, Wei;Yip, Paul Siu Fai;Wang, Jing;Zhou, Wenwei;...
期刊：
Computers in Human Behavior,2024年152:108080 ISSN：0747-5632
通讯作者：
Pan, W;Yip, PSF
作者机构：
[Pan, Wei; Zhou, Wenwei; Wang, Jing] Univ Hong Kong, Fac Social Sci, Dept Social Work & Social Adm, Hong Kong, Peoples R China.;[Pan, Wei; Zhou, Wenwei; Wang, Jing] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.;[Pan, Wei; Zhou, Wenwei; Wang, Jing] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Yip, Paul Siu Fai] Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan, Peoples R China.;[Zhu, Tingshao] Univ Hong Kong, Hong Kong Jockey Club Ctr Suicide Res & Prevent, Hong Kong, Peoples R China.
通讯机构：
[Pan, W ] C;[Yip, PSF ] U;Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;Univ Hong Kong, Fac Social Sci, Dept Social Work & Social Adm, Room 511,Jockey Club Tower,Centennial Campus, Pokfulam, Hong Kong, Peoples R China.
摘要：
Depression has been identified as a risk factor for suicide, yet limited evidence has elucidated the underlying pathways linking depression to subsequent suicide risk. Therefore, we aimed to examine the psychological mechanisms that connect depression to suicide risk via linguistic characteristics on Weibo. We sampled 487,251 posts from 3196 users who belong to the depression super-topic community (DSTC) on Sina Weibo as the depression group, and 357,939 posts from 5167 active users as the control group. We employed the double machine learning method (DML) to estimate the impact of depression on suicide risk, and interpreted the pathways from depression to suicide risk using SHapley Additive exPlanations (SHAP) values and tree in-terpreters. The results indicated an 18% higher likelihood of suicide risk in the depression group compared to people without depression. The SHAP values further revealed that Exclusive (M = 0.029) was the most critical linguistic feature. Meanwhile, the three-depth tree interpreter illustrated that the high suicide risk subgroup of the depression group (N = 1196, CATE = 0.32 +/- 0.04, 95%CI [0.20, 0.43]) was predicted by higher usage of Exclusive (>0.59) and Health (>-0.10). DML revealed pathways linking depression to suicide risk. The visualized tree interpreter showed cognitive complexity and physical distress might be positively associated with suicide risk in depressed populations. These findings have invigorated further investigation to elucidate the relationship between depression and suicide risk. Understanding the underlying mechanisms serves as a basis for future research on suicide prevention and treatment for individuals with depression.
摘要：
Abstract Considerable research has been dedicated to studying teachers' digital competence, yet limited insights have been gained regarding its impact on online teacher autonomy support. Based on the Technological Pedagogical Content Knowledge (TPACK) framework, this study utilized a multiple regression analysis model to explore how teachers' digital competence affects online teacher autonomy support. Drawing on data from 652 Chinese primary school teachers, the study revealed that teachers' digital competence positively influenced online teacher autonomy support via teachers' cognitive empathy. Teachers' emotional empathy strengthened the direct effect of cognitive empathy on online teacher autonomy support, and its indirect effect on teachers' digital competence on online teacher autonomy support. The findings inform TPACK framework development and practical considerations in online teaching, deepening understanding of the impact of digital competence on online teacher autonomy support.Practitioner notesWhat is already known about this topic Previous research has recognized the importance of teachers' digital competence in supporting learners' autonomy and enhancing their online learning experiences. Existing studies have explored different dimensions of teachers' digital competence, including technological proficiency, pedagogical knowledge and content expertise. Studies have also examined the role of empathy in online teaching and learning, emphasizing its importance in fostering positive teacher–student relationships and promoting student engagement and motivation. What this paper adds This study introduces digital competence as a novel and comprehensive assessment of technology integration in teaching, bridging an existing gap in the literature. This study recognizes the importance of socio‐emotional skills in online teaching by including teachers' empathic traits within the expanded TPACK framework. Teachers' cognitive empathy acts as a mediator and emotional empathy functions as a moderator in the relationship between digital competence and online teacher autonomy support, offering new insights into the underlying mechanisms. Implications for practice and/or policy Teacher educators should find ways to support teachers' digital competence in facilitating learners' autonomy in online learning environments effectively. Teacher educators should incorporate teacher empathy development into teachers' professional development programmes for online teaching, offering tailored interventions to differentiate and enhance both cognitive and emotional empathy.
期刊：
INTERNATIONAL JOURNAL OF CLIMATE CHANGE STRATEGIES AND MANAGEMENT,2024年16(1):1-18 ISSN：1756-8692
通讯作者：
Tong, QM
作者机构：
[Liu, Xuan; Tong, Qingmeng; Ran, Shan; Tong, QM] Cent China Normal Univ, Sch Econ & Business Adm, Wuhan, Peoples R China.;[Zhang, Lu; Zhang, Junbiao] Huazhong Agr Univ, Coll Econ & Management, Wuhan, Peoples R China.
通讯机构：
[Tong, QM ] C;Cent China Normal Univ, Sch Econ & Business Adm, Wuhan, Peoples R China.
关键词：
Agricultural internet information (AII);Climate resilience;China;Rice production;Recursive binary probit model
摘要：
Purpose
The main purpose of this study is to examine the impact of agricultural internet information (AII) acquisition on climate-resilient variety adoption among rice farmers in the Jianghan Plain region of China. Additionally, it explores the influencing channels involved in this process.
Design/methodology/approach
Based on survey data for 877 rice farmers from 10 counties in the Jianghan Plain, China, this paper used an econometric approach to estimate the impact of AII acquisition on farmers’ adoption of climate-resilient varieties. A recursive bivariate Probit model was used to address endogeneity issues and obtain accurate estimates. Furthermore, three main influencing mechanisms were proposed and tested, which are broadening information channels, enhancing social interactions and improving agricultural skills.
Findings
The results show that acquiring AII can overall enhance the likelihood of farmers adopting climate-resilient varieties by 36.8%. The three influencing channels are empirically confirmed. Besides, educational attainment, income and peer effects can facilitate farmers’ acquisition of AII, while climate conditions and age significantly influence the adoption of climate-resilient varieties.
Practical implications
Practical recommendations are put forward to help farmers build climate resilience, including investing in rural internet infrastructures, enhancing farmers’ digital literacy and promoting the dissemination of climate-resilient information through diverse internet platforms.
Originality/value
Strengthening climate resilience is essential for sustaining the livelihoods of farmers and ensuring national food security; however, the role of internet information has received limited attention. To the best of the authors’ knowledge, this study is the first to examine the casual relationship between internet information and climate resilience, which fills the research gap.
期刊：
Journal of Organizational and End User Computing,2024年36(1) ISSN：1546-2234
通讯作者：
Peng, Y
作者机构：
[Xiong, Li; Chen, Yuanyuan] Cent China Normal Univ, Wuhan, Peoples R China.;[Peng, Y; Xiong, Li; Peng, Yi] Yangtze Univ, Jingzhou, Peoples R China.;[Ghadi, Yazeed Yasin] Al Ain Univ, Al Ain, U Arab Emirates.
通讯机构：
[Peng, Y ] Y;Yangtze Univ, Jingzhou, Peoples R China.
摘要：
This study aims to enhance the efficacy of personalized learning paths by amalgamating transformer models, generative adversarial networks (GANs), and reinforcement learning techniques. To refine personalized learning trajectories, the authors integrated the transformer model for enhanced information assimilation and learning path planning. Through generative adversarial networks, the authors simulated the fusion and interaction of multi-modal information, refining the training of virtual teaching assistants. Lastly, reinforcement learning was employed to optimize the interaction strategies of these assistants, aligning them better with student needs. In the experimental phase, the authors benchmarked their approach against six state-of-the-art models to assess its effectiveness. The experimental outcomes highlight significant enhancements achieved by the authors' virtual teaching assistant compared to traditional methods. Precision improved to 95% and recall to 96%, and an F1 score exceeding 95% was attained.
期刊：
FRONTIERS IN PSYCHOLOGY,2024年15:1330316 ISSN：1664-1078
通讯作者：
Xu, Q
作者机构：
[Xue, Yan] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.;[Xu, Quan; Xu, Q] Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.
通讯机构：
[Xu, Q ] C;Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.
摘要：
Background Previous studies have examined the gender and geographic diversity within editorial boards across various academic disciplines, excluding the field of education. Thus, the purpose of this study was to address this gap by investigating the extent of gender and geographic disparity within the editorial boards of education journals.Methods The selection of top five education journals from each quartile (Q1-Q4) was performed based on Clarivate Analytics' Journal Citation Reports (JCR) 2021 within the category of "Education & Educational Research." The information of editors was collected through online sources.Results Overall, female editors accounted for 17 out of the 29 editors-in-chief (58.62%), 36 out of the 64 deputy/associate editors (56.25%), 378 out of the 728 editorial/advisory board members (51.92%) and 15 out of the 28 other types of editors (53.57%). There was no significant association between the impact factor (IF) and the proportion of female editors (Pearson's r = -0.095, p = 0.689). The United States had the highest number of editors (n = 459, 54.06%), followed by the United Kingdom (n = 98, 11.54%), Australia (n = 63, 7.42%), China (n = 29, 3.42%), Germany (n = 25, 2.94%), and Canada (n = 22, 2.59%). Notably, the majority of the included editors were from developed countries (n = 794, 93.52%), while editors from developing countries constituted a significantly smaller proportion (n = 55, 6.48%).Conclusion Editorial boards of education journals exhibit reasonable gender diversity than other disciplines, though still fall short when considering the proportion of women in the discipline. Besides, obvious geographical disparity was observed among editorial boards of education journals. There was a notable lack of representation of researchers associated with institutions from developing countries on the editorial boards of education journals. While maintaining sufficient gender diversity, it is imperative to enhance the geographical diversity in these journals, ensuring a more equitable number of positions to individuals from these underrepresented groups.
摘要：
Abstract Background Leaderboards are a highly popular gamification component used in student learning to enhance motivation, attentional engagement, and learning performance. However, few studies have examined the effects of individual leaderboard elements on English vocabulary learning through video lectures. Objectives The present study aimed to examine how different leaderboard elements (i.e., points and rank) may affect students' English vocabulary learning through video lectures. Methods A total of 34 students were assigned to groups using different leaderboard elements in a counterbalanced order. Participants' motivation, eye movements, and learning performance were measured and analysed. Results and Conclusions Students' leaderboard rank was shown to increase their motivation regardless of whether other elements were present. Eye movement tracking revealed that the presence of the leaderboard increased students' saccades between the questions and the options, and lengthened their dwell time on the learning materials while reducing their dwell time on the non‐learning‐related screen areas. Presenting students' rank alone also improved their learning performance. Implications Our findings strongly support the use of video lectures for English vocabulary learning, with the following recommendations: (1) Instructors should present students' rank on the leaderboard to enhance students' motivation and engagement; (2) Instructors should present only the students' rank on the leaderboard to also enhance students' learning performance.
期刊：
British Journal of Educational Technology,2024年 ISSN：0007-1013
通讯作者：
Wang, Zhifeng;Luo, H
作者机构：
[Liao, Xiaofang; Luo, H; Wang, Zhifeng; Luo, Heng] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Peoples R China.;[Zhang, Xuedi] South China Normal Univ, Zengcheng Sch, High Sch, Guangzhou, Peoples R China.
通讯机构：
[Luo, H ; Wang, ZF] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Peoples R China.
摘要：
Abstract Formative assessment is essential for improving teaching and learning, and AI and visualization techniques provide great potential for its design and delivery. Using NLP, cognitive diagnostic and visualization techniques designed to analyse and present students' monthly exam data, we developed an AI‐enabled visual report tool comprising six modules and conducted an empirical study of its effectiveness in a high school biology classroom. A total of 125 students in a ninth‐grade biology course were assigned to a treatment group (n = 63) receiving AI‐enabled visual reports as the intervention and a control group (n = 62) receiving overall oral feedback from the teacher. We present the main statistical results of the within‐subjects design and the between‐subjects design respectively, to better capture the main findings. Repeated measures ANOVA revealed a significant interaction effect of intervention and time on learning achievement, and the paired‐sample Wilcoxon test indicated that the treatment group had experienced increasing learning anxiety (Cohen's d = 0.203, p = 0.046) and self‐efficacy (Cohen's d = 1.793, p = 0.000) over time. Moreover, we conducted a series of non‐parametric tests to compare the effects of AI‐enabled visual reports and teacher feedback, but found no significant differences except for an increased self‐efficacy (Cohen's d = 0.312, p = 0.046). Additionally, we had the students in the treatment group rate their favourable modules in the AI‐enabled visual report and provide evaluative feedback. The study results provide important insights into the design and implementation of effective formative assessment supported by artificial AI and visualization techniques. Practitioner notes What is already known about this topic Formative assessment is essential for improving teaching and learning. Traditional formative assessment tools lack accurate data‐oriented assessment and usability. AI and visualization techniques have great potential for formative assessment. What this paper adds This study designs and implements an AI‐enabled visual report tool that generates data‐driven, user‐friendly reports. The AI‐enabled visual report can not only enhance students' learning achievement and self‐regulated learning over time but also increase their test anxiety. The AI‐enabled visual report has a comparable effect with teacher feedback but leads to increased self‐efficacy. Implications for practice and/or policy We recommend using the AI‐enabled visual report in large‐size classes for its overall positive effects on both learning achievement and self‐regulated learning. We recommend using the AI‐enabled visual report over teacher feedback for its capacity to enhance students' self‐efficacy. We recommend prioritizing the modules of Performance Ranking, Personal Mastery and Knowledge Alert when designing the AI‐enabled visual report.
作者机构：
[Zhang, Wei; Ju, Changting; Xue, Jinfeng] Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Hubei, Peoples R China.;[Ju, Changting] Anyang Inst Technol, Mental Hlth Educ Ctr, Zhumadian, Henan, Peoples R China.;[Mo, Ning] Anyang Univ, Mental Hlth Educ Ctr, Zhumadian, Henan, Peoples R China.;[Jiang, Xu] Temple Univ, Dept Psychol Studies Educ, 1301 Cecil B Moore Ave, Philadelphia, PA 19122 USA.;[Xue, Jinfeng] Hunan Univ Chinese Med, Sch Nursing, Changsha, Hunan, Peoples R China.
通讯机构：
[Zhang, W ] C;[Jiang, X ] T;Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Hubei, Peoples R China.;Temple Univ, Dept Psychol Studies Educ, 1301 Cecil B Moore Ave, Philadelphia, PA 19122 USA.
关键词：
Mindful Self-Care Scale;MSCS;Brief-MSCS;Chinese college students;Validity;Reliability
摘要：
ObjectivesMindful self-care is a way of embodied self-regulation that can safeguard and enhance psychological well-being. This study aimed to test the reliability and validity of the Chinese version of the Mindful Self-Care Scale (MSCS) among college students.MethodA total of 1486 college students (Mage = 19.36, SD = 1.16) from four different universities participated in this study. All participants completed a series of online surveys, including the MSCS, the Self-Compassion Scale-Short Form, the Body Appreciation Scale-2, and the Satisfaction With Life Scale. Confirmatory factor analysis was used to evaluate the validity of the MSCS, and the R package measureQ was utilized to calculate the reliability. Additionally, we conducted comparative analyses involving the MSCS (33 items), its brief version (Brief-MSCS, 24 items), and previous relevant research.ResultsThe MSCS and Brief-MSCS demonstrated an acceptable factor structure, while the Brief-MSCS exhibited a more robust structure. Notably, the bifactor model adequately fitted the data for both versions. In bifactor model, each item not only belonged to its own group of factors but also belonged to a general factor. Both versions displayed satisfactory convergent validity, discriminant validity, concurrent validity, and robust composite reliability. Furthermore, Chinese college students exhibited a higher level of mindful self-care than Chinese medical professionals and a Western community sample.ConclusionsThe MSCS and Brief-MSCS have been found to be reliable and valid tools for assessing the levels of mindful self-care among college students, with the brief version showing superior performance. The robust fit of the bifactor model suggests that there is an overarching structure of mindful self-care that can be used to assess an individual's level through the total score. Moreover, there are differences in the level of mindful self-care among different groups, which need further verification.PreregistrationThis study is not preregistered.
摘要：
Cyberbullying and cyber victimization are widespread problems that impair the physical and mental health of adolescents. To date, the impact of parental phubbing on adolescent cyberbullying and cyber victimization remains underexplored. The current study investigates the relationships between parental phubbing and adolescent cyberbullying and cyber victimization and whether these influence mechanisms work consistently. We recruited 1034 Chinese adolescents aged 12–15 years as a sample and constructed two moderated mediation models to evaluate the relationships among parental phubbing, social anxiety, self-control, cyberbullying, and cyber victimization. The results showed that (1) parental phubbing positively predicted adolescent cyberbullying and cyber victimization; (2) parental phubbing was associated with cyberbullying and cyber victimization among adolescents through the mediating effect of social anxiety; (3) the relationships between parental phubbing and adolescent cyberbullying and cyber victimization and the mediating effects of social anxiety were moderated by self-control; specifically all effects were significant at low self-control and vice versa. The research findings are conducive to informing the risk factors and mechanisms of adolescent cyber violence and further reveal the negative influence of parental phubbing on adolescent development.
摘要：
As one of the most widely used disinfectants, active chlorine is synthesized predominantly through electrolysis of saturated sodium chloride solutions, an industrial process known as the chlor-alkali process, with high energy consumption. Seawater is an abundant source of chloride and thus an ideal alternative electrolyte. However, substantial challenges are to be addressed, notably the competing oxygen evolution reaction and progressive anode passivation due to the presence of rich cations in seawater. Here, we show durable and efficient active chlorine electrosynthesis directly from natural seawater with intrinsic turnover frequency and mass activity two orders of magnitude higher than the state of the art. The essential chemistry is an Fe-doped Ti4O7 anode that strengthens the electrophilicity of lattice oxygen to allow for site-selective chloride activation at remarkably lowered kinetic overpotentials relative to the oxygen evolution reaction, while also impeding the precipitation of alkaline earth metal cations on the Ti4O7 surface. A seawater splitting device with an integrated commercial silicon photovoltaic cell delivers an impressive active chlorine production rate of 3.15 mg min-1 for effective simulated ballast water disinfection. This work suggests the possibility to substantially improve the sustainability of the chlor-alkali process without compromising the synthetic performance for the mass production of disinfectants. This work shows a delicate titanium suboxide-based anode design for electrolysis of seawater, delivering selective production of active chlorine for on-site disinfection.
作者机构：
[Liu, Sannyuya; Yuan, Xin; Yue, Jieyu; Li, Zhen; Li, Qing; Liu, SNYY; Hu, Tianhui; Chen, Sijing; Sun, Jianwen] Cent China Normal Univ, Natl Engn Res Ctr Educ Big Data, Wuhan 430079, Peoples R China.;[Liu, Sannyuya; Liu, SNYY] Cent China Normal Univ, Natl Engn Res Ctr E Elearning, Wuhan 430079, Peoples R China.
通讯机构：
[Liu, SNYY ; Chen, SJ] C;Cent China Normal Univ, Natl Engn Res Ctr Educ Big Data, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Natl Engn Res Ctr E Elearning, Wuhan 430079, Peoples R China.
摘要：
The purpose of this study was to investigate the frontier, science, and public engagement of educational science research. This paper conducted a systematic literature review of 101 educational science research articles published in Nature and Science in 1982-2021 based on the Web of Science database and analyzed the current status of research in terms of basic publication characteristics, research themes, and research processes. Five research topics were recognized, namely, education policy evaluation and reform, learning mechanisms and learning interventions, science education, educational technology, and education equity. Content of each topic had a distinctive emphasis. Findings revealed that most studies were dominated by empirical research, involving causal relationships between various educational phenomena, diverse range of research subjects, rigorous scientific randomized experiments, and quantitative analysis. We encourage more research on educational science in the future from four feasible directions, namely, developing active learning approaches to promoting effective learning, extending the research subjects and objectives of science education, conducting long-term, large-scale and practice-oriented research, and introducing new research methods into educational research.
作者机构：
[Xie, Hao; Liu, Pengqiang] Cent China Normal Univ, Informat Management Coll, Wuhan, Hubei, Peoples R China.;[Chang, Shuangshuang] Wuchang Univ Technol, Wuhan, Hubei, Peoples R China.;[Lin, Regina Fang-Ying; Lin, RFY] Shenzhen Technol Univ, Ctr Circular Econ, Business Sch, Shenzhen, Guangdong, Peoples R China.;[Lin, Regina Fang-Ying; Lin, RFY] Harbin Inst Technol Shenzhen, Sch Econ & Management, Shenzhen, Peoples R China.
通讯机构：
[Lin, RFY ] S;Shenzhen Technol Univ, Ctr Circular Econ, Business Sch, Shenzhen, Guangdong, Peoples R China.;Harbin Inst Technol Shenzhen, Sch Econ & Management, Shenzhen, Peoples R China.
关键词：
Natural resources;GDP;Access to clean fuel technology;R&D expenditures;Asian economies
摘要：
This study examines the relationship between natural resource rents and economic growth in Asian economies from 1990 to 2021, considering the impact of electricity generated from renewable sources, access to clean fuel technology, and research and development expenditures. The study uses time series data and employs the Bayer-Hanck cointegration analysis to examine long-term cointegration, along with least squares with known structural breaks for the main estimates and robust least squares method for the analysis. The findings suggest that access to clean fuel technology, natural gas rents, and oil rents significantly impact economic expansion without renewable electricity, while mineral rents have insignificant results. Including electricity from renewable energy, access to clean fuel technology, oil rents, and research and development expenditures suggest a positive association with economic growth. In contrast, natural gas rents and mineral rents produce negative results. The study concludes that there is an asymmetric relationship between natural resources and economic growth in the studied Asian economies. The study highlights the importance of effectively utilizing natural resources and promoting renewable energy in Asian economies with natural resource wealth to promote economic growth.
作者机构：
[Zhang, Man; Zhang, Jiawei; Zhang, M] Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.;[Zhang, Man; Zhang, M] Humboldt Univ, Fac Language Literature & Humanities, Berlin, Germany.
通讯机构：
[Zhang, M ] C;Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.;Humboldt Univ, Fac Language Literature & Humanities, Berlin, Germany.
期刊：
British Journal of Educational Technology,2024年 ISSN：0007-1013
通讯作者：
Ba, S;Hu, X
作者机构：
[Ba, Shen] Educ Univ Hong Kong, Dept Curriculum & Instruct, Hong Kong, Peoples R China.;[Hu, Xiao] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.;[Stein, David] Ohio State Univ, Coll Educ & Human Ecol, Columbus, OH USA.;[Liu, Qingtang] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Ba, Shen; Ba, S] Educ Univ Hong Kong, Dept Curriculum & Instruct, Tai Po, 10 Lo Ping Rd, Hong Kong, Peoples R China.
通讯机构：
[Ba, S ] E;[Hu, X ] U;Educ Univ Hong Kong, Dept Curriculum & Instruct, Tai Po, 10 Lo Ping Rd, Hong Kong, Peoples R China.;Univ Hong Kong, Fac Educ, Pokfulam, Room 209, Runme Shaw Bldg, Hong Kong, Peoples R China.
关键词：
community of inquiry;epistemic network analysis;learning analytics;online discussion;trajectory tracking
摘要：
Abstract Accurate assessment and effective feedback are crucial for cultivating learners' abilities of collaborative problem‐solving and critical thinking in online inquiry‐based discussions. Based on quantitative content analysis (QCA), there has been a methodological evolvement from descriptive statistics to sequential mining and to network analysis for mining coded discourse data. Epistemic network analysis (ENA) has recently gained increasing recognition for modelling and visualizing the temporal characteristics of online discussions. However, due to methodological restraints, some valuable information regarding online discussion dynamics remains unexplained, including the directionality of connections between theoretical indicators and the trajectory of thinking development. Guided by the community of inquiry (CoI) model, this study extended generic ENA by incorporating directional connections and stanza‐based trajectory tracking. By examining the proposed extensions with discussion data of an online learning course, this study first verified that the extensions are comparable with QCA, indicating acceptable assessment validity. Then, the directional ENA revealed that two‐way connections between CoI indicators could vary over time and across groups, reflecting different discussion strategies. Furthermore, trajectory tracking effectively detected and visualized the fine‐grained progression of thinking. At the end, we summarize several research and practical implications of the ENA extensions for assessing the learning process.Practitioner notesWhat is already known about this topic Assessment and feedback are crucial for cultivating collaborative problem‐solving and critical thinking in online inquiry‐based discussions. Cognitive presence is an important construct describing the progression of thinking in online inquiry‐based discussions. Epistemic network analysis is gaining increasing recognition for modelling the temporal characteristics of online inquiries. What this paper adds Directional connections between discourses can reflect different online discussion strategies of groups and individuals. A pair of connected discourses coded with the community of inquiry model can have different meanings depending on their temporal order. A trajectory tracking approach can uncover the fine‐grained progression of thinking in online inquiry‐based discussions. Implications for practice and/or policy Besides the occurrences of individual discourses, examining the meanings of directional co‐occurrences of discourses in online discussions is worthwhile. Groups and individuals can employ different discussion strategies and follow diverse paths to thought development. Developmental assessment is crucial for understanding how participants achieve specific outcomes and providing adaptive feedback.
作者机构：
[Chen, Bizhong; Yao, Liangshuang] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.;[Sun, Xiaojun] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Huang, Xuan] Beijing Normal Univ, Fac Psychol, Beijing, Peoples R China.;[Sun, Xiaojun; Sun, XJ] Cent China Normal Univ CCNU, Sch Psychol, 382 Xiongchu Rd, Wuhan 430079, Peoples R China.
通讯机构：
[Sun, XJ ] C;Cent China Normal Univ CCNU, Sch Psychol, 382 Xiongchu Rd, Wuhan 430079, Peoples R China.
关键词：
social anxiety;social relationships;longitudinal studies;meta-analysis
摘要：
It is theoretically plausible that social anxiety (SA) and social relationships (SR) can influence each other. However, the available empirical evidence is inconsistent, leading to substantial uncertainty regarding the cross-lagged relations between SA and SR. This meta-analysis systematically integrates data from 107 longitudinal studies, comprising 110 independent samples and involving a total of 115,133 participants from childhood to adulthood. Four types of SR were assessed: family-related, school-related, romantic, and general relationships. One-stage meta-analytic structural equation modeling was applied to fit four cross-lagged panel models and to test potential moderators. No significant publication bias was detected. Effect size analyses revealed that prior SA significantly and negatively predicted quality of all types of SR. Family-related and general relationships each predicted prospective SA symptoms, but school-related and romantic relationships did not. No moderators were identified in analyses of family-related and romantic relationships. However, the publication year, sample age, gender, reporter, and time lag played a moderating role in analyses of school-related and general relationships. These findings suggest that SA is a crucial factor undermining SR and that dysfunctional family and general relationships also contribute to the exacerbation of SA symptoms. The strengths, limitations, and future directions of this study are discussed. Public Significance Statement A hotly debated issue in academia is whether past social anxiety (SA) hinders future social relationships(SR) or if prior poor SR precipitate subsequent SA symptoms. To shed light on this matter, a comprehensive meta-analysis was conducted, encompassing data from 107 longitudinal studies and involving over 110,000 participants. The findings suggest that SA poses a significant risk to all types of SR, but only family-related and general relationships potentially impacted later levels of SA.
关键词：
Social network sites use;Depression;Self-esteem;Self-compassion;Children
摘要：
Previous research has conducted extensive work on the impact of social network site (SNS) use on depression. However, most of these studies have focused on adolescents or adults, and little is known about how SNS use affects depression among children. Based on the vulnerability model of depression, the self-system beliefs model, and the risk-buffering hypothesis, we examined whether self-esteem would mediate the relationship between SNS use and children's depression and whether self-compassion would play a moderating role in the mediating process. The sample consisted of 386 Chinese children from grades three to six (Mage = 9.83 years, SD = 1.23; 42.5 % girls), who provided self-reported data on demographic variables, SNS use, self-esteem, depression, and self-compassion. Results indicated that after controlling for the children's gender and age, the partial mediating role of self-esteem between SNS use and depression was significant at low levels of self-compassion, marginally significant at high levels, and non-significant at mean levels. Moreover, both the first and second stages of the indirect effects were moderated by self-compassion. Specifically, the effects of SNS use on self-esteem were negative, non-significant, and marginally positive for children with low, middle, and high self-compassion, respectively. The interaction pattern of self-esteem and self-compassion on depression fit the protective-attenuating hypothesis: the protective effect of self-compassion was stronger for children with low self-esteem. This study extends our understanding of the underlying mechanisms linking SNS use to depression among children, which has both theoretical and practical implications for interventions for children's depressive symptoms. The limitations and theoretical and practical implications of this study are discussed.
关键词：
Interpersonal uncertainty;Social and emotional loneliness;Mobile phone addiction;Optimism;College students
摘要：
The main aim of this study was to investigate whether and how interpersonal uncertainty results in mobile phone addiction. Sampling 997 Chinese college students, we found that interpersonal uncertainty had positive predictive power for mobile phone addiction, and social and emotional loneliness mediated the link between interpersonal uncertainty and mobile phone addiction. Additionally, optimism moderated the direct effect of interpersonal uncertainty on mobile phone addiction and the first-stage mediating effect of interpersonal uncertainty on mobile phone addiction through social and emotional loneliness; that is, the higher the level of optimism among college students, the weaker the (in)direct effect of interpersonal uncertainty on mobile phone addiction. Our research findings reveal the role and mechanisms of interpersonal uncertainty in mobile phone addiction and shed light on the importance of reducing interpersonal uncertainty and fostering positive traits to effectively prevent and intervene in mobile phone addiction.
期刊：
International Journal of Computer-Supported Collaborative Learning,2024年:1-33 ISSN：1556-1607
通讯作者：
Zhang, Y
作者机构：
[Zhu, Zhifang; Ma, Jingsi; Luo, Heng; Lin, Yuru; Zhang, Yi; Chen, Dengkang; Zhang, Y] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.
通讯机构：
[Zhang, Y ] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.
关键词：
Group awareness;Computer-supported collaborative learning (CSCL);Learning performance;Three-level meta-analysis
摘要：
Group awareness (GA) is essential for computer-supported collaborative learning (CSCL), as it informs learners about other group members’ activities, knowledge, and emotions. A key advantage of GA support is that it can collect, process, and visualize GA information, which provides a basis for students’ reflection and adjustment during collaborative learning, thus facilitating their learning performance. However, empirical findings regarding the effectiveness of GA support have been inconsistent. The present study conducted the first three-level meta-analysis of 46 empirical studies to examine the effects of GA support on students’ learning performance and further explore the possible moderating factors that may have contributed to the inconsistencies of primary studies. The results indicated the following: (1) GA support in CSCL had a moderate significant effect on students’ learning performance (Hedges’g = 0.46, p < 0.001); (2) GA support in CSCL had the greatest influence on students’ cognitive development (Hedges’g = 0.49, p < 0.001), followed by behavioral participation (Hedges’g = 0.47, p < 0.001), and then social emotion (Hedges’g = 0.38, p < 0.001); and (3) GA support type and group size were the only two significant moderating factors. Based on these findings, we propose several theoretical and pedagogical implications.
