期刊：
Educational Research Review,2024年43:100591 ISSN：1747-938X
通讯作者：
Chai, HY
作者机构：
[Chai, Huanyou; Hu, Tianhui] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Hubei, Peoples R China.;[Chai, Huanyou] Beijing Normal Univ, Res Ctr Distance Educ, Beijing, Peoples R China.;[Wu, Li] Cent China Normal Univ, Sch Educ, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Chai, HY ] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Hubei, Peoples R China.
关键词：
Computer-based assessment;Collaborative problem solving skills;21st century skills;Theoretical model;Evaluation methodologies
摘要：
Given the widespread concern on collaborative problem solving (CPS) skills, there has been an increasing interest in the last few years to explore how to assess them with digital technologies. This study systematically reviewed how CPS skills have been assessed with digital technologies in the literature. A total of 40 articles were reviewed to analyze specific computer-based assessment instruments of CPS skills from four perspectives: research context, theoretical model for assessment, assessment type, and reliability and validity evidence. The results indicate that most tests target a sample of less than 500 junior students. Nine theoretical models are employed for assessing CPS skills, most of which treat these skills as an explicit combination of social and cognitive skills and are applied to a limited range of participants' age levels, collaboration features, and team compositions. A total of 22 tests have been employed and fallen into four types, i. e., the ones with specific predefined messages in human-agent mode, and those with online chat box, videoconferencing, and face-to-face collaboration in human-human mode. Each type of these tests demonstrates great diversities in participants' age levels, types of CPS task(s), team compositions, types of assessment data, and methods of data recording and scoring. A certain number of tests lack reliability and validity evidence. Our findings are expected to benefit relevant researchers and test developers in terms of providing suggestions for future research which include testing the applicability of theoretical models for assessing CPS skills across a wide range of assessment contexts. In addition, future researchers should improve the development, data processing, and report of those four types of computer-based assessment instruments of CPS skills through different approaches, respectively.
期刊：
Humanities & Social Sciences Communications,2024年11(1) ISSN：2662-9992
通讯作者：
Zheng, YY
作者机构：
[Cheng, Zhe; Zou, Yihuan] Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China.;[Zheng, Yueyang] Chinese Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
通讯机构：
[Zheng, YY ] C;Chinese Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
摘要：
Identifying research teams constitutes a fundamental step in team science research, and universities harbor diverse types of such teams. This study introduces a method and proposes algorithms for team identification, encompassing the project-based research team (Pbrt), the individual-based research team (Ibrt), the backbone-based research group (Bbrg), and the representative research group (Rrg), scrutinizing aspects such as project, contribution, collaboration, and similarity. Drawing on two top universities in Materials Science and Engineering as case studies, this research reveals that university research teams predominantly manifest as backbone-based research groups. The distribution of members within these groups adheres to Price’s Law, indicating a concentration of research funding among a minority of research groups. Furthermore, the representative research groups in universities exhibit interdisciplinary characteristics. Notably, significant differences exist in collaboration mode and member structures among high-level backbone-based research groups across diverse cultural backgrounds.
作者机构：
[An, Ni; Huang, Xuzhong; Li, Qianyu] Hubei Univ Technol, Normal Sch Vocat Tech, Wuhan 430068, Peoples R China.;[Hao, Yipu] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.
通讯机构：
[Hao, YP ] C;Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.
关键词：
Chinese secondary vocational students;PISA 2018;competitive school climate;moderated mediation model;school bullying
摘要：
School bullying is widespread in countries around the world and has a continuous negative impact on the physical and mental health of students. However, few studies have explored the influence mechanism of a competitive school climate on school bullying among Chinese secondary vocational school students. This study aims to explore the relationship between a competitive school climate and bullying in secondary vocational schools in the Chinese context, as well as the mediating role of school belonging and the moderating role of gender. Logit regression analysis and a moderated mediation model were used to analyze 1964 secondary vocational students from China based on PISA 2018 data from Beijing, Shanghai, Zhejiang, and Jiangsu, China. (1) The detection rate of school bullying in secondary vocational schools in China is 17.8%, lower than the world average. (2) A competitive school climate is significantly and positively correlated with secondary vocational school students' exposure to school bullying. (3) A moderated mediation model suggests that school belonging is an important mechanism by which a competitive school climate influences the occurrence of school bullying, whereas gender moderates the direct effect of a competitive school climate and the indirect effect of school belonging, which mitigates the negative effects of a competitive school climate to some extent. The research results show that creating a healthy competitive climate in schools, cultivating students' sense of belonging, and facing up to gender differences are helpful to prevent school bullying in secondary vocational schools.
期刊：
FRONTIERS IN PSYCHOLOGY,2024年15:1307552 ISSN：1664-1078
通讯作者：
Mao, QM;Hong, JJ
作者机构：
[Mao, Qiming; Mao, QM; Fang, Xueqin] Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China.;[Hong, Jianzhong Janne] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Diao, Chunting] Hubei Univ Chinese Med, Sch Humanities, Wuhan, Peoples R China.
通讯机构：
[Hong, JJ ; Mao, QM ] C;Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China.;Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.
摘要：
Introduction: University-school (U–S) collaboration has proven to be an effective approach for teacher professional development, but it could be hampered by the lack of shared objects. To understand how shared objects are formed in U–S collaboration, this research established a university-school collaborated Change Laboratory in W primary school based on cultural-historical activity theory, which is under the background of Chinese teaching research activity. Methods: Recordings of meetings throughout the year were transcribed into texts and coded, and then analyzed via the method of grounded theory and contradiction analysis. Results: The findings reveal that, in comparison to previous studies regarding shared object formation process, this study identified an special phase named “experimental object,” which highlights the significance of experimentation in U–S collaboration. Also, multiple contradictions are recognized as the driving force for shared object formation which would gradually transform into fundamental conflicts between tools. The main contradictions identified include those between scientific and daily concepts, university culture and school culture, as well as new experiment and old routine. Discussion: The current study implicates that U–S collaboration is an expansive learning process to acquire unknown knowledge, which necessitates both parties engaging in exploration and experimentation together. Furthermore, shared object formation within U–S collaboration requires participants to focus on developing teaching tools while consciously undergoing changes in aspects such as logic of thinking, culture and routine.
作者机构：
[Liu, Jingjing; Sun, Xiaojun; Sun, XJ; Duan, Changying; Bai, Xuqing] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Liu, Jingjing] Yancheng Teachers Univ, Dept Students Affairs, Yancheng 224007, Peoples R China.;[Liu, Jingjing; Sun, Xiaojun; Sun, XJ; Duan, Changying; Bai, Xuqing] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Peoples R China.;[Wu, Li] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Sun, Xiaojun; Wu, Li; Sun, XJ] Beijing Normal Univ Collaborat Innovat Ctr, Cent China Normal Univ Branch, Wuhan 430079, Peoples R China.
通讯机构：
[Sun, XJ ] C;Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Peoples R China.;Beijing Normal Univ Collaborat Innovat Ctr, Cent China Normal Univ Branch, Wuhan 430079, Peoples R China.
关键词：
PIU;adolescents;hiding online behavior;parental active mediation;parent–child relationship
摘要：
In today's information society, with the growing integration of the Internet into individuals' lives, problematic Internet use (PIU) among adolescents has become more prevalent. Therefore, we conducted this study to investigate the correlation between active parental mediation and PIU in adolescents, as well as the potential mediating roles of parent-child relationship and adolescents' hiding online behavior. A total of 539 middle school students (mean age = 13.384) were recruited for this study and participated by completing a series of paper-and-pencil questionnaires. The findings indicated a significant negative relationship between active parental mediation and PIU. Furthermore, both the mediating role of the parent-child relationship and the role of hiding online behavior were found to be significant. Specifically, the mediating role is comprised of two paths: the independent mediating role of the parent-child relationship, and the sequential mediating role involving both the parent-child relationship and hiding online behavior. The study contributes an innovative theoretical perspective to deepen the understanding of the formation mechanism of PIU. Moreover, it offers practical empirical insights for the prevention and intervention of PIU among adolescents.
期刊：
Journal of Children and Media,2023年17(4):409-425 ISSN：1748-2798
通讯作者：
Wang, FX;Li, H
作者机构：
[Cao, Xinyun; Wang, Fuxing; Tong, Yu] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Li, Hui] Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China.;[Wang, Fuxing; Wang, FX] Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave, Wuhan BLDG 8073, Hubei, Peoples R China.;[Li, Hui] Cent China Normal Univ, Sch Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Li, H ; Wang, FX ] C;Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave, Wuhan BLDG 8073, Hubei, Peoples R China.;Cent China Normal Univ, Sch Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
摘要：
Characters in educational videos have been shown to help children learn and transfer knowledge. The aim of this study is to explore the influence of realism and familiarity of characters on children's video learning. The participants were 90 4- to 6-year-olds. The children watched a video in which a character demonstrated how to construct simple gears, and then completed the same task to test the effect of the character's realism and familiarity on their learning and transfer of STEM knowledge. A 2 (high-reality vs. low-reality) x 2 (familiar, unfamiliar) experiment was adopted. The results showed that children learned STEM material better from live-action human characters than from animated animal characters. However, the familiarity of the character did not influence children's learning, and the parasocial relationship between children and the character also did not improve learning. The findings suggest that the realism of the characters, not their familiarity, is key in helping children learn from educational videos. IMPACT SUMMARYPrior State of Knowledge: Children's learning from screen-based educational media can be influenced by characteristics of the characters. Less is known about whether realistic and familiar characteristics improve children's screen learning.Novel Contributions: We created four characters based on combined realism and familiarity to explore whether some characters are better than others at promoting learning STEM information.Practical Implications: Our findings are relevant to producers of educational videos. Compared to animated characters, live-action human characters may better help children ages 4 to 6 years to learn from these videos.
作者机构：
[Tang, Wen; Tian, Youyi] China Cent Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Tang, Wen; Zhang, Xiangyang] Jiangsu Open Univ, Sch Open Learning, Nanjing 212013, Peoples R China.;[Zhang, Xiangyang] Suqian Univ, Res Inst Open Educ, Sch Foreign Studies, Suqian 223805, Peoples R China.
通讯机构：
[Youyi Tian; Xiangyang Zhang] A;Authors to whom correspondence should be addressed.<&wdkj&>School of Education, China Central Normal University, Wuhan 430079, China<&wdkj&>Authors to whom correspondence should be addressed.<&wdkj&>Research Institute for Open Education, School of Foreign Studies, Suqian University, Suqian 223805, China<&wdkj&>School of Open Learning, Jiangsu Open University, Nanjing 212013, China
摘要：
During the pandemic crises, online learning has moved from the margin to the centre of education, thus making a change in the educational paradigm. The degrees of technology acceptance, therefore, pose a major challenge to administrators, educators, and students, including lifelong learners from all fields of work. This paper aims to investigate how technology acceptance facilitates lifelong learners' continuing learning intention. By constructing a structural equation model based on the Technology Acceptance Model (TAM) theory and verifying the mediating role of learning satisfaction and the moderating role of affective support empirically, this study addresses the online learning characteristics in terms of self-efficacy, satisfaction, and willingness to learn in the context of lifelong learners. Data were collected from the questionnaires embedded in the courses at a distance teaching university. A total of 513 questionnaires have been retrieved and 488 valid questionnaires have been processed and analysed via SPSS 26.0 and Amos 24.0. The findings indicate that positive relationships and positive correlations between learning satisfaction and continuing learning intention juxtapose, and satisfaction is positively correlated with continuing intention. Moreover, affective support moderates the three components significantly. The results of this research help expand the applicability of the TAM theory with more practical significance, conveying positive messages to the administrators, educators and lifelong learners in continuance of online learning, and thus maintaining retention, particularly in the post-pandemic new normal for the sustainability of higher education.
作者机构：
[Yeshanew, Yisma Tsige; Xu, Tianxi; Yuan, Wei] Cent China Normal Univ, Sch Educ, Dept Special Educ, 152 Luoyu Ave, Wuhan 430079, Peoples R China.
通讯机构：
[Tianxi Xu] D;Department of Special Education, School of Education, Central China Normal University, 152 Luoyu Ave., Wuhan 430079, China<&wdkj&>Author to whom correspondence should be addressed.
摘要：
Social participation is a vital part of life and has multifaceted positive outcomes on personal health and wellbeing. Social participation or the lack thereof might have more profound psychological impacts on individuals in a collectivist culture than its counterpart. The current study explored personal and environmental barriers that have hindered the effective social participation of secondary students with visual impairments. Exploration addressed various activities in and outside school settings in Ethiopia and discussed findings in relation to the prevailing cultural orientation. In-depth semi-structured interviews were conducted to gather qualitative data on barriers to social participation of 17 secondary students with visual impairments in Addis Ababa, Ethiopia. The qualitative data were analysed thematically, yielding four major themes and identifying twenty sub-themes that limited the social participation of students with visual impairments, such as personal, attitudinal, sociocultural, and practical barriers. The study showed a range of barriers that participants experienced related to social participation, the criticality of cultural orientation in providing context to understand the impacts of social participation, and the need for future research in the area.
摘要：
This study explored from both cognitive and affective perspectives the mechanism involved in the internal effect of leader perfectionism on employee innovative behavior. Our goal was to disentangle the possible differential effects. A set of 254 leader-subordinate dyads completed a two-stage questionnaire, and the results revealed that leader perfectionism was negatively related to employee innovative behavior. Further, perceived control and emotional exhaustion played a chain mediating role in this association. By revealing the influence path of leader perfectionism on employee innovative behavior, this study enriches the literature and has practical significance for improving the leadership effectiveness of perfectionistic leaders.
期刊：
Current Psychology,2023年42(4):2619-2635 ISSN：1046-1310
通讯作者：
Qiong Liu
作者机构：
[Liu, Qiong; Du, Xiujun] Guangzhou Huashang Coll, Foreign Language Dept, Guangzhou 511300, Peoples R China.;[Lu, Haoyu] Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China.
通讯机构：
[Qiong Liu] F;Foreign Language Department, Guangzhou Huashang College, Guangzhou, China
摘要：
While flipped learning has attempted to explain the benefits of technology applied to educational settings, this study aims to validate research questions and test the theory of the learning strategies in flipped learning. A self-designed questionnaire, consisting of 17 critical indicators of online self-regulation, project-based learning and 5-competence development, was administered to collect data from 87 college students in China. The partial least squares structural equation modeling (PLS-SEM) was used to analyze the relative factors. The results indicated that an integrated model, combining online self-regulation and project-based learning, provided a marginally better explanatory power; project-based learning had a better prediction of 5-competence development than online self-regulation. An integrated model is proposed to detect the latent relationships among the data with structural equation modeling (SEM). The SEM provides a clear picture of the relations among the variables, and shows that online "Help seeking" in MOOC lecture videos and engagement in "Teamwork" in class are the key indicators of student engagement in flipped learning. This study adopted an innovative approach which emphasizes the diagnosis of students' engagement, and proposes an integrated model combining online self-regulation and project-based learning constructs for a theoretical framework to predict learning performance in flipped learning.
摘要：
Sha Zhu Pan Pig-Butchering scam is a new online romance scam targeting mainly Chinese-speaking individuals. While a few studies in Chinese have paid attention to Sha Zhu Pan, no study in English considers the role of scammers' persuasive techniques in shaping the progress of fraudulent discourse. This study attempts to address this gap by analyzing the rhetorical moves of the Sha Zhu Pan scammers through using data from both victims and offenders. Victims' testimonial data were collected from Zhihu, a prominent Chinese online platform for posting questions and answers and users' personal experiences. This study also uses four complete police reports from law enforcement in China to provide objective evidences from offenders' perspective in a natural setting. This study advances the model of criminal persuasion for Sha Zhu Pan developed from Gardner's original persuasive framework. Such a model points out the type of persuasive techniques that the Sha Zhu Pan scammers frequently use during different stages of the scam. The results reflect a preliminary understanding of scammers' behaviors, showing that the language of this financially and emotionally devastated crime indeed follows a premeditated arrangement. Moreover, such evidences can also support the proposal of related theoretical and policy implications for researchers, the government in China and other countries.
期刊：
FRONTIERS IN PSYCHOLOGY,2023年13:1054857 ISSN：1664-1078
通讯作者：
Yang, Y.
作者机构：
[Yuan, Wei] Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China.;[Xie, Zhengli] Univ Hong Kong, Fac Educ, Pokfulam, Hong Kong, Peoples R China.;[Dong, Ping] Univ Southampton, Southampton Educ Sch, Southampton, England.;[Yang, Yuqin] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.
通讯机构：
[Yang, Y.] F;Faculty of Artificial Intelligence in Education, China
关键词：
adolescents with visual impairment;perceived social support;self-esteem;Social integration;cross-lagged panel modelling
作者：
Chen, Man;Kember, David;Ellis, Robert A.;Fan, Si;Trimble, Allison
期刊：
SOCIAL SCIENCE JOURNAL,2023年 ISSN：0362-3319
通讯作者：
Chen, M
作者机构：
[Chen, Man] Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China.;[Chen, Man] Huanggang Normal Univ, Sch Foreign Languages, Huangzhou, Peoples R China.
通讯机构：
[Chen, M ] C;Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China.;Huanggang Normal Univ, Sch Foreign Languages, Huangzhou, Peoples R China.
摘要：
While online learning in education is not a new phenomenon, studies about the diverse intake of students for online learning are relatively new. Although there is an increase in interest in studyin...
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.
作者：
Xie, Tian;Wu, Juan;Chen, Wei-Fan;Wei, Yao-Yao;Chen, Krista
期刊：
Disaster Medicine and Public Health Preparedness,2023年17:e502 ISSN：1935-7893
通讯作者：
Wei, YY
作者机构：
[Wu, Juan; Wei, YY; Wei, Yao-Yao; Xie, Tian] Univ South China, Sch Econ Management & Law, Hengyang, Hunan, Peoples R China.;[Chen, Wei-Fan] Penn State Univ, Informat Sci & Technol, State Coll, PA USA.;[Wei, YY; Wei, Yao-Yao] Cent China Normal Univ, Sch Educ, Wuhan, Hubei, Peoples R China.;[Chen, Krista] Penn State Univ, Coll Commun, State Coll, PA USA.
通讯机构：
[Wei, YY ] U;Univ South China, Sch Econ Management & Law, Hengyang, Hunan, Peoples R China.;Cent China Normal Univ, Sch Educ, Wuhan, Hubei, Peoples R China.
摘要：
OBJECTIVE: Major epidemics have had a huge impact on the manufacturing industry. This study aimed to explore knowledge innovation in the field of emergency manufacturing during pandemics with a systematic quantitative analysis. METHODS: Based on the Web of Science (WOS) Core Collection, the bibliometric method and the CiteSpace tool were used. RESULTS: A total of 286 literature were obtained from the WOS database. During coronavirus disease (COVID-19), there was a surge in the number of publications. A new field of research on pandemic-triggered emergency manufacturing is gradually forming with accumulated research output. The analysis of the document co-citation showed how the research on pandemic situations and viruses brought emergency manufacturing into the research scope of scholars, and what attempts were made by the original scholars. Pandemic-triggered research hotspots and research trends in the post-pandemic era mainly boiled down to 3 aspects: technological innovation, material innovation, and management innovation in the field of emergency manufacturing. CONCLUSIONS: COVID-19 strengthened academic exchange and cooperation and promotes knowledge output in this field. This study provides an in-depth perspective for emergency manufacturing research and helps researchers realize the panorama of this field and establish future research directions.
期刊：
FRONTIERS IN PSYCHOLOGY,2023年14:1212426 ISSN：1664-1078
通讯作者：
Zhan, SW
作者机构：
[Zhan, Shuwei] Cent China Normal Univ, Sch Educ, Wuhan, Hubei, Peoples R China.;[Guo, Jinna] Shantou Teacher Dev Ctr, Shantou, Guangdong, Peoples R China.
通讯机构：
[Zhan, SW ] C;Cent China Normal Univ, Sch Educ, Wuhan, Hubei, Peoples R China.
关键词：
executive function;household chaos;receptive language ability;social withdrawal;young Chinese children
作者机构：
[Jiang, Xiangyu] Harbin Inst Technol, Sch Languages & Literature, Weihai, Peoples R China.;[Zhang, Fen] Cent China Normal Univ, Dept Special Educ, Wuhan, Peoples R China.;[Yan, Ruixia] North Carolina Cent Univ, Commun Sci & Disorders, Durham, NC USA.;[Chen, Liang] Univ Georgia, Commun Sci & Special Educ, Athens, GA 30602 USA.
通讯机构：
[Fen Zhang] D;Department of Special Education, Central China Normal University, Wuhan, China
