期刊：
Journal of Moral Education,2023年:28 ISSN：0305-7240
通讯作者：
Huo, Y
作者机构：
[Huo, Yan] Xian Jiaotong Liverpool Univ, Acad Future Educ, Suzhou, Peoples R China.;[Cheng, Hongyan] Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China.;[Xie, Jin] Tsinghua Univ, Ctr Youth Moral Educ, Beijing, Peoples R China.;[Huo, Yan; Huo, Y] Xian Jiaotong Liverpool Univ, Acad Future Educ, 111 Renai Rd,Suzhou Ind Pk, Suzhou 215123, Jiangsu, Peoples R China.
通讯机构：
[Huo, Y ] X;Xian Jiaotong Liverpool Univ, Acad Future Educ, 111 Renai Rd,Suzhou Ind Pk, Suzhou 215123, Jiangsu, Peoples R China.
关键词：
Phronesis (practical wisdom);moral dilemmas;Chinese primary schools;Morality-and-Law classes;classroom practice
摘要：
The present study explores how a moral dilemma discussion method in Chinese classroom settings can help develop some of the foundations of practical wisdom (phronesis). The study context focuses on Morality-and-Law classes in Chinese primary schools, which signal the beginning of the moral education curriculum. The study employs a qualitative approach, by interviewing 12 Morality-and-Law teachers from 10 Chinese Primary Schools to glean insights into the use of moral dilemma discussions in their classrooms-a tried-and-tested method of practical-wisdom cultivation. The findings suggest that while moral dilemma discussions are not alien to those Chinese teachers, they harbour both positive and negative perceptions towards such discussions. Most teachers recognise their value, and they have been used as one of the methods (among others) in those classes. The teachers do not pay much attention to the assessment element but simply use moral dilemmas as material to stimulate classroom discussions and foster students' critical thinking/judgement, which can be seen as laying some of the foundations of practical wisdom from a neo-Aristotelian perspective.
作者机构：
[Zhang, Tianyi; Liu, Lizhong] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Xie, Xiaochun] Northeast Normal Univ, Sch Psychol, Changchun 130024, Peoples R China.
通讯机构：
[Tianyi Zhang; Xiaochun Xie] A;Authors to whom correspondence should be addressed.<&wdkj&>School of Psychology, Northeast Normal University, Changchun 130024, China<&wdkj&>Authors to whom correspondence should be addressed.<&wdkj&>School of Education, Central China Normal University, Wuhan 430079, China
关键词：
negative life events;negative emotions;rumination;procrastination;moderated mediation model;gender differences
作者机构：
[Wang, Chonggao] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Geng, Kangjie; Fu, Wangqian; Wang, Yan] Beijing Normal Univ, Fac Educ, Sch Special Educ, Beijing 100875, Peoples R China.
通讯机构：
[Wang, Y ] B;Beijing Normal Univ, Fac Educ, Sch Special Educ, Beijing 100875, Peoples R China.
摘要：
Well-being is an important indicator of an individual's mental health and each individual plays an agency role in their own well-being attainment. Empathy, as a positive emotional quality at the individual level, facilitating the establishment and maintenance of individual interpersonal relationships according to the interpersonal theory of empathy. This study investigated the relationship between empathy, social support and subjective well-being in a total of 191 children and adolescents with deaf and hard of hearing in two boarding special education schools after experiencing the COVID-19 pandemic from Henan Province of China. The results indicated that social support mediates the role of empathy and subjective well-being. The mediating role of social support between empathy and subjective well-being was mainly manifested as peer support rather than teacher support. Fostering empathy and creating a positive social support network among adolescents with deaf and hard of hearing would be effective in enhancing their subjective well-being.
期刊：
FRONTIERS IN PSYCHOLOGY,2022年12:724175 ISSN：1664-1078
通讯作者：
Hong, J.;Mao, Q.
作者机构：
[Hong, Jianzhong; Diao, Chunting] Cent China Normal Univ, Sch Psychol, Key Lab Adolescent Cyber Psychol & Beha, Wuhan, Peoples R China.;[Diao, Chunting] Hubei Univ Chinese Med, Sch Humanities, Wuhan, Peoples R China.;[Zhou, Xuan] Wuhan Polytech Univ, Sch Mech Engn, Wuhan, Peoples R China.;[Mao, Qiming] Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China.
通讯机构：
[Hong, J.; Mao, Q.] S;School of Psychology, Key Laboratory of Adolescent Cyber Psychology and Behavior, Central China Normal University, Wuhan, China
关键词：
activity theory;change laboratory;elementary school teacher;teaching research activities;transformative agency
摘要：
Introduction: Employment in the culture and arts sector has multiple psycho-socioeconomic benefits for people with visual impairments. However, a study in this area is rare in Ethiopia. The current study explored barriers to employment of young cultural practitioners with visual impairments in the cultural industries of Ethiopia. Method: Eight young cultural practitioners who have visual impairments were interviewed and the qualitative data were thematically analyzed. Results: The results indicated that personal, attitudinal, and environmental barriers hinder the meaningful participation of young cultural practitioners with visual impairments in the job market of the cultural industries of Ethiopia. Discussion: Although the study found differences in geographic and sectoral barriers to employment the results of the current study supported previous research findings. Implications: The current study has implications for future research as well as policymakers concerning employment and labor affairs. Besides highlighting the need for an increased understanding of identified barriers to cultural employment, the study revealed that there is also a need for further research on the numerous benefits that employment and participation in culture and arts provide for people with and without impairments at individual, community, and national levels.
作者机构：
[Yu, Haoxue; Wu, Lihanjing; Li, Hui] Cent China Normal Univ, Sch Educ, 152 Luoyu Rd Tianjiabing, Wuhan 430079, Hubei, Peoples R China.;[Woolley, Jacqueline D.] Univ Texas Austin, Dept Psychol, 108 East Dean Keeton Stop A8000, Austin, TX 78712 USA.
通讯机构：
[Li, H.] S;[Woolley, J.D.] D;School of Education, 152 Luoyu Road Tianjiabing 1006, China;Department of Psychology, 108 East Dean Keeton Stop A8000, United States
期刊：
Early Childhood Research Quarterly,2022年60:137-149 ISSN：0885-2006
通讯作者：
Pingzhi Ye
作者机构：
[Zhang, Limin; Ye, Pingzhi] Guangzhou Univ, Sch Educ, Dept Early Childhood Educ, 602 Xing Zheng Xi Bldg,230 Wai Huan Xi Rd, Guangzhou, Peoples R China.;[Cao, Hongjian] Beijing Normal Univ, Fac Educ, Inst Early Childhood Educ, Beijing, Peoples R China.;[Lin, Chaopai] Cent China Normal Univ, Sch Educ, Dept Early Childhood Educ, Wuhan, Peoples R China.
通讯机构：
[Pingzhi Ye] D;Department of Early Childhood Education, School of Education, Guangzhou University, 602 Xing Zheng Xi Building, No. 230 Wai Huan Xi Road, Guangzhou 510006 China
关键词：
Family SES;Parenting;Preschooler;Home Quarantine;COVID-19;Chinese
摘要：
Using data from 16,161 families with target child of 3-6 years old in Hubei, China during COVID-19 pan-demic, this study examined the association between family socio-economic status (SES) and preschool-ers' anxious symptoms (PAS). Parental investment and parenting style were tested as mediators for this association. Home quarantine length was tested as a moderator for this direct association and for the as-sociations between family SES and parenting processes, whereas regional pandemic risk was tested as a moderator for the entire model. Results support the utility of Family Stress and Family Investment Models in a Chinese context by identifying unique roles of parental investment and parenting style in mediat-ing the link between family SES and PAS. Quarantine length moderated the link between family SES and authoritarian parenting: Strength of this negative association was stronger for families with longer quar-antine than for those with shorter quarantine. Further, family SES was negatively associated with PAS through its negative association with authoritarian parenting, regardless of the quarantine length. Model comparison analyses between high-risk region versus low/medium-risk region groups indicated that the pandemic risk for living regions did not alter any pathway in the model. Such findings inform the designs of targeted interventions to help families cope with pandemic-related challenges. Promoting parental in-vestment and adaptive patenting style represents an avenue to diminish consequences of family economic hardship for young children's mental health, regardless of macrolevel pandemic risk. Interventions should attend to home quarantine duration, as it contextualizes the links among family SES, parenting, and child well-being.(c) 2022 Elsevier Inc. All rights reserved.
作者机构：
[Cheng, Hongyan; Chen, Jinping] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Zhou, Fuyu; Chen, Yuan; Chen, Jinping] Wuhan Coll, Sch Foreign Languages, Wuhan 430212, Peoples R China.;[Zhao, Dan] Wuhan Inst Design & Sci, Dept Foreign Languages, Wuhan 430205, Peoples R China.
通讯机构：
[Chen, Jinping] S;School of Education, Central China Normal University, Wuhan, 430079, China.;School of Foreign Languages, Wuhan College, Wuhan, 430212, China.
期刊：
FRONTIERS IN PSYCHOLOGY,2022年13:1006184 ISSN：1664-1078
作者机构：
[Zhang, Limin; Liu, Lijia] Guangzhou Univ, Sch Educ, Dept Early Childhood Educ, Guangzhou, Peoples R China.;[Wu, Tingting] Huadong Town Cent Presch, Guangzhou, Peoples R China.;[Ren, Ping] Guangzhou Univ, Sch Educ, Dept Pedag, Guangzhou, Peoples R China.;[Lin, Chaopai] Cent China Normal Univ, Sch Educ, Dept Early Childhood Educ, Wuhan, Peoples R China.
关键词：
early childhood education;principal leadership styles;teacher leadership;psychological capital;teacher education
摘要：
Enhancing teacher leadership is not only one of the approaches to improving teaching and learning, but it is also essential to the success of education reform. Based on leader-member exchange theory, 294 preschool teachers in China were surveyed, and a structural equation model was established to explore the relationship between the participating teachers' principal leadership style, teacher leadership and psychological capital. The findings revealed a significant positive correlation between transformational and transactional leadership styles and preschool teacher leadership. The laissez-faire leadership style had no correlation with preschool teacher leadership. The transformational leadership style and transactional leadership style were significantly and positively correlated with psychological capital, while the laissez-faire leadership style was significantly and negatively correlated with psychological capital. The transformational leadership style can positively influence preschool teacher leadership directly and indirectly through psychological capital; and the transactional leadership style can only positively influence preschool teacher leadership indirectly through the mediating role of psychological capital. Preschool teachers' leadership can neither be directly influenced by a laissez-faire leadership style nor be indirectly influenced through the mediating role of psychological capital.
作者机构：
[Guo, Yuanxiang; Wu, Li] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Guo, Yuanxiang; Wu, Li] Cent China Normal Univ Branch, Collaborat Innovat Ctr Assessment Basic Educ Qual, Wuhan 430079, Peoples R China.;[Yao, Liangshuang] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Yao, Liangshuang] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Peoples R China.
通讯机构：
[Yuanxiang Guo] C;Central China Normal University Branch, Collaborative Innovation Center of Assessment toward Basic Education Quality, Wuhan 430079, China<&wdkj&>School of Education, Central China Normal University, Wuhan 430079, China<&wdkj&>Author to whom correspondence should be addressed.
关键词：
China;deviant peer affiliation;left-behind;parent–child contact;social media exposure;tobacco and alcohol use
期刊：
International Journal of Environmental Research and Public Health,2022年19(21):14473- ISSN：1661-7827
通讯作者：
Tianxi Xu
作者机构：
[Liu, Meimei; Xu, Tianxi; Yuan, Wei] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Hu, Biying] Univ Macau, Fac Educ, Macau, Peoples R China.
通讯机构：
[Tianxi Xu] S;School of Education, Central China Normal University, Wuhan 430079, China<&wdkj&>Author to whom correspondence should be addressed.
摘要：
This study aimed to (1) explore the configuration of vocational identity status among emerging adults with and without hearing impairment using latent profile analysis, and (2) investigate the relationships between vocational identity status and self-esteem and subjective well-being. In total, 408 students without disabilities and 432 with hearing impairments from two Chinese higher institutions participated in the study. The Vocational Identity Status Assessment, Rosenberg Self-Esteem scale, Satisfaction with Life Scale, and Positive and Negative Affect were used to assess the major variables. The results derived five latent profiles (achieved, foreclosed, searching moratorium, undifferentiated, and diffused) of vocational identity in the present sample. The students were over-represented in undifferentiated profiles and under-represented in achieved and foreclosed ones. Hearing impairment significantly affected vocational identity status profile membership. The results showed that emerging adults with achievement and foreclosure statuses displayed healthy psychological outcomes, having the highest self-esteem, life satisfaction, and positive affect, and the lowest negative affect. In contrast, the diffused group showed the most disturbing pattern with the lowest self-esteem, life satisfaction, and positive affect, and the highest negative affect. The research findings reveal some notable issues in vocational identity status for emerging Chinese adults, raising concerns about the influence of hearing impairment on vocational identity formation, and provide implications for Chinese society to facilitate college students' career development process to promote their vocational identity status and enhance their self-esteem and subjective well-being.
作者机构：
[Tang, Wen; Tian, Youyi] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Tang, Wen; Zhang, Xiangyang] Jiangsu Open Univ, Sch Open Learning, Nanjing 210036, Peoples R China.;[Zhang, Xiangyang] Suqian Univ, Res Inst Open Educ, Sucjian 223800, Peoples R China.
关键词：
regional disparities;local study centre;quality education;evaluation;open;flexible and distance learning;statistical analysis;education ecosystems;sustainable development
摘要：
Regional disparities in quality education remain a sensitive issue in developing and developed countries and also in basic and higher education. The issue for the moment is especially crucial for open educational institutions regarding the stability of the open education ecosystem and the capacity for sustainable development. Our research focuses on the aspect of the quality of teaching and learning and its enhancement. In the study, we systematically explored the regional disparities of teaching and learning quality in local study centres with samples of 72 from Jiangsu Open University (JOU), China. With statistical toolkits and a typological research paradigm, we have identified the ranking of the local study centres according to holistic performance. By the clustering methods, we categorised the local study centres as belonging to four types: potentially contradictory, urgently to be reformed, less cost-effective, and normatively autonomous in terms of their basic attributes, learners' support services, and teaching commitment. The research findings proved that the region where the study centres are located did have impacts on the quality of teaching and learning, and the scalability of student enrolment. The authors conclude and suggest that mitigation of the regional disparities in quality education will facilitate the optimisation of the local study centres in the regional education ecosystem and maintain sustainable development.
作者机构：
[Liu, Yanjing] Cent China Normal Univ, Coll Educ, Wuhan 430079, Peoples R China.;[Liu, Yanjing] Zhejiang Univ Water Resources & Elect Power, Higher Educ Res Off, Dev Planning Div, Hangzhou 310018, Peoples R China.
作者：
Sun, Qiwu;Wang, Chiachih D. C.*;Du, Shizhong;Biderman, Michael D.;Jiang, Guangrong
期刊：
Journal of Social and Personal Relationships,2022年39(4):974 - 995 ISSN：0265-4075
通讯作者：
Wang, Chiachih D. C.
作者机构：
[Sun, Qiwu; Jiang, Guangrong] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Wang, Chiachih D. C.] Univ North Texas, Dept Psychol, 1155 Union Circle 311280, Denton, TX 76210 USA.;[Du, Shizhong] Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China.;[Biderman, Michael D.] Univ Tennessee, Dept Psychol, Chattanooga, TN 37403 USA.
通讯机构：
[Wang, Chiachih D. C.] U;Univ North Texas, Dept Psychol, 1155 Union Circle 311280, Denton, TX 76210 USA.
关键词：
Inventory of Parent and Peer Attachment-Revised (IPPA-R);attachment figures;correlated trait correlated method minus one model (CT-C(M-1));adolescents
摘要：
Using the correlated trait and correlated method minus one model (CT-C(M-1)), this study separated trait effects and trait method-specific effects of attachment figure-domain units in the IPPA-R. The model fit of the proposed model was examined and compared with those of other alternative models using a sample of 1290 adolescents from China. Results indicated that models specifying attachment domains across relationships as methods fitted data better than models specifying attachment domains across relationships as traits in the CT-C(M-1) model. In addition, the factor representing attachment-with-mother was found to significantly predict anxiety, stress, and social efficacy, whereas the attachment-with-father factor was a significant predictor of social self-efficacy, both of which supported the differential functioning of mother and father. Results suggest that the CT-C(M-1) model is a promising approach to separate the unique contributions of different attachment figures and relationship attachment domain-specific effect measured by IPPA-R.
