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：
[Lian Hou] School of Mechanical and Electrical Engineering, Silicon Lake Vocational and Technical College, Suzhou 215006, China.;State Key Laboratory of Bioelectronics, School of Biological Science and Medical Engineering, Southeast University, Nanjing 210096, China.;College of Humanities and tourism, Jianghai Polytechnic College, Yangzhou 225101, China.;[Ying-Ying Zhong] College of Education, Central China Normal University, Wuhan 430079, China.;[Xu Mei] School of Mechanical and Electrical Engineering, Silicon Lake Vocational and Technical College, Suzhou 215006, China.<&wdkj&>State Key Laboratory of Bioelectronics, School of Biological Science and Medical Engineering, Southeast University, Nanjing 210096, China.
通讯机构：
[Xu Mei] S;School of Mechanical and Electrical Engineering, Silicon Lake Vocational and Technical College, Suzhou 215006, China.<&wdkj&>State Key Laboratory of Bioelectronics, School of Biological Science and Medical Engineering, Southeast University, Nanjing 210096, China.
摘要：
With the increasing number of people suffering from heart failure, ventricular assist devices have gradually become an effective way to treat end-stage heart failure. However, the blood damage caused by ventricular assist devices has not been effectively solved, which is an obstacle to its clinical promotion. Most research focused on erythrocyte damage under shear stress, while few researches were conducted on the interaction between blood under shear stress and the induction of von Willebrand factor(VWF) damage. This research used a vortex oscillator blood-shearing platform to conduct in vitro experiments and used immunoblotting to quantify VWF damage in sheared samples to study the laws of shear-induced VWF damage under different shear stress, different exposure times, different blood components, and hemolysis conditions. It was found that VWF damage increased with exposure time and shear stress. At the same time, under lower shear stress, other blood components had little effect on VWF damage, while in a higher shear stress, other blood components would accelerate VWF damage. Hemolysis will also affect VWF damage, and the higher the degree of hemolysis, the higher the rate of VWF degradation in the plasma. The results of this research provide a reference for VWF damage evaluation standards and follow-up research and also guide for improving the design of ventricular assist devices to reduce VWF damage.
作者：
Jie Xiong*;Haiyuan Dou;Can He;Yue Zhang;Jiahui Du
期刊：
International Journal of Environmental Research and Public Health,2023年20(3) ISSN：1661-7827
通讯作者：
Jie Xiong
作者机构：
[Haiyuan Dou; Yue Zhang; Jiahui Du] School of Education, Central China Normal University, Wuhan 430079, China;College of Education Science, Hubei Normal University, Huangshi 435002, China;[Jie Xiong] Center for Mental Health, Wuhan University of Technology, Wuhan 430070, China;[Can He] College of Education Science, Hubei Normal University, Huangshi 435002, China<&wdkj&>School of Education, Central China Normal University, Wuhan 430079, China
通讯机构：
[Jie Xiong] C;Center for Mental Health, Wuhan University of Technology, Wuhan 430070, China
摘要：
Abstract: One of the main challenges to the growth of early childhood education in rural China is the high teacher turnover rates. This study investigated the association between destructive leadership and turnover intention, as well as the mediating function of ego depletion and the moderating role of kindergarten affiliation, based on social exchange theory and ego depletion theory. A total of 409 Chinese rural kindergarten teachers were selected to complete a questionnaire on destructive leadership, ego depletion, and turnover intention. The results revealed that destructive leadership, ego depletion, and turnover intention were positively correlated. After controlling for age, destructive leadership was a positive predictor of turnover intention. The mediation model test revealed that ego depletion acted as a mediator between destructive leadership and turnover intention. Moreover, kindergarten affiliation mitigated the impact of destructive leadership on ego depletion. This effect is more pronounced in public kindergarten teachers compared to private kindergarten teachers. This study adds to our knowledge of the contributing factors and functioning mechanisms underlining turnover intentions among rural kindergarten teachers. It also provides new perspectives for policymakers and administrators to address rural kindergarten teacher attrition. Keywords: destructive leadership; turnover intention; ego depletion; kindergarten affiliation; rural kindergarten teachers
