The association between peer relationship and learning engagement among adolescents: The chain mediating roles of self-efficacy and academic resilience

The impact of parental educational expectations on subjective well-being among adolescents: The serial mediating role of self-efficacy and learning engagement

BACKGROUND

Research has shown that parental educational expectations, self-efficacy, and learning engagement play a crucial role in influencing students' subjective well-being. However, the specific mechanisms through which parental educational expectations impact adolescents' subjective well-being via self-efficacy and learning engagement are not well understood.

METHODS

This study investigates the influence of parental educational expectations on adolescents' subjective well-being, with self-efficacy and learning engagement as mediating variables. In April 2024, a sample of 1170 adolescents was selected from four middle schools in Shandong Province, with a mean age of 13.91 years (SD = 0.777). Data analysis was conducted using structural equation modeling (SEM) in AMOS 24.0 and SPSS 24.0.

RESULTS

The study revealed the following key findings: (1) Parental educational expectations were significantly and positively correlated with adolescents' subjective well-being; (2) Self-efficacy mediated the relationship between parental educational expectations and adolescents' subjective well-being; (3) Learning engagement also mediated the relationship between parental educational expectations and adolescents' subjective well-being; (4) Self-efficacy and learning engagement jointly operated as serial mediators between parental educational expectations and adolescents' subjective well-being.

CONCLUSION

These findings provide valuable insights into the factors that influence adolescents' subjective well-being and identify potential pathways for enhancement. They carry significant theoretical and practical implications for understanding and improving the well-being of adolescents.

Values characteristics of Chinese college students with upper-level learning engagement

Introduction

Currently, much of the research on learning engagement has more underlined the individual factors associated with levels of learning engagement among college students, but the connections between individual values and learning engagement has not been definitively elucidated. The aim of this research is to reveal the relationships between individual values preferences and degrees of learning engagement, and mainly focuses on the individual values preferences of Chinese college students with upper-level learning engagement.

Methods

Data from 360 first-year Chinese college students majored in foreign languages in Northeast China supported a two-cluster of students based on different learning engagement levels. The assignment of items in the UWES-S scale and the PVQ-21 scale was confirmed through a principal component method to identify the underlying dimensions of Chinese college students' learning engagement and values. A cluster analysis with K-means algorithm to cluster the participants based on their learning engagement levels. And a series of One-Way Analyses of Variance (ANOVAs) were performed to assess the differences between the cluster groups in relation to each of the values and mainly analyzed individual values characteristics of students with upper-level learning engagement.

Results

Comparing values preferences of students with upper-level learning engagement and those with lower-level learning engagement, the results showed that students with upper-level learning engagement assigned more importance to "Social Focus" values, "Openness to Change" values, benevolence, and hedonism. Which presents a promising opportunity for future research to explore the potential impact of values education on students' learning engagement.

Conclusion

This research enhances the comprehension of the intricate relationship between learning engagement and values and offers a potential avenue for further investigation into the potential impact of values education on students' learning engagement.

Social connections with family and friends in adolescence: Shaping body mass index trajectories into adulthood

Objectives

To investigate whether adolescent social connections influence body mass index (BMI) trajectories into adulthood and explore whether associations are moderated by gender, ethnicity or age.

Methods

Data came from 17,719 American adolescents in grades 7-12 at baseline (1994-95) from the National Longitudinal Study of Adolescent to Adult Health. Growth curve models tested associations between baseline social connections and BMI trajectories from waves II-V including interactions for gender, ethnicity and age.

Results

Stronger peer connections were associated with flatter BMI trajectories. For example, BMI for those with high peer contact was 0.79 kg/m2 lower [95% CI -1.20, -0.38] 22 years after baseline, compared to those with low contact. Stronger family connections were associated with steeper trajectories. For example, BMI for those with high family contact was 0.52 kg/m2 higher [95% CI 0.01, 1.02] 22 years after baseline, compared to those with low contact.

Discussion

Among adolescents, stronger peer connections were associated with flatter BMI trajectories and stronger family connections with steeper trajectories. Promotion of peer-based interventions could be explored as a strategy to promote healthy weight trajectories.

The impact of teacher emotional support on learning engagement among college students mediated by academic self-efficacy and academic resilience

College students' learning engagement not only significantly influences their academic performance but also plays a vital role in their future career development. Ensuring that students maintain high levels of engagement is essential for society's goal of cultivating high-quality talent. Therefore, understanding the key factors that drive student engagement is critical for educators as they develop effective strategies to foster this engagement. This study aims to explore the mechanisms behind the relationship between teachers' emotional support and college students' learning engagement, with a focus on the mediating roles of academic self-efficacy and academic resilience. Accordingly, the following hypotheses are proposed: (1) Teacher emotional support positively predicts learning engagement; (2) Academic self-efficacy and academic resilience serve as mediators between teacher emotional support and learning engagement; (3) Academic self-efficacy and academic resilience function as sequential mediators in the relationship between teacher' emotional support and learning engagement. This study utilized a random sampling method to survey 414 eligible college students from a university in western Shandong Province, China. Standardized scales were employed to measure teacher emotional support, learning engagement, academic self-efficacy, and academic resilience. For data analysis, Pearson correlation analysis was performed first, followed by the bias-corrected percentile Bootstrap method. (1) The study detected no significant systematic bias, and the correlations among teacher emotional support, learning engagement, academic self-efficacy, and academic resilience were all statistically significant. (2) Grounded in Self-Determination Theory, this study clarifies the relationship between teacher emotional support and learning engagement. The findings reveal that teacher emotional support positively predicts academic self-efficacy, academic resilience, and learning engagement. Similarly, both academic self-efficacy and academic resilience positively predict learning engagement, with academic self-efficacy also directly and positively predicting academic resilience. Notably, all proposed hypotheses were empirically supported. (3) The indirect effect through academic self-efficacy is 0.085, while the indirect effect through academic resilience is 0.121. Additionally, the combined indirect effect of both academic self-efficacy and academic resilience as sequential mediators is 0.059. (4) The cumulative total of all these indirect effects is 0.265. Based on Self-Determination Theory, we propose a sequential mediation model where teachers' emotional support significantly and positively impacts students' learning engagement, with academic self-efficacy and academic resilience acting as key mediators in this relationship. Additionally, teachers' emotional support enhances students' learning engagement by boosting their academic self-efficacy and reinforcing their academic resilience. These findings offer strong theoretical support for educational practice.

Teacher support and secondary school students' learning engagement: A moderated mediation model

Learning engagement has attracted increasing interest in recent years, with teacher support, academic self-efficacy, psychological resilience, and positive academic emotion identified as key factors. However, the moderated mediating mechanisms between teacher support and learning engagement remain unexplored. This study aimed to investigate the roles of academic self-efficacy and psychological resilience as mediators, and positive academic emotion as a moderator, in the relationship between teacher support and secondary school students' learning engagement, from the perspective of the Self-determination Theory and Emotion Regulation Theory. The study involved 665 participants (Mage = 14 years, SD = 0.790) randomly selected from four public secondary schools in Eastern China. Data were analyzed with the structural equation model (SEM) in SPSS 24.0, AMOS 24.0, and PROCESS 3.5. Results indicated that teacher support was directly and positively associated with learning engagement. The results also indicated that teacher support was indirectly and positively related to learning engagement through academic self-efficacy and psychological resilience. Additionally, the moderation role of positive academic emotion manifests in the association between academic self-efficacy and psychological resilience. These findings illuminate the complex dynamics underlying learning engagement and provide valuable insights for educators and researchers in promoting optimal learning experiences for secondary school students.

The effect of social support on academic performance among adolescents: The chain mediating roles of self-efficacy and learning engagement

PURPOSE

While the impact of social support on academic performance is acknowledged, the specific mechanisms by which social support affects academic performance, particularly through self-efficacy and learning engagement, remain poorly understood. This study aims to examine the correlation between social support and academic achievement among Chinese middle school students, framed within the Social Cognitive Theory. It also seeks to explore the mediating roles of self-efficacy and learning engagement in this relationship.

METHOD

Data was collected from 265 individuals (mean age = 13.47 years, SD = 0.5) in four middle schools in Shandong Province, China in June 2023, using the simple random sample technique. Participants completed the questionnaires independently, and the data was analyzed using the structural equation model (SEM) in AMOS 24.0 and SPSS 24.0.

RESULTS

Social support and academic performance have a direct and significant relationship with the SCT among middle school students. In addition, social support indirectly and positively affects academic performance through self-efficacy and learning engagement. The results also highlight self-efficacy as a key factor linking social support with academic performance.

PRACTICAL IMPLICATIONS

This study offers valuable insights into the role of social support in Chinese middle school students' academic achievement, particularly by examining the impact of self-efficacy and learning engagement. These valuable findings may guide policymakers in creating a supportive educational environment both inside and outside the classroom, enhancing adolescents' self-confidence and engagement in learning.

ORIGINALITY

This study contributes to the theoretical understanding of social support by investigating the mechanisms through which it impacts academic achievement. It clarifies the complex interactions among social support, self-efficacy, learning engagement, and academic achievement, with particular emphasis on the mediating roles of self-efficacy and learning engagement within the Chinese context.

The relationship between information literacy and online learning engagement: a moderated mediating model

PURPOSE

This study aims to examine how college students' information literacy affects their online learning engagement and what factors contribute to this relationship.

METHOD

The research adopted the method of cluster sampling to deliver a questionnaire survey to a sample of 1421 students' representative of four colleges. Information Literacy Scale, Online Learning Engagement Scale, Information Literacy Self-Efficacy Scale, and Psychological Resilience Scale were utilized in this study. SPSS 26.0 and the PROCESS plugin were used for correlation analysis, mediation effect and moderating effect testing. This study was based on the theories of learning engagement and self-determination and centred on building a moderated mediating model with online learning college students as its primary focus.

RESULT

(1) Among college students, there was a positive association between information literacy and online learning engagement; (2) Information literacy self-efficacy was demonstrated to mediate the relationship between information literacy and online learning engagement; (3) The impact of information literacy self-efficacy on online learning engagement and the influence of information literacy on online learning engagement were both moderated by psychological resilience.

CONCLUSION

Colleges have the potential to enhance the online learning engagement of college students by improving their information literacy abilities, hence increasing their involvement in online learning projects. Implementing strategies including increasing the availability of online courses and improving teacher support in online learning can improve college students' information literacy self-efficacy and psychological resilience. This, in turn, can increase their participation in online learning activities.

The effect of career calling on medicine students' learning engagement: chain mediation roles of career decision self-efficacy and career adaptability

The study investigates the influence of career calling on the learning engagement of medical students in higher vocational colleges, focusing on the chain mediation roles of career decision self-efficacy (CDSE) and career adaptability. A cross-sectional survey was conducted with 173 students from three vocational colleges across China, utilizing various scales to measure career calling, learning engagement, career adaptability, and CDSE, and structural equation modeling was employed to analyze the survey data. Chain mediation analysis revealed a significant positive correlation between career calling and learning engagement among medical students. Career adaptability was found to partially mediate the relationship between career calling and learning engagement, while CDSE did not exhibit a significant mediating effect. However, when both career adaptability and CDSE were considered as chained mediators, they had a significant indirect effect on the relationship between career calling and learning. The findings highlight the pivotal significance of cultivating a strong career calling and augmenting career adaptability as strategic approaches to bolster learning engagement among medical students in higher vocational colleges.

Unraveling the Relationship Between English Learning Burnout and Academic Achievement: The Mediating Role of English Learning Resilience

Although burgeoning research has been conducted on the role of negative emotions (e.g., English learning burnout) in affecting students' academic achievement, there are limited studies on the intricate working mechanism between these two factors. Academic resilience is an adaptive response to academic adversity and might therefore offer protection against negative emotions (e.g., English learning burnout). Hence, this study focused on the complex interplay among students' English learning burnout, English learning resilience, and academic achievement. A total of 334 senior high school students were recruited in the current study. The findings displayed that students' English learning resilience mediated the relationship between English learning burnout and English academic achievement. This study may generate suggestions and implications for English teaching and learning.

Cognitive load as a mediator in self-efficacy and English learning motivation among vocational college students

Chinese vocational colleges, under global and educational pressures, encounter challenges in IT integration for English teaching, which risks dampening student motivation due to heightened cognitive load. This study addresses the need to elucidate the mediating role of cognitive load in the relationship between self-efficacy and learning motivation among these students. By integrating Social Cognitive Theory(SCT) and Cognitive Load Theory(CLT), the research employs a structural equation model to analyze survey data, revealing that self-efficacy positively impacts deep and achievement motivation and negatively influences cognitive load, which in turn affects learning motivation. These insights underscore the importance of fostering self-efficacy and managing cognitive load to enhance vocational students' English learning motivation, offering valuable guidance for educational practices and curriculum development in the face of global challenges.

Peer learning and academic burnout mitigation in medical students: a mediation analysis

BACKGROUND

Academic Burnout (ABO) is prevalent among medical students and is characterized by mental and physical exhaustion, cynicism, and a sense of inadequacy. Informal Peer-Assisted Learning (IPAL) is recognized as an effective strategy to enhance student wellness and mitigate ABO by fostering collaborative learning and support without direct faculty oversight. This study evaluates the effectiveness of IPAL in reducing ABO, focusing on the mediation of the observed variables and its impact on student well-being.

METHODS

This study extends previous research using Structural Equation Modeling (SEM) to include mediation analysis of the observed variables within the latent constructs of Cynicism (CY) and Inadequacy (IN) that are thought to influence the relationship between IPAL and ABO. Data were sourced from a validated Student Burnout Inventory (SBI-8) across a sample of medical students with varied IPAL engagement levels. Our approach used General Linear Model (GLM) mediation models to explore both direct and indirect effects of IPAL on ABO.

RESULTS

The indirect effect of IPAL on ABO is mediated through specific observed variables, including CY2 "loss of interest in academic work" (β = -0.092, CI, -0.174/-0.011, p = 0.027), IN1 "feeling of inadequacy" (β = -0.062, CI, -0.12/-0.005, p = 0.035), and IN2 "reduced academic expectations" (β = -0.042, CI, -0.079/-0.007, p = 0.025). The total effect of IPAL on ABO was significant (β = 0.170 CI, -0.326/-0.010, p = 0.034), the total indirect effect was significant (β = -0.197, CI, -0.338/-0.055, p = 0.006).

CONCLUSIONS

IPAL effectively addresses critical aspects of burnout, specifically through reducing feelings of cynicism and inadequacy among medical students. These results provide a valuable framework in designing targeted interventions to reduce ABO.

The Associating Factors of Parent-Teen and Peer Relationships Among Chinese Adolescents with Type 1 Diabetes Mellitus

Background

Positive parent-teen and peer relationships are crucial support resources for adolescents with type 1 diabetes mellitus (T1DM). There is quite a bit of research on parent-teen relationships in Western countries, less so with peer relationships. Additionally, information on these relationships and their influencing factors among adolescents from other regions with different family culture and peer cohesion is limited, which impedes the development of targeted interventions.

Methods

This study analyzed baseline data from a randomized controlled trial in China involving 122 adolescents with T1DM aged 12-18 years. Data were collected using established questionnaires on social-demographic and clinical characteristics, perceived stress, general self-efficacy, coping styles, diabetes self-management, and parent-teen and peer relationships. Multivariate linear regression analysis was conducted to determine the associating factors of parent-teen relationships and peer relationships respectively.

Results

The total score of the parent-teen relationships subscale was 11.02 ± 2.77, within a theoretical range of 4-16. The total score of the peer relationships subscale was 16.51 ± 2.42, within a theoretical range of 5-20. Positive coping styles, less negative coping styles, and more collaboration with parents in diabetes self-management were associated with better parent-teen relationships. Younger age, positive coping styles, less negative coping styles, and higher goals for diabetes self-management were associated with better peer relationships.

Conclusion

There is room to improve parent-teen relationships, maybe via encouraging more collaboration between parents and adolescents for diabetes management. The coping styles training is indicated to improve both relationships.

How childhood psychological abuse affects adolescent cyberbullying: The chain mediating role of self-efficacy and psychological resilience

BACKGROUND

Despite the recognition of the impact of childhood psychological abuse, self-efficacy, and psychological resilience on cyberbullying, there is still a gap in understanding the specific mechanisms through which childhood psychological abuse impacts cyberbullying via self-efficacy and psychological resilience.

METHODS

Based on the Social Cognitive Theory, this study aims to investigate the link between childhood psychological abuse and cyberbullying in adolescents, mediated by the sequential roles of self-efficacy and psychological resilience. The sample consisted of 891 students (M = 15.40, SD = 1.698) selected from four public secondary schools in Jiangsu Province, Eastern China. All the participants filled in the structured self-report questionnaires on childhood psychological abuse, self-efficacy, psychological resilience, and cyberbullying. The data were analyzed using SPSS 24.0 and structural equation modeling (SEM) in AMOS 24.0.

RESULTS

The findings of this study are as follows: (1) Childhood psychological abuse is positively associated with adolescent cyberbullying; (2) Self-efficacy plays a mediating role between childhood psychological abuse and adolescent cyberbullying; (3) Psychological resilience plays a mediating role between childhood psychological abuse and adolescent cyberbullying; (4) Self-efficacy and psychological resilience play a chain mediation role between childhood psychological abuse and adolescent cyberbullying.

CONCLUSION

This study contributes to a deeper understanding of the underlying mechanisms linking childhood psychological abuse to adolescent cyberbullying, shedding light on potential pathways for targeted interventions and support programs to promote the well-being of adolescents in the face of early adversity.

The relationship between college students' learning engagement and academic self-efficacy: a moderated mediation model

Introduction

Despite the return of college students to campus in the post-pandemic era, the deep influence of COVID-19 on learning approaches persists. Existing research has explored fewer mechanisms underlying academic self-efficacy and learning engagement. In line with social cognitive theory, the psychological resilience framework, and vocational socialization theory, this research investigated academic self-efficacy, professional commitment, psychological resilience, and academic engagement among college students in the post-pandemic era. In this research, the focus was on understanding the impact of academic self-efficacy on learning engagement, taking into account gender as a moderator and psychological resilience and professional commitment as mediators.

Methods

We conducted a survey with 1,032 college students in Henan Province, China, utilizing the Psychological Resilience Scale, Academic Self-Efficacy Scale, College Student Learning Engagement Questionnaire, and College Student Professional Commitment Scale. SPSS and the Process plugin were used to assess mediating and moderating effects.

Results

Academic self-efficacy significantly and positively correlates with college students' commitment to learning. The positive anticipation of learning engagement facilitated by academic self-efficacy exerts its effect through the fully parallel mediation of psychological resilience and professional commitment. Notably, the mediation effect of professional commitment was greater than that of psychological resilience. Further research found that the mediation of professional commitment was moderated by gender, with female students demonstrating stronger perceptions of professional commitment associated with elevated levels of learning engagement. Gender did not exhibit a significant moderating effect on psychological resilience.

Conclusion

College students' academic self-efficacy, professional commitment, and psychological resilience must be addressed to enhance their learning engagement.

Good learning environment of medical schools is an independent predictor for medical students' study engagement

Background

Study engagement is regarded important to medical students' physical and mental wellbeing. However, the relationship between learning environment of medical schools and the study engagement of medical students was still unclear. This study was aimed to ascertain the positive effect of learning environment in study engagement.

Methods

We collected 10,901 valid questionnaires from 12 medical universities in China, and UWES-S was utilized to assess the study engagement levels. Then Pearson Chi-Square test and Welch's ANOVA test were conducted to find the relationship between study engagement and learning environment, and subgroup analysis was used to eradicate possible influence of confounding factors. After that, a multivariate analysis was performed to prove learning environment was an independent factor, and we constructed a nomogram as a predictive model.

Results

With Pearson Chi-Square test (p < 0.001) and Welch's ANOVA test (p < 0.001), it proved that a good learning environment contributed to a higher mean of UWES scores. Subgroup analysis also showed statistical significance (p < 0.001). In the multivariate analysis, we could find that, taking "Good" as reference, "Excellent" (OR = 0.329, 95%CI = 0.295-0.366, p < 0.001) learning environment was conducive to one's study engagement, while "Common" (OR = 2.206, 95%CI = 1.989-2.446, p < 0.001), "Bad" (OR = 2.349, 95%CI = 1.597-3.454, p < 0.001), and "Terrible" (OR = 1.696, 95%CI = 1.015-2.834, p = 0.044) learning environment only resulted into relatively bad study engagement. Depending on the result, a nomogram was drawn, which had predictive discrimination and accuracy (AUC = 0.680).

Conclusion

We concluded that learning environment of school was an independent factor of medical student's study engagement. A higher level of learning environment of medical school came with a higher level of medical students' study engagement. The nomogram could serve as a predictive reference for the educators and researchers.

The multiple mediating effects of self-efficacy and resilience on the relationship between social support and procrastination among vocational college students: a cross-sectional study

BACKGROUND

Previous research has revealed a negative association between social support and procrastination. However, few studies have investigated the mechanism underlying this relationship among vocational college students.

OBJECTIVE

Based on the social cognitive theory, this study was intended to investigate the multiple mediating effects of self-efficacy and resilience on the relationship between social support and procrastination among vocational college students.

METHODS

This study employed a cross-sectional design involving a sample of 1,379 students from a vocational college in China. Data were collected using the General Procrastination Scale, the Multidimensional Scale of Perceived Social Support, the General Self-Efficacy Scale, and the Resilience Scale-14. The PROCESS macro for SPSS was used to examine the multiple mediation model.

RESULTS

Our findings indicate significant negative correlations between social support, self-efficacy, resilience, and procrastination. The multiple mediation analysis showed that social support did not have a significant direct impact on procrastination. Instead, the relationship between social support and procrastination was fully mediated by self-efficacy (indirect effect: -0.017; 95% CI: -0.032, -0.004) and resilience (indirect effect: -0.047; 95% CI: -0.072, -0.025), and sequentially mediated by both factors (indirect effect: -0.013; 95% CI: -0.020, -0.007).

CONCLUSIONS

The results emphasise the importance of enhancing self-efficacy and resilience in initiatives aimed at preventing and intervening in case of procrastination among vocational college students. Additionally, strengthening social support may also be crucial to preventing or reducing procrastination among this population.

How peer relationships affect academic achievement among junior high school students: The chain mediating roles of learning motivation and learning engagement

BACKGROUND

Despite the recognition of the impact of peer relationships, learning motivation, and learning engagement on academic achievement, there is still a gap in understanding the specific mechanisms through which peer relationships impact academic achievement via learning motivation and learning engagement.

METHODS

This study aims to investigate how peer relationships affect junior high school students' academic achievement through the chain mediating roles of learning motivation and learning engagement, employing the self-system model of motivational development as the theoretical framework. In January 2024, 717 participants were selected from two middle schools in eastern China (mean age = 13.49 years, SD = 0.5). The data analysis in this study was performed using the structural equation model (SEM) in AMOS 24.0 and SPSS 24.0.

RESULTS

The results showed that peer relationships were directly and significantly related to junior high school students' academic achievement, and that peer relationships were indirectly and positively related to junior high school students' academic achievement via learning motivation and learning engagement respectively. The results also revealed a significant indirect and positive relationship between peer relationships and junior high school students' academic achievement, mediated by the sequential mediating roles of learning motivation and learning engagement. Moreover, the path "peer relationship→learning motivation→academic achievement" has the strongest indirect effect.

CONCLUSION

For junior high school students to achieve academic success, the appropriate interventions should be implemented to improve peer relationships, learning motivation, and learning engagement.

The Relationship Between Resilience, Interactive Distance, and College Students' Online Mathematics Learning Engagement: A Longitudinal Study

Introduction

Resilience, a pivotal construct in positive psychology, remains incompletely understood in its facilitation of learners' online engagement. This study aims to investigate the relationship between resilience, transactional distance, and Online Mathematics Learning Engagement (OMLE) among first-year university students.

Methods

Utilizing a cross-lagged path analysis approach, the study surveyed 612 first-year students. Multiple models were constructed and compared to explore the mutual predictive relationships between resilience, transactional distance, and OMLE.

Results

Among the compared models, Model 4 demonstrated the best fit. The model revealed that: (1) resilience at Time 1 and Time 2 positively predicted transactional distance at Time 2 and Time 3; (2) transactional distance at Time 1 and Time 2 positively predicted OMLE at Time 2 and Time 3; (3) resilience at Time 1 significantly predicted OMLE at Time 3; and (4) transactional distance at Time 2 fully mediated the relationship between resilience at Time 1 and OMLE at Time 3. Furthermore, mediational model analysis confirmed that transactional distance played a mediating role in the longitudinal relationship between resilience and OMLE. Using a cross-lagged mediational model with 5000 bootstrap samples, the indirect effect of transactional distance on the relationship between resilience at Time 1 and OMLE at Time 3 was significant and remained stable over time.

Discussion

The findings suggest that resilience, as a positive psychological resource, stimulates students to seek and utilize protective resources in online environments, leading to more active participation in interpersonal communication and classroom interactions. Additionally, resilience helps students overcome emotional and practical difficulties encountered in online learning, thereby enhancing their OMLE. These insights offer valuable implications for educators, highlighting the potential to improve students' online learning engagement by fostering their psychological resilience.

Development and validation of School Resilience Questionnaire (SRQ) in Iranian adolescents

BACKGROUND

School resilience, encompassing factors like teacher involvement and school supportiveness, is crucial for positive educational outcomes in adolescents. However, few validated scales measure school resilience. This study aimed to develop and validate the School Resilience Questionnaire (SRQ) for Iranian adolescents.

METHODS

The study used a cross-sectional design. The SRQ was developed through expert reviews, interviews with students, and evaluation of existing resilience measures. After expert feedback, the final 55-item questionnaire was used. Participants were high school adolescents from Tehran, Iran (2021-2022). A multi-stage cluster random sampling approach was used. Exploratory Factor Analysis (EFA) involved 200 students, and Confirmatory Factor Analysis (CFA) included 310 students to validate the factor structure. Convergent validity was assessed by examining correlations with academic support, while divergent validity was evaluated using academic burnout measures. Construct validity and reliability were also assessed.

RESULTS

EFA revealed six consistent factors across the sample. CFA confirmed significant and acceptable factor loadings for all SRQ items. Fit indices were RMSEA = 0.076; SRMR = 0.070, CFI = 0.94, NFI = 0.93, IFI = 0.94, RFI = 0.93. Convergent validity showed positive correlations between SRQ subscales and academic support. Divergent validity showed negative correlations between SRQ subscales and academic burnout (p < 0.05).

CONCLUSION

The study successfully developed and validated the 55-item SRQ for Iranian adolescents. The questionnaire demonstrates satisfactory psychometric properties, making it a valuable tool for research and evaluation purposes in this context.

Stimulating creativity in the classroom: examining the impact of sense of place on students' creativity and the mediating effect of classmate relationships

BACKGROUND

Although previous studies have found a close relationship between sense of place and creativity, few studies have been conducted considering the micro-environment of the classroom. The mediating role of classmate relationships in the association between students' sense of place and creativity remains unclear.

METHODS

This study explores classmate relationships as a mediating factor in the relationship between sense of place and creativity. Therefore, we considered a sample of 1555 Chinese high-school students and used a paper-based questionnaire survey. Data analysis was performed using SPSS 24.0, PROCESS 3.2 plugin, and AMOS.

RESULTS

Sense of place in the micro-environment of the classroom has a significant positive predictive effect on creativity. Sense of place also has a significant positive predictive effect on peer relationships. The mediation analysis reveals that peer relationships play a mediating role in the relationship between the sense of place and creativity.

CONCLUSIONS

This study revealed the associations between sense of place, classmate relationships, and creativity. Creativity is better expressed in students with a strong sense of place in the classroom. Moreover, a student's sense of place can enhance their creativity by influencing their peer relationships. These findings enrich the research in educational psychology within the classroom, providing new insights for fostering creativity.

Examining the relationship between peer support and foreign language emotions in online learning: the mediating effect of self-efficacy

Introduction

With the proliferation of online learning, understanding students' affective experiences in digital foreign language courses has become imperative.

Methods

This mixed-methods study investigates how peer support and self-efficacy shape the emotional experiences of 502 Chinese undergraduate students in online English courses. Quantitative analyses using surveys were conducted to examine the relationships between peer support, self-efficacy, enjoyment, and anxiety. Qualitative analyses of interviews provided additional insights.

Results

Quantitative analyses reveal that peer support positively predicts higher levels of foreign language enjoyment and anxiety. Self-efficacy was found to partially mediate this relationship, with peer support strengthening self-efficacy, which, in turn, positively influences enjoyment and anxiety. Qualitative analyses provide converging yet nuanced insights into how peer support enhances self-efficacy and emotions beyond the surveys.

Discussion

The findings provide insight into optimizing online language courses through peer support and self-efficacy development tailored to diverse student needs. Limitations around sample selection, self-reported measures, and scope of relationships examined present opportunities for future research.

Factors Associated with Diet Quality among Adolescents in a Post-Disaster Area: A Cross-Sectional Study in Indonesia

The diet quality of adolescents in low-middle-income countries is low. Especially in post-disaster areas, adolescents are not a priority target for handling nutritional cases compared with other vulnerable groups. The aim of this study was to examine the factors associated with diet quality among adolescents in post-disaster areas in Indonesia. A cross-sectional study was performed with 375 adolescents aged 15-17 years, representing adolescents living close to the areas most affected by a significant disaster in 2018. The variables obtained include adolescent and household characteristics, nutritional literacy, healthy eating behavior constructs, food intake, nutritional status, physical activity, food security, and diet quality. The diet quality score was low, with only 23% of the total maximum score. Vegetables, fruits, and dairy scored the lowest, whereas animal protein sources scored the highest. Higher eating habits of animal protein sources; being healthy; normal nutritional status of adolescents; higher vegetable and sweet beverage norms of mothers; and lower eating habits of sweet snacks; animal protein sources; and carbohydrate norms of mothers are associated with higher diet quality scores in adolescents (p < 0.05). Improving the quality of adolescent diets in post-disaster areas needs to target adolescent eating behavior and changes in mothers' eating behavior.

Self-regulated learning, online mathematics learning engagement, and perceived academic control among Chinese junior high school students during the COVID-19 pandemic: A latent profile analysis and mediation analysis

Objectives

Under the COVID-19 prevention and control policy, online learning has been widely used. The current study aimed to identify latent profiles of self-regulated learning in the context of online mathematics learning during the recurrent outbreak of COVID-19, and examine the mechanisms underlying the relationship between self-regulated learning and online mathematics learning engagement among Chinese junior high school students using variable-and person-centered approaches.

Methods

A sample of 428 Chinese junior high school students (47.66% female) completed questionnaires on self-regulated learning, perceived academic control, and learning engagement. Mplus7.0 was used to analyze the latent classes of self-regulated learning. A mediation model was conducted using the software SPSS PROCESS macro.

Results

Three profiles of self-regulated learning were identified and named as low self-regulated learning (16.12%), medium self-regulated learning (43.23%), and high self-regulated learning (40.65%). In the mediating analysis, results of the variable-centered approach showed that perceived academic control mediated the effects of self-regulated learning on learning engagement. For the person-centered approach, we selected the low self-regulated learning type as the reference profile, and the analysis revealed that compared with the reference profile, perceived academic control partially mediated the link between the medium self-regulated learning profile and learning engagement; perceived academic control partially mediated the relationship between the high self-regulated learning profile and learning engagement.

Conclusion

This study showed the heterogeneity in the online mathematics self-regulated learning patterns of Chinese junior high school students during the COVID-19 pandemic, revealing the internal mechanisms of Chinese junior high school students’ online mathematics learning engagement using variable-and person-centered approaches. Furthermore, the findings of the study have important implications for promoting online mathematics learning engagement among junior high students during the pandemic.

Influencing Factors and Improvement Path of Academic Engagement among College Students in the Context of Epidemic Prevention and Control

OBJECTIVE

The implementation of online teaching in the context of epidemic prevention and control has had an impact on the learning engagement of college students to some extent. This study aims to investigate the mechanisms that influence perceived social support and health behaviors on learning engagement, so as to make college students more focused on their studies by improving their physical and mental health as well as their ability to perceive social support.

METHODS

A total of 538 college students from Henan Province, China, were studied using the Perceived Social Support Scale, Health Behavior Scale and Learning Engagement Scale, and the data were analyzed by IBM SPSS Amos 26.0 software (IBM SPSS Inc., Chicago, IL, USA).

RESULTS

(1) The level of health behavior among college students was positively correlated with perceived social support ability (β = 0.289, p < 0.001); both perceived social support and health behaviors predicted college students' learning engagement significantly (β = 0.200, p < 0.01; β = 0.406, p < 0.001). (2) College students' perceived social support partially mediated the relationship between health behaviors and learning engagement.

CONCLUSION

One of the main ways to improve college students' learning engagement is to improve their health behavior and perceived social support. This study contributes to a better understanding of the relationships between health behaviors and learning engagement, as well as to the development of interventions to improve learning engagement among college students.

Social relationships and grit in English as a foreign language learning among high school students: A three-wave longitudinal study

This study examined the longitudinal reciprocal relations between students' grit and their perceptions of social relationships (teacher-student and peer relationships) in studying English as a foreign language (EFL). A total of 2,435 students from Grades 10-11 in China (Mage = 16.40 years old, 54.2% female) participated in the study on three occasions across 1 year. The three-wave cross-lagged analytic model results indicated that (a) peer relationship and grit reciprocally enhanced each other across both intervals; (b) the teacher-student relationship at Time 2 was influenced by Time 1 grit, but not vice versa. Nevertheless, the teacher-student relationship transactionally facilitated each other during the second interval (from Time 2 to Time 3). The multiple-group confirmatory factor analysis (MG-CFA) results indicated that such relations remained stable across gender. The study's findings contribute to ongoing research delineating the dynamic system between social relationships and grit in EFL learning. It also reveals that males and females benefit similarly during social communications with peers and their English language teachers. Implications for educational practices were discussed.