Antecedents and outcomes of cyberbullying among Chinese university students: verification of a behavioral pathway model.

Introduction: Cyberbullying is a commonly-seen and hotly-debated social topic around the globe. This negative behavior is the source of many disastrous events, and so leading government bodies, organizations, schools and social communities attach great importance to addressing this topic. However, there is still much work to do in order to be clear about the causes of cyberbullying. Methods: The previous research cases were mostly viewed from the victims' perspectives; however, there is no comprehensive understanding of the perpetrators' viewpoints. Therefore, based on Social Cognitive Theory (SCT) and analysis of discussion in the literature, the following six variables were chosen as the focus of this study: overconfidence, excessive moral sense, cyberbullying, perceived value, happiness, and continued cyberbullying intention. This study established a research model of continued cyberbullying intention, which was verified by Structural Equation Modeling. In order to achieve the aims of the study, Chinese university students with an average age of 20.29 (SD = 1.43) were recruited as participants, from whom 1,048 valid questionnaires were collected. Results: The research results are as follows: 1. Overconfidence and excessive moral sense positively predicted cyberbullying behaviors; 2. Overconfidence positively predicted excessive moral sense; 3. Cyberbullying positively predicted perceived value and sense of happiness; and 4. Perceived value and sense of happiness positively predicted continued cyberbullying intentions. Conclusion: Students' biased self-perception significantly predicts their cyberbullying behaviors and continued cyberbullying intention. What is more, it is interesting to learn that perpetrators will continue to exhibit cyberbullying behaviors when they believe that what they do (cyberbullying) is valuable or allows them to experience positive feelings; this requires our attention.

The Association of Short-Video Problematic Use, Learning Engagement, and Perceived Learning Ineffectiveness among Chinese Vocational Students.

Short videos are very popular among students, but the immersive nature of the software makes them prone to problematic use and even addiction. Internet addiction, including short-video problematic use, has been a hot topic in recent years due to the COVID-19 epidemic. However, there are few empirical studies that have explored the effects of short-video problematic use on students. Thus, vocational colleges in China were recruited to participate in this study. There were 1089 effective participants, with a valid recall rate of 90.8%. This included 466 male students (42.8%) and 623 female students (57.2%), with a mean age of 19.19 years (standard deviation of 1.07 years). Five hypotheses were proposed and validated by structural equation modeling within the framework of ecological systems theory and engagement theory to explore the association of short-video problematic use, three types of learning engagement, and perceived learning ineffectiveness. Research findings showed that: (1) short-video problematic use has a negative effect on behavioral engagement; (2) behavioral engagement has a positive effect on both emotional and cognitive engagement; and (3) emotional and cognitive engagement have a negative effect on perceived learning ineffectiveness. According to the results, it can be seen that short-video problematic use has a detrimental effect on students' learning experiences, so teachers and parents need to pay attention to the negative effects of excessive use among students.

A study on the influencing factors and response strategies for young teachers from Taiwan to teach in universities in China: a push-pull-mooring model perspective.

Introduction: A growing number of Taiwanese teachers are choosing to teach at universities in mainland China, but their jobs are not always stable. Therefore, this study aims to investigate the factors infuencing young teachers from Taiwan to teach in universities in China. Methods: Twenty-seven young teachers from Taiwan with master's or doctoral degrees who were willing to apply to work at universities in China and who were already teaching in China were invited to conduct in-depth interviews to collect research data.The interview data were coded and analyzed according to the Push-Pull-Mooring (PPM) Model. Results and discussion: The results showed that the understanding of mainland Chinese universities among young Taiwanese teachers is not entirely consistent. Taiwanese teachers who previously studied in mainland China have a more comprehensive understanding of mainland Chinese universities, and some teachers have gained a superfcial understanding through academic exchanges between the two sides and information shared by friends.However,still,7% of the teachers have no understanding at all. Most young Taiwanese teachers indicate that they do not understand the talent recruitment policies of mainland Chinese universities. The push factors that infuence young teachers from Taiwan to teach at mainland universities are: Oversupply of teachers in Taiwan, poor environment for higher education in Taiwan, poor articulation of the cross-strait academic system, and four aspects of teacher retirement and re-employment in Taiwan. The pull factors are: Benefcial policies, salary, living environment, educational advantages and cultural dissemination in 5 areas. Mooring factors are divided into 3 aspects: personal factors, environmental factors and social factors.

The Relationship between Short Video Flow, Addiction, Serendipity, and Achievement Motivation among Chinese Vocational School Students: The Post-Epidemic Era Context.

Since the COVID-19 outbreak, people have been spending more time in the online world because of restrictions on face-to-face communication due to epidemic prevention controls. This has also brought the issue of Internet addiction, including the overuse and negative effects of short videos, to the forefront of attention. Past research has found that Internet addiction has a negative impact on well-being. However, there is a special concept of positive emotion called "serendipity" (). Serendipity provides a small, fleeting but positive experience, yet it is often associated with negative perceptions from an outside perspective. However, the relationship between short video addiction and serendipity is not yet known. Based on this, a theoretical model was developed in the context of the I-PACE model. To understand the relationship between short video addiction and serendipity among college students, in this study, we conducted snowball sampling and distributed online questionnaires using the Wenjuanxing platform. The target population of the questionnaire distribution was vocational college students in China, of whom 985 valid study participants responded, yielding a valid return rate of 82.1%. Of the respondents, 410 (41.6%) were male and 575 (58.4%) were female. The results were as follows: a. short video flow had a positive relationship with serendipity, a negative relationship with achievement motivation, and a positive effect on short video addiction; b. short video addiction had a positive effect on serendipity and a negative effect on achievement motivation; and c. serendipity had a negative impact on achievement motivation. This shows that short video addiction, like other Internet addictions, can have a negative impact on students' learning.

Predicting the Learning Avoidance Motivation, Learning Commitment, and Silent Classroom Behavior of Chinese Vocational College Students Caused by Short Video Addiction.

As short video addiction has gradually become an emerging Internet behavioral addiction, its negative impacts on the student population have been noticed and cannot be ignored. Based on a literature review, this study referred to the person-process-content framework and drew on the ecosystem theory to define the relationship between short video addiction, learning avoidance motivation, learning commitment, and silent classroom behavior by using structural equation modeling. This study recruited 1000 participants from Chinese vocational colleges to fill out questionnaires. With an effective recovery rate of 94.6%, there were 946 effective study participants comprising 445 males (47%) and 501 females (53%). After it was confirmed that the data passed the reliability and validity tests, structural equation model analysis was carried out. The study results showed that short video addiction was positively correlated with learning avoidance motivation, but negatively correlated with learning commitment; on the other hand, study avoidance motivation was negatively correlated with learning commitment, but positively correlated with silent classroom behavior. Meanwhile, there was a negative correlation between learning commitment and silent classroom behavior. As a result, the negative correlation between short video addiction and learning behavior needs attention from parents and teachers.

A study on the blended learning effects on students majoring in preschool education in the post-pandemic era: An example of a research-method course in a Chinese university.

The world has gradually entered the post-pandemic era. Although the pandemic has been slowing down, it still has a strong impact on the education scene. Thus, how to provide students with an effective and flexible learning style is currently an important educational issue. This study focused on the implementation of effective teaching to improve the learning effects based on these special circumstances. To ensure a realistic teaching situation, an experiment of blended learning was conducted in a university in the Guangxi Zhuang Autonomous Region of China for a short-term study, based on the consideration of pandemic supervision and control. In this experiment, a single-group quasi-experimental design method, using the extended O-PIRTATD/S model, was adopted in a research-method course designed for students majoring in preschool education. This research-method course was an 8-week flipped course, where the first 4 weeks were online teaching and the last 4 weeks were taught offline, thus combining as a blended learning course. A total of 115 active participants were recruited for this study. Based on the theoretical framework of the belief-action-outcome (BAO) model, five research hypotheses were proposed with the aim of constructing a learning behavior pattern based on cognitive beliefs which could be verified by structural equation modeling. The results of the study were concluded as follows: 1. Academic self-efficacy had a positive impact on learning engagement, but had a negative impact on cognitive load; 2. Cognitive load did not have a significant impact on learning engagement; 3. Learning engagement had a positive impact on the enhancement of academic self-confidence; and 4. Cognitive load had a negative impact on the enhancement of academic self-confidence.

The STEAM learning performance and sustainable inquiry behavior of college students in China.

Teacher education students, as an important reserve in the field of education, their growth and development are related to the future of science, economy, sustainable development of education. Through participation in the educational practice of STEAM, which integrates science, technology, engineering, art, and mathematics is more beneficial for them to acquire 21st century skills like communication, collaboration, learning innovation and critical thinking. However, little has been seen about the use and effectiveness of short videos in STEAM education activities and how they can be used to support and promote teacher education students STEAM learning performance and sustainable inquiry behaviors. Therefore, this study combines the framework of triadic reciprocity determinism theory and technology acceptance theory to propose six research hypotheses and develop a research model to explore the relationship between collaborative self-efficacy (CS-E), perceived usefulness (PU) of short videos, perceived ease of use (PEOU), STEAM learning performance and teacher education students' sustainable inquiry behavior. To achieve the purpose of this study, this study used purposive sampling and invited teacher education students from five classes of preschool education at a university in Guangxi Zhuang Autonomous Region (GZAR), China, to participate in this study. A total of 8 h of instructional guidance was provided over a four-week period, in which participants used short videos for collaborative group learning and independent inquiry and applied STEAM concepts to kindergarten science activities. Participants' STEAM performance was measured and surveyed during the fourth week. The results of the study validation showed that (1) teacher education students CS-E had a positive effect on the PU and PEOU of short videos; (2) Teacher's education students PEOU of short videos had a positive effect on usefulness; (3) Teacher's education students PU and PEOU of short videos had a positive effect on STEAM learning performance; (4) Teacher's education students' STEAM learning performance had a positive effect on sustainable inquiry behavior.