A comparative analysis of blended learning and traditional instruction: Effects on academic motivation and learning outcomes.

The correlational research study aims to examine how blended learning affects academic motivation and achievement. The objectives of the study are to assess students' opinions on the current level of blended learning, teachers' practice of blended instruction, the benefits of blended learning, its impact on academic motivation and learning outcomes, and factors influencing blended learning to determine how instructors' methods influence students' academic motivation and learning results. The study includes all Bachelor of Science students from various public and private institutions in the Faisalabad Division. Quantitative data from 400 students were collected from four selected institutions. A closed-ended, customized 5-point Likert scale questionnaire was used to collect data. The reliability of the questionnaire was confirmed through expert comments and pilot testing, with a reliability score of (= .97). Data were collected via Google Forms and researcher visits. Descriptive and inferential statistics were employed to analyze the collected data and answer the research questions. The findings of the study indicate that students somewhat agreed with the current blended learning environment, and strongly agreed with variables such as instructors' blended instruction techniques, the benefits of blended learning, and factors influencing blended learning. Blended learning had statistically significant positive effects on academic motivation and learning outcomes. The findings suggest improving the blended learning environment and instructors' blended education methods to enhance university students' academic motivation and learning outcomes.

Exploring the mediating effect of creativity on the relationship between family capital and academic achievement in geography.

This study examined the relationship between family capital (FC) and academic achievement in geography along with the mediating role of creativity. The main objective was to determine if FC is a positive predictor of creativity and geographic achievement, and whether creativity completely or partially mediates the relationship between FC and geographic achievement. 1268 high school students participated in this study using the Family Capital Questionnaire (FCQ), the Innovative Behavior Scale (IBS), and students' class geography scores. SPSS 26 and Amos software were used to analyze the descriptive statistics and the correlation between the main variables. The mediating role of creativity was tested using PROCESS version 4. The correlation analyses showed that FC positively affected academic achievement in geography (ß = 0.382, SE = 0.019). Creativity also demonstrated a positive effect on geography academic achievement (ß = 0.376, SE = 0.022). The mediation analysis showed that creativity mediated and buffered the relationship between FC and academic achievement in geography. Thus, FC directly affected students' academic achievement in geography and indirectly affected their creativity. This clearly demonstrates that student characteristics and the external environment should be emphasized in geography education, while placing a strong focus on cultivating individual creativity.

Parental abusiveness experienced in childhood and premarital sexual permissiveness during adolescence.

Objective: This study compared the experiences of parental abusiveness in childhood and sexual permissiveness in adolescence between adolescents raised by dual parents and those raised by single parents. Method: The sampling process involved obtaining the sample size (N = 1037) based on statistical power calculations and the resources available, resulting in representativeness. The sampling frame consisted of students from different backgrounds (single-parent and two-parent families). A stratified random sampling helped to enhance the reliability and validity of the findings while minimizing potential biases. An online survey was used to collect data from the sampled students. An independent sample t-test analysis was done by using SPSS software and PROCESS macro of the SPSS to test the hypotheses. Results: A significant and positive correlation was found between parental abusiveness and sexual permissiveness. There was also a significant mean difference in parental abusiveness experience and sexual permissiveness between adolescents from different family types. In addition, the average sexual permissiveness for males was higher than that of female adolescents from the same type of families. Conclusion: Childhood life significantly influences adolescents' characters throughout their entire life.

Research on online teachers' training based on the gamification design: A survey analysis of primary and secondary school teachers.

The current form of teacher education and training has gradually shifted to distance training, but the most prominent performance of the participants in network training is the lack of motivation and enthusiasm for participation, and the participants participate in the training with the mentality of coping with the assessment, and the training effect is naturally not very good. At this point, the concept of gamification learning has become popular. Gamification applies game thinking and mechanics to non-game areas to guide user interaction and use. Based on Professor Kevin Werbach's gamification design framework, this study developed a case study of gamification for online teacher training, implemented in a professional development program for primary and secondary school teachers in Zhejiang Province, China. A self-administered questionnaire was then surveyed in three teaching classes, and the results found that: Firstly The participants' satisfaction in response to the gamification case was at a moderate to high level (M > 4.0, Tot = 5.0); Secondly, demographic factors did not significantly influence this (p > 0.05); Thirdly, among the gamification design influencing factors, presentation and feedback were the most influential (b = 0.536,p = 0.000), goals and rules (b = 0.167, p = 0.012), communication and interaction (b = 0.155, p = 0.029), and personalization (b = 0.154, p = 0.020) in decreasing order; Fourthly, The effect of case implementation significantly impacted participants' intention to sustain participation (b = 0.874, p = 0.000). Finally, we distilled the study's shortcomings and the prospects for future research.

The effect of overall parental satisfaction on Chinese students' learning engagement: Role of student anxiety and educational implications.

Learning engagement is one of the important research contents of learning psychology. The level of learning engagement directly affects students' academic performance and future development. Based on the survey data of primary and secondary school parents and students collated at the beginning of 2019, control factors such as students' gender, school location, parents' education level, total annual family income, parental rearing methods, etc. The study found that parental overall satisfaction can significantly and positively predict students' learning engagement. Mediation effect analysis found that students' anxiety completely mediated the effect on parental overall satisfaction and students' learning engagement. Cultivate good parent-child relationships; Establish positive teacher-student relationships; Build a harmonious relationship with classmates. Families and schools should work together to create an atmosphere conducive to the healthy growth of students.

General Self-Esteem as the Mechanism Through Which Early-Childhood Parental Trust and Support Affect Adolescents' Learning Behavior: A Moderated Mediation Model.

Parental trust and support are machineries for children's cognitive growth and behaviors exhibited at a later age. Their influence on students' learning engagement at school has been reported, but little is known about the mechanisms through which such a proposed causal effect occurs. This study tested 2 major proposed hypotheses; (1) general self-esteem (GSE) mediates the causal relationship between parents' trust and support (PTS) and Learning engagement (LE). (2) The mediation effect is further moderated by students' college grade level. Data was collected from 1139 college students in Tanzania (Mage = 22.5, SDage = 0.681) who filled out an online-designed questionnaire. SPSS (Statistical Package for Social Science), PROCESS macro of SPSS, and JASP (Jeffrey's Amazing Statistical Program) were used for analyzing data. The results indicated that GSE had a mediating effect (ß = .0912, SE = 0.0134, P < .001) on the causal relationship between PTS and LE. The unmediated (direct) effect of PTS on LE (ß = .2125, SE = 0.0419, P < .001) was lower than the total effect (ß = .3037, SE = 0.0553, P < .001) after the mediation. The interaction effects of PTS (ß = .0463, P < .001) and GSE (ß = .0495, P < .001) on students' college grades were statistically significant, indicating that the mediation effect of GSE on the causal relationship between PTS and LE was moderated by college grades. Parental trust and support enhance students' behavioral learning at school through their general self-esteem, built from the family level (parenting).

The impact of mental health literacy intervention on in-service teachers' knowledge attitude and self-efficacy.

Mental health literacy (MHL) is an essential component in the process of de-stigmatization, promoting mental health, and supporting people struggling with mental illness. Today, as the number of people suffering from mental illnesses is nearly 450 million people worldwide, the importance of having a teacher-training program that incorporates MHL in its curriculum has become paramount. This study is a quasi-experimental pre-post research that uses the MHL program as an intervention. The sample included 36 (n = 36) high school in-service teachers from 11 schools. The participants took an online training program for 6 weeks. The evaluations were used before and after the training to assess their mental health knowledge, attitude, and self-efficacy. The data were analyzed using the paired sample t-test. The findings revealed a significant level of improvement in relation to the teachers' MHL knowledge, attitude, and self-efficacy after the training. The study findings reveal the effectiveness of MHL training in improving in-service teachers' knowledge, attitude, and self-efficacy in relation to mental health. The study's limitations and future study recommendations are discussed.

Research on the Professional Mentality of Hengdian Drifter's.

Background: Hengdian drifters refer to outsiders who participate in shooting film and television dramas in Hengdian. It is a special group. Single access to information, precarious nature of work, unequal treatment of gender, constraints on development, and inadequate guarantee mechanisms are all to blame. Purpose: This paper proposes to improve the ecology of the different actor industries by implementing a precise assessme. Patients and methods: This study combines qualitative and quantitative research, adopts the questionnaire survey and semi-structured interview, and carries out fieldwork by personally experiencing the life of extras to study the ecological environment of the different actor industries and the professional mentality of extras. Before participating in the study, every participant would be offered an Informed Consent Form and all particpants were guaranteed anonymity and their response will be used for a specific academic study. The Ethics Committee of the Zhejiang Normal University's, Specific academic study that will be published online. College of Teacher Education approved the study and participation of concents under 18 and the study followed the Declaration of Helsinki. Results: There are gaps in social support.Little relevant policy support and financial support have not been implemented. Industry assessment criteria are not standardized.The level of digital management is low.It is difficult to guarantee the rights of mass actors. Conclusion: Implement a precise assessment system,develop a refined talent evaluation mechanism,Ensure the accuracy and transparency of the evaluation process.Establish digital service platforms,provide a new channel for the employment of artistic talents.Strengthen media publicity,strengthen policy support,raise social awareness.

Research on cross-cultural adaptation and educational management of international students in China: Case of African students at Zhejiang Normal University.

With the closer China-Africa relations and the vigorous development of the country's education for international students, the number of African students studying in China has surged, and the difficulty of education management in colleges and universities has increased accordingly. Many scholars have conducted in-depth research on the educational management model, educational management policy, educational management status and optimization strategy for international students in China. However, the existing research dimensions are relatively single and lack of comprehensiveness. This study takes the educational management practice of African international students in Zhejiang Normal University as the breakthrough point and introduces the investigation of international students' cross-cultural adaptability. A sample of African students coming to China is selected from Zhejiang Normal University (n = 475). This study designs a questionnaire based on the dimensions of enrollment management, teaching management, and daily management combined with the teaching satisfaction, cultural adaptability, and emotional attitude of African international students in China. After data analysis with SPSS 26 and AMOS 24, it can be found that enrollment management is significantly positively correlated with the time in China. Teaching management is positively correlated with age, educational background and it is positively correlated with enrollment management. Differentiated management is positively correlated with Chinese proficiency, and it is positively correlated with enrollment management and teaching management. The recognition of management staffs is positively correlated with enrollment management, teaching management and differentiated management. Teaching satisfaction is positively correlated with enrollment management, teaching management, differentiation management and recognition of management staffs. Cultural adaptation is significantly positively correlated with Chinese proficiency, enrollment management, teaching management, differentiated management, recognition of management staffs, and teaching satisfaction. Emotions and attitudes are significantly positively correlated with age and time in China, and it is positively correlated with teaching management, the recognition of management staffs, teaching satisfaction, cultural adaptation, and academic qualifications. Through in-depth analysis, it can be found that there exist problems in the current education management of African international students, such as insufficient enrollment channels, incomplete enrollment promotion, unreasonable curriculum settings, inadequate implementation of the tutorial system, and excessive differentiated management. In order to further improve the quality of educational management for African international students in China, countermeasures such as adhering to the idea of "a community with a shared future for mankind" to optimize the enrollment management; advocating the value of "harmony but different" to improve teaching management; implementing the "people-oriented" service tenet to improve daily management; deepening community value identification to promote students' cross-cultural adaptation should be implemented.

Early pregnancies among middle school students: Attribution of blame and the feelings of responsibility among teachers and parents.

Introduction: Globally, 15% of adolescents give birth before turning 18, leading to considerable personal, social, and medical impacts on adolescents and to the general society. Objective: This study aimed at exploring and comparing three psychological attributes (i.e., empathetic concern, feelings of responsibility, and attribution of blame) between parents and teachers for the phenomena. Method: 672 teachers (54% females) and 690 parents (53% female) participated in the study. Results: The results indicated a significant mean difference between parents and teachers on empathy (t = 5.735, p < 0.001), attribution of blame (t = 6.902, p < 0.001), and feelings of responsibility (t = 1.727, p < 0.001). Except for attribution of blame, parents' mean scores of other variables were higher than that of teachers. Discussion: Teachers' higher attribution of blame to pregnant adolescents and lower empathetic concern raises a prominent concern over students' healthy environment at school. Conclusion: Understanding social feelings about responsibilities over adolescents' general health is very essential, especially for fighting against the problem of early pregnancy.

Pre-service teachers' emotional experience: Characteristics, dynamics and sources amid the teaching practicum.

Recently, teacher emotions have become the focus of research in teacher education. Teacher emotions not only affect teachers themselves but also have an impact on their students. However, pre-service teachers' emotions have been neglected. This study is based on a qualitative analysis of online emotional diaries related to emotional experience expression by 120 Chinese pre-service teachers before, during, and after teaching practice. The results in this study show three characteristics of pre-service teachers' emotional experiences: the overall positive emotions are higher than negative emotions; "caring" and "nervous" are the most typical emotions and variability in emotional experience across gender and internship schools. Then, it is surprising that pre-service teachers' emotional trajectories are complex and dynamic, positive emotions are decreasing, and negative emotions increase as time goes by. Finally, from the perspective of emotional experience sources, organizational factors affect the emotional experience, personal factors, and background factors.

Assessing Teaching Compassion, Work Engagement and Compassion Fatigue Among Teachers During the Pandemic.

Introduction: Teachers' mental health is an imperative aspect in ensuring their appropriate cognition, behaviors and perception. Studies have reported mixed results on work engagement and compassion fatigue among employees in different time and cultures. This study assesses and examines the correlation between Chinese teachers' work engagement and compassion fatigue during the pandemic. Methods: An online questionnaire was designed through a Chinese data collection platform (Credamo), and the sample of 3147 teachers in Zhejiang province (China) completed the survey online. The Utrecht Work Engagement Scale (UWES) was used to measure teachers' work engagement (WE), while the Professional Quality of Life Scale version 5 (ProQoL-5) was used to measure teachers' compassion fatigue (CF). SPSS 25, PROCESS Macro of SPSS, and JASP were used to analyze the data. Results: The results indicated a negative correlation between teachers' work engagement and compassion fatigue in general, while particularly, vigor, dedication, and absorption negatively correlated with burnout (r = -0.370, r = -0.243, and r = -0.220 respectively), but positively correlating with secondary traumatic stress (r = 0.489, r = 0.343, and r = 0.319). Discussion: Teachers' working experience positively correlates with their work engagement but negatively correlates with their compassion fatigue. Conclusion: Teachers' work engagement (ie, dedication) is important in reducing compassion fatigue and maintaining compassion satisfaction.

Parents' Educational Anxiety Under the "Double Reduction" Policy Based on the Family and Students' Personal Factors.

Introduction: Educational anxiety is a true portrayal of Chinese parents. As an endogenous problem in the development of modern education system, the pressure of students' entrance examination continues to rise. Methods: Based on the empirical survey data of education in 3298 families, this study uses the analysis method of multiple linear regressions to analyze the influencing factors of parental education anxiety and finds that educational anxiety has become a common social emotion. Results: After the regression analysis of the four-layer model was established, it was found that different school segments, school priorities, and student achievements had a significant impact on parents' educational anxiety, and factors such as annual family income, educational satisfaction and family parenting style had a significant impact on parental educational anxiety. It is worth noting that the gap in parental expectations has a significant positive effect on educational anxiety, and the greater the expectation gap, the higher the educational anxiety of parents. Discussion: Therefore, it is suggested that governments at all levels should conscientiously implement the task of "reducing burdens" and rationally allocate high-quality educational resources; parents and teachers should start from the needs of children to establish a scientific concept of education and the concept of becoming a talent; the whole society should put forward reasonable educational expectations in education, and be good at adjusting expectations on time so that education can return to a rational natural growth state and eliminate parents' educational anxiety.

Chinese senior primary school students' civic literacy and its affecting factors.

Introduction: Measuring the current situation of civic literacy of senior primary school students (grade 5 and 6) and exploring its affecting factors is the basis for improving the effectiveness of civic education at this stage. Methods: The research developed the measurement questionnaire through item analysis, exploratory factor analysis, and other methods. It then was distributed nationwide online through stratified and cluster sampling, through which 1642 valid questionnaires were finally collected. The study took mean analysis, difference analysis, correlation analysis, and regression analysis. Results: The statistical results eventually showed the civic literacy of China's senior primary school students is, on the whole, at a comparatively high level. Chinese scholars Zhang Jiajun and Xu Jiao combined the particularity of civic literacy to divide it into four dimensions and the performance of the four dimensions of civic literacy is revealed to be: civic affection > civic cognition > civic competence > civic behavior. Further, a significant difference exists in students' civic literacy by gender (girls' civic literacy scores M = 299.53, SD = 28.15, N = 785 are significantly higher than the boys' civic literacy scores M = 293.18, SD = 32.25, N = 857, t = 4.263, p < 0.01), and whether they have been student leaders (those students who served as student leaders M = 304.33, SD = 26.57, N = 649 those who were not student leaders M = 290.86, SD = 31.69, N = 984, t = 9.272, p < 0.01). Conclusion: The family social economic status (SES) and school education were significantly positively correlated with students' civic literacy. Based on this, primary schools should implement educational compensation for cultivating civic literacy among the socioeconomically disadvantaged senior primary school students and carry out civic education according to the specific conditions of civic literacy of senior students.