Unforgiving Confucian culture: A breeding ground for high academic achievement, test anxiety and self-doubt?

Prevalence of temporomandibular disorders and their associated factors in Confucian heritage cultures: A systematic review and meta-analysis

BACKGROUND

Temporomandibular disorders (TMDs) may be an 'idiom' of psychological distress in Confucian heritage cultures (CHCs).

OBJECTIVES

This systematic review/meta-analysis estimated the prevalence of TMDs in CHCs and compared the differences in TMD occurrence between time periods and age groups. Additionally, the associated biopsychosocial risk factors were also examined.

METHODS

The study protocol was developed a priori following the PRISMA guidelines and Joanna Briggs Institute systematic review methodology (CRD42021245526). Electronic searches of seven databases were conducted from January 2002 to Dec 2021. Reference lists of identified studies were hand-searched for additional articles. Study selection, quality assessment, and data extraction were done. Meta-analysis was performed using the RevMan 5.4 software.

RESULTS

Forty-eight articles were included in the systematic review. Overall prevalences were: TMDs-15% (95% CI: 15-16%); TMD pain-8% (95% CI: 7-9%); TMJ sounds-24% (95% CI: 21-27%); and TMJ locking-7% (95% CI: 1-13%). While TMD prevalence appeared to have declined from 2002 to 2011 to 2012-2021, the occurrence of TMD pain, TMJ sounds, and locking increased marginally or remained constant. TMD prevalence in children/adolescents was 18% (95% CI: 14-22%) and 17% (95% CI: 16-18%) among adults. Significant associations between TMDs and bruxism/psychological distress/education levels were specified by 73%/90%/88% of the relevant studies.

CONCLUSIONS

TMDs are prevalent in CHCs and a slight increase in TMD pain (2%) and TMJ sounds (8%) were discerned over the past two decades. TMDs are related to a myriad of biopsychosocial variables, particularly psychological distress, and these factors must be addressed within the cultural context of patients.

Individual self-regulation, external monitoring, and farmers' safe production behavior: Evidence from the Kuan-chung Plain, China

Sustainable agricultural development requires comprehending the fundamental factors influencing farmers' adoption of safe production behavior. This study investigates intrinsic and extrinsic determinants, encompassing the influence of individual self-regulation and external monitoring, regarding the endorsement of safe labor practices among farmers in Kuan-Chung Plain, China. The findings underscore the pivotal role of personal self-regulation in stimulating farmers' implementation of safe production behavior. Additionally, governmental and public monitoring can act as catalysts, motivating farmers to shift from conventional agricultural production methods to safer alternatives. Moreover, the results revealed that a synergistic effect arises from the collaboration between public and governmental monitoring, combined with individual self-regulation. This collaborative approach significantly enhances farmers' propensity to embrace safe production behavior. Hence, policymakers should prioritize educating farmers on ethical restraint, optimizing policy strategies, and strengthening supervision practices to establish an effective platform for public monitoring. These measures will augment farmers' comprehension of the significance of safe production behavior and empower them to proactively implement these behaviors.

Prevalence of test anxiety and its determinants among nursing students in Selangor, Malaysia

The current education system significantly emphasizes tests and evaluations as crucial factors in determining a student's future career path. It has been shown that nursing students have moderate to high levels of Test Anxiety (TA), which results in decreased academic performance, low self-esteem, and an inability to complete the program and pursue a career in nursing successfully. This study aimed to determine nursing students' level of TA and its relationship with demographic characteristics. Four hundred twenty-one nursing students at seven private universities and colleges in Selangor participated in this cross-sectional study. The level of TA was measured using the TA Inventory (TAI). A total of 62.5% of the respondents had mild TA, 25.4% had moderate TA and 2.1% had severe TA. There were significant relationships between TA level and household income (χ2 = 6.70, p = 0.035) and ethnic groups (F (3,417) = 5.20, p = 0.002) where Chinese and Indians are protective from TA compared to the Malays and other ethnic groups and high anxiety was significant in the Ringgit Malaysia (RM 3000) and below group. The study's findings indicate that a significant percentage of nursing students involved in the research had mild to moderate levels of test anxiety (TA) and there is a significant association between TA and demographic characteristics. The results indicate the importance of early identification of TA and the need for interventions to overcome TA to ensure they are emotionally, physically, and academically successful.

Age distribution of East Asian TMD patients and age-related differences in DC/TMD axis I findings

OBJECTIVES

The pattern of age distribution in East Asian temporomandibular disorder (TMD) patients and age-related differences in DC/TMD diagnostic subtypes/categories were evaluated.

SUBJECTS AND METHODS

TMD patients from two University-based centers in China and South Korea were enrolled. Axis I physical diagnoses were rendered according to DC/TMD. Patients were categorized into six age groups (15-24, 25-34, 35-44, 45-54, 55-64, and 65-84 years; Groups A-F respectively).

RESULTS

Youths/young adults (Groups A-C) formed 74.1% of TMD patients. TMJ disc displacements (74.9%), arthralgia (49.2%), and degenerative joint disease [DJD] (36.8%) were the most common TMD subtypes. The majority had combined (54.0%) and chronic (58.5%) TMDs. Youths/young adults and middle-aged/old adults had substantially lower frequencies of merely pain-related (6.2-14.5%) and intra-articular (13.8-16.8%) TMDs correspondingly. "Being female" increased the prospects of pain-related/combined TMDs by 96%/49%, respectively.

CONCLUSIONS

East Asian TMD patients comprised mostly of youths/young adults who had an alarmingly high prevalence of TMJ DJD.

Achievement Emotions of Medical Students: Do They Predict Self-regulated Learning and Burnout in an Online Learning Environment?

BACKGROUND

Achievement emotions have been proven as important indicators of students' academic performance in traditional classrooms and beyond. In the online learning contexts, previous studies have indicated that achievement emotions would affect students' adoption of self-regulated learning strategies and further predict their learning outcomes. However, the pathway regarding how different positive and negative achievement emotions might affect students' burnout through self-regulated learning among medical students in online learning environments remains unclear. In this study, the aim is to investigate how achievement emotions and self-regulated learning predict burnout among medical students in online education.

METHODS

This study involved 282 medical students who had attended online courses due to the sudden shift of learning mode caused by the COVID-19 pandemic in 2022. Confirmatory factor analysis was performed to examine the hypothesized factor structure, and structural equation modelling was conducted to test the hypothesized relationships among factors.

RESULTS

The results of structural equation modelling revealed that medical students' self-efficacy positively predicted their enjoyment (β = .57) and online self-regulated learning (β = .54). Learning-related boredom inhibited students' adoption of online self-regulated learning strategies (β = -.24), and it was positively associated with their burnout (β = .54). Learning-related anxiety was a positive predictor of online self-regulated learning (β = .38).

DISCUSSIONS

The results of this study suggest that achievement emotions experienced by medical students had a significant impact on their online self-regulated learning and burnout. Specifically, the experience of learning-related boredom was detrimental to the adoption of self-regulated learning strategies and increased the likelihood of burnout. However, learning-related anxiety, despite being a negative achievement emotion, was positively associated with students' online self-regulated learning. These findings have important implications for online teaching and learning, particularly in the post-pandemic era.

Short Sleep Duration in School-Age Children: Differential Factors on Weekdays and Weekends

OBJECTIVES

To quantify school-age children's sleep and parent-associated factors on weekdays and weekends in Singapore, and investigate school-related and parent-related factors associated with short sleep.

METHODS

In an online survey, 251 parents with a child aged 7-12 y in Singapore reported their child's sleep duration and school start time. Parent-related factors including sleep hygiene (e.g., parent-set bedtime), sleep priority (the amount of sleep respondents allowed their children to trade for other activities), and both parents' sleep durations, were also reported.

RESULTS

The prevalence of short sleep among the children was 64.5% on weekdays and 19.5% on weekends. Children's sleep duration increased from 8.42 h on weekdays to 9.45 h on weekends (p < .001). Relative to weekdays, on weekends, parents showed similar increases in sleep durations (p < .001), imposed poorer sleep hygiene on their children (reduced likelihood of setting bedtimes and increased pre-bedtime electronic device use; p < .001), and allowed their children to trade more sleep for interacting with family and friends, social media, gaming, and TV / videos (p < .001). Shorter sleep duration in children was significantly associated with earlier school start time (B = 0.80, p = .02) and poorer sleep hygiene on weekdays (B = 0.16, p < .001), but lower sleep priority (B = 0.05, p = .002) and shorter parental sleep duration on weekends (maternal: B = 0.18, p < .001, paternal: B = 0.17, p = .002).

CONCLUSIONS

Delaying school start times may be effective in increasing school-age children's sleep duration on weekdays, while family-based interventions designed to enhance sleep hygiene, priority of sleep over other activities, and parents' sleep durations can benefit children's sleep duration on both weekdays and weekends.

DC/TMD axis I subtyping: generational and gender variations among East Asian TMD patients

OBJECTIVES

This study examined the generational-gender distinctions in Diagnostic Criteria for Temporomandibular disorders (DC/TMD) subtypes among East Asian patients.

METHODS

Consecutive "first-visit" TMD patients presenting at two university-based TMD/orofacial pain clinics in China and South Korea were enlisted. Demographic information along with symptom history was gathered and clinical examinations were performed according to the DC/TMD methodology. Axis I physical diagnoses were rendered with the DC/TMD algorithms and categorized into painful and non-painful TMDs. Patients were categorized into three birth cohorts, specifically Gen X, Y, and Z (born 1965-1980, 1981-1999, and 2000-2012 respectively) and the two genders. Data were evaluated using Chi-square/Kruskal-Wallis plus post-hoc tests and logistic regression analyses (α = 0.05).

RESULTS

Gen X, Y, and Z formed 17.2%, 62.1%, and 20.7% of the 1717 eligible patients examined (mean age 29.7 ± 10.6 years; 75.7% women). Significant differences in prevalences of arthralgia, myalgia, headache (Gen X ≥ Y > Z), and disc displacements (Gen Z > Y > X) were observed among the three generations. Gen Z had substantially fewer pain-related and more intra-articular conditions than the other generations. Women presented a significantly greater frequency of degenerative joint disease and number of intra-articular conditions than men. After controlling for generation-gender interactions, multivariate analyses showed that "being Gen X" and female increased the risk of painful TMDs (OR = 2.20) and reduced the odds of non-painful TMDs (OR = 0.46).

CONCLUSIONS

Generational-gender diversities in DC/TMD subtypes exist and are important for guiding TMD care and future research endeavors.

Painful temporomandibular disorders in Confucian-heritage cultures: Their inter-relationship with bodily pain, psychological well-being and distress

BACKGROUND

Temporomandibular disorders (TMDs) are common and affect individuals negatively.

OBJECTIVES

This study investigated the inter-relationship of painful TMDs with bodily pain, psychological well-being and distress in young people from a Confucian-heritage culture (CHC).

METHODS

Adolescents/young adults were recruited from a polytechnic in Singapore. While the presence/severity of painful TMDs and bodily pain were established with the DC/TMD Pain Screener (TPS) and Maciel's Pain Inventory, psychological well-being and distress were evaluated with the Scales of Psychological Well-being-18 (SPWB-18) and Patient Health Questionnaire-4 (PHQ-4). Statistical explorations were conducted using chi-square/Mann-Whitney U tests, Spearman's correlation and logistic regression analyses (α = .05).

RESULTS

Among the 225 participants (mean age 20.1 ± 3.9 years) examined, 11.6% had painful TMDs and 68.9% experienced multisite bodily pain. Though painful TMDs were accompanied by a higher occurrence of multisite bodily pain, the overall/discrete number of bodily pain sites did not differ substantially between the 'no TMD pain' (NT) and 'with TMD pain' (WT) groups. Besides ear pain, differences in overall/discrete bodily pain scores were also insignificant. However, significant differences in environmental mastery, overall psychological distress, depression and anxiety subscale scores were discerned between the NT and WT groups. Psychological well-being and distress were moderately and negatively correlated (rs  = -.56). Multivariate analysis indicated that ear pain and psychological distress increased the prospect of painful TMDs.

CONCLUSION

The prevalence of multi-site bodily pain was high in young people from CHCs irrespective of the painful TMDs' presence of painful TMDs. Enhancing environmental mastery and relieving depression/anxiety may help manage TMD pain.

DC/TMD Axis I diagnostic subtypes in TMD patients from Confucian heritage cultures: a stratified reporting framework

OBJECTIVES

This study proposed a conceptual framework for reporting Diagnostic Criteria for Temporomandibular Disorders (DC/TMD) Axis I conditions and investigated the prevalence of TMD subtypes/categories in patients from Confucian heritage cultures. Variances in gender, age, and TMD chronicity between Chinese (CN) and Korean (KR) patients were also explored.

MATERIALS AND METHODS

Subjects were recruited from consecutive patients seeking care at two University-based centers in Beijing and Seoul. Eligible patients completed a demographic survey as well as the DC/TMD Symptom Questionnaire and were clinically examined according to the DC/TMD methodology. Axis I diagnoses were subsequently rendered with the DC/TMD algorithms and documented using the stratified reporting framework. Statistical evaluations were performed with chi-square, Mann-Whitney U tests, and logistic regression analysis (α = 0.05).

RESULTS

Data of 2008 TMD patients (mean age 34.8 ± 16.2 years) were appraised. Substantial differences in female-to-male ratio (CN > KR), age (KR > CN), and TMD duration (KR > CN) were observed. Ranked frequencies of the most common Axis I diagnoses were: CN - disc displacements (69.7%) > arthralgia (39.9%) > degenerative joint disease (36.7%); KR - disc displacements (81.0%) > myalgia (60.2%) > arthralgia (56.1%). Concerning TMD categories, notable differences in the prevalence of intra-articular (CN 55.1% > KR 15.4%) and combined (KR 71.8% > CN 33.4%) TMDs were discerned.

CONCLUSIONS

Though culturally similar, the two countries require disparate TMD care planning/prioritization. While TMJ disorders in children/adolescents and young adults should be emphasized in China, the focus in Korea would be on TMD pain in young and middle-aged adults.

CLINICAL RELEVANCE

Besides culture, other variables including socioeconomic, environmental, and psychosocial factors can influence the clinical presentation of TMDs. Chinese and Korean TMD patients exhibited significantly more intra-articular and combined TMDs respectively.

Latent Regression Analysis Considering Student, Teacher, and Parent Variables and Their Relationship with Academic Performance in Primary School Students in Chile

Academic performance in primary students is fundamental to future school success; however, simultaneous analysis of different key individual, family, and teaching factors must be considered to improve understanding and benefit the development of students' potential. This article presents a latent regression analysis model that examines the relationship between the latent variables (self-efficacy, interest in reading, bullying, parental expectations, and discrimination/exclusion, and teacher violence/aggression) and the academic performance of first-cycle primary students. The model investigates the impact of the latent variables on the standardized endogenous variables of SIMCE Mathematics and Language test scores using a quantitative, non-experimental, correlational, and cross-sectional design. The study involved 70,778 students (53.4% female), with an average age of 9.5 years (SD = 0.6), from Chilean public (33.6%) and subsidized (66.4%) schools. The results indicate that the model accounted for 49.8% and 47.7% of the mean variability in SIMCE Mathematics and Language test scores, respectively. The goodness-of-fit indices demonstrated satisfactory fits for both models. In both tests, student self-efficacy emerged as the most significant factor explaining test score variability, followed by parental expectations. Bullying was identified as a relevant factor in reducing mean performance on both tests. The findings suggest that education decision makers should address these issues to improve student outcomes.

Culture, executive functions, and academic achievement

Although it is well known that children of East Asian immigrants show higher academic achievement than native-born North American children, the social-cognitive determinants of this difference remain poorly understood. Given the importance of executive functions (EF) for academic achievement, and evidence that EF develops more quickly in East Asian compared to North American cultures, it is conceivable that differences in academic achievement might be rooted in EF differences between these groups. We examine this possibility by reviewing evidence of cross-cultural differences in EF development but find core concepts and findings limited in several key respects. To address these limitations, we propose a framework for relating EF, culture, and academic achievement that draws on new theoretical ideas about the nature of EF and its relation to social context. We conclude by discussing avenues for future research on the relations between culture, executive functions, and academic achievement.

Peer network in math anxiety: A longitudinal social network approach

Regardless of age, math anxiety (i.e., adverse affective reactions in situations involving math) is associated with lower math achievement. Previous studies have investigated the role of adult figures (e.g., parents, teachers) in the development of children's math anxiety. However, given the importance of peer relationships during adolescence, we examined friendship selection and social influence on children's math anxiety using longitudinal peer network analyses. Throughout the academic semester, we found that children became more similar to their peers in math anxiety levels but did not form new peer networks based on their levels of math anxiety. These findings highlight the importance of peers' emotional reactions to math, which could influence future academic achievement and career aspirations considerably.

Academic resilience and test anxiety: The moderating role of achievement goals

The present study examined the associations of academic resilience and achievement goals with test anxiety, and the moderating role of achievement goals in the relation between academic resilience and test anxiety among 1632 secondary one students from eight secondary schools in Singapore. Results showed that students who reported lower levels of academic resilience also reported higher levels of cognitive test anxiety, and those who reported higher levels of avoidance-goal endorsement reported higher levels of cognitive test anxiety. Importantly, the relationship between academic resilience and test anxiety was moderated by avoidance-based goals endorsement level. Specifically, this relationship was stronger for those who endorsed higher levels of avoidance-based goals. Approach-based achievement goals did not significantly interact with academic resilience to influence test anxiety. Implications of the findings are discussed.

A cross-cultural investigation of people’s intuitive beliefs about the origins of cognition

Nature vs. nurture is an enduring theme of studies of the mind. Past studies on American children and adults have revealed a preference for thinking that even fundamental cognitive abilities documented in human infants and non-human species are late-emerging and reliant on learning and nurture. However, little is known about the generalizability of this “intuitive empiricist” belief and what factors may help explain it. Adult participants (N = 600) reported their beliefs about the emergence of several fundamental cognitive abilities demonstrated by preverbal infants. Studies 1A-1C showed that adults from both Japan and the US similarly estimated an older age of onset for cognitive abilities in human children as compared to the findings of cognitive science and consistently attributed acquisition of these abilities to learning rather than innateness in humans, and they made these learning attributions more so for humans than for non-human species. Study 2 showed that participants’ beliefs about biological evolution versus creationism were related to their age onset estimates for fundamental cognitive abilities, and their beliefs about the malleability of intelligence were related to participants’ explanations of the origin of fundamental cognitive abilities. These findings suggest generalizable preferences for nurture over nature across both Eastern and Western cultures (Japan and the United States), which may be related to people’s beliefs about human origins and the power of learning.

Effects of Culture on the Balance Between Mathematics Achievement and Subjective Wellbeing

Previous studies suggested that culture have impact on students' mathematics achievement and subjective wellbeing, but few investigated the effects of culture on the balance between them. Drawing on Hofstede's cultural dimensions theory, this study investigated the effects of culture on balance between students' mathematics achievement and subjective wellbeing. Results showed the significant effects of cultural dimensions of long-term orientation vs. short-term orientation and indulgence vs. restraint. Students from countries of high long-term orientation and low indulgence culture were more likely to get both high mathematics achievement and high SWB. Besides, wealth-related variables (family SES and GDP per capita) and gender were also found to influence the odds ratio of balance. The findings confirmed the effects of national culture on the balance between mathematics achievement and SWB. Based on the findings, this study discussed the effects of long-term orientation and restraint culture and Confucian heritage culture's potential benefit. The results indicate that mathematics educators should consider cultural differences in educational practice and stress the importance and meaning of mathematics learning.

University Staff's Perceptions of Community College Transfer Students' Transition Experiences Within a "2+2" Pathway in an Asian Educational Context

Various countries have alternative pathway policies for 2-year community college graduates to articulate to 2-year university study, forming a "2+2" pathway. However, few studies have explored university staff members' perceptions of this "2+2" transfer pathway and their understanding of transfer students' (TSs) transition experiences. This descriptive qualitative study addressed this research gap. Forty-two academic and supporting staff participated in the focus group interviews. Specifically, the study explored the assets and challenges of the "2+2" pathway from the university staff perspective in Hong Kong. The articulation pathway and TSs are highly recognized for their prior learning, academic performances, and the value of the second chance. However, while the university staff were sympathetic to the challenges filling these transfer pathways, their offering of help was limited by government funding and policies restrictions. It is recommended that policies should be established at government and university levels to recognize and tackle TSs' unique needs to alleviate their heavy workloads through better articulation between community college and university studies. Improving articulation will allow TSs time for social involvement in university life and thus enhance their mental well-being.

The Use of Task Shifting to Improve Treatment Engagement in an Internet-Based Mindfulness Intervention Among Chinese University Students: Randomized Controlled Trial

BACKGROUND

Traditional in-person psychotherapies are incapable of addressing global mental health needs. Use of computer-based interventions is one promising solution for closing the gap between the amount of global mental health treatment needed and received.

OBJECTIVE

Although many meta-analyses have provided evidence supporting the efficacy of self-guided, computer-based interventions, most report low rates of treatment engagement (eg, high attrition and low adherence). The aim of this study is to investigate the efficacy of an adjunctive treatment component that uses task shifting, wherein mental health care is provided by nonspecialist peer counselors to enhance engagement in an internet-based, self-directed, evidence-based mindfulness intervention among Chinese university students.

METHODS

From 3 universities across China, 54 students who reported at least mild stress, anxiety, or depression were randomly assigned to a 4-week internet-based mindfulness intervention (MIND) or to the intervention plus peer counselor support (MIND+), respectively. Be Mindful delivers all the elements of mindfulness-based cognitive therapy in an internet-based, 4-week course. Participants completed daily monitoring of mindfulness practice and mood, as well as baseline and posttreatment self-reported levels of depression, anxiety, stress, and trait mindfulness. We screened 56 volunteer peer counselor candidates who had no former training in the delivery of mental health services. Of these, 10 were invited to participate in a day-long training, and 4 were selected. Peer counselors were instructed to provide 6 brief (15-20 minute) sessions each week, to help encouraging participants to complete the internet-based intervention. Peer counselors received weekly web-based group supervision.

RESULTS

For both conditions, participation in the internet-based intervention was associated with significant improvements in mindfulness and mental health outcomes. The pre-post effect sizes (Cohen d) for mindfulness, depression, anxiety, and stress were 0.55, 0.95, 0.89, and 1.13, respectively. Participants assigned to the MIND+ (vs MIND) condition demonstrated significantly less attrition and more adherence, as indicated by a greater likelihood of completing posttreatment assessments (16/27, 59% vs 7/27, 26%; χ²₁=6.1; P=.01) and a higher percentage of course completion (72.6/100, 72.6% vs 50.7/100, 50.7%; t₅₂=2.10; P=.04), respectively. No significant between-group differences in daily frequency and duration of mindfulness practice were observed. Multilevel logistic growth models showed that MIND+ participants reported significantly greater pre-post improvements in daily stress ratings (interaction estimate 0.39, SE 0.18; t₃₁₇=2.29; P=.02) and depression (interaction estimate 0.38, SE 0.16; t₃₃₀=2.37; P=.02) than those in the MIND condition.

CONCLUSIONS

This study provides new insights into effective ways of leveraging technology and task shifting to implement large-scale mental health initiatives that are financially feasible, easily transportable, and quickly scalable in low-resource settings. The findings suggest that volunteer peer counselors receiving low-cost, low-intensity training and supervision may significantly improve participants' indices of treatment engagement and mental health outcomes in an internet-based mindfulness intervention among Chinese university students.

Sleep trajectories from early adolescence to emerging adulthood: Evidence from a nine-year population-based study

INTRODUCTION

Adolescence to emerging adulthood is a developmental period when individuals experience substantial biological changes and social transitions. In East Asian societies, this period is also marked by high pressure around college entrance exams. However, little is known about how young people's sleep changes over time, or how it is impacted by social institutions in the cultural context. This study fills this gap in the literature by examining sleep trajectories from adolescence to emerging adulthood using a population-based, longitudinal sample from Taiwan.

METHODS

Multilevel models were applied to longitudinal data from the Taiwan Youth Project (N = 1,489) to estimate sleep trajectories from age 14 to 22 for total time in bed, bedtime, and wake-up time by gender and by educational pathway, controlling for family background.

RESULTS

Analysis revealed that Taiwanese youth sleep less as adolescents than as emerging adults. Gender differences exist in adolescents' sleep trajectories but narrow after age 18. Differences in weekday and weekend time in bed vary by gender and change as individuals emerge into adulthood. Finally, college attendees and high school only attendees display differences in sleep that begin in high school and continue through college.

CONCLUSIONS

The findings provide evidence of developmental changes in sleep from adolescence to emerging adulthood and demonstrate that sleep trajectories are gendered and socially patterned. The study is also one of the first to examine the sleep trajectories of East Asian youth and, as such, sheds light on the role of educational and cultural context as an influential factor.

Relationships between test anxiety and metacognition in Chinese young adults with and without specific learning disabilities

The influence of test anxiety on academic difficulties has been investigated in typically developing students, but the mechanism underlying the influence remains unclear, especially for those with specific learning disabilities (SpLDs). This study examined the role of metacognition in the relationship between test anxiety and literacy difficulties among Chinese typically developing adolescents as well as those who have been identified as having an SpLD and significant literacy difficulties (i.e., typically functioning SpLD) and without significant literacy difficulties (i.e., high-functioning SpLD) in Taiwan. A total of 238 first-year undergraduate students were recruited from eleven universities in South Taiwan. Among 238 students, 105 were identified to have SpLDs, and 133 were typically developing students. These students were asked to complete questionnaires on demographics, test anxiety, metacognition, and literacy difficulties (i.e., reading and writing). Structural equation modeling analyses showed that test anxiety among Chinese adolescents was linked to literacy difficulties but that only high-functioning and typically functioning students with SpLDs experienced a direct effect (without mediation by other factors). For those without SpLDs, the influence of test anxiety on literacy difficulties was not direct but significantly mediated by metacognition. Various components of these students' metacognition had mediating effects on different literacy difficulties. Test anxiety might influence the reading and writing difficulties of typically developing adolescents and those with typically functioning and high-functioning SpLDs through different mechanisms. Moreover, teachers at the university level are encouraged to consider students' test anxiety and metacognition when preparing their teaching materials.

Associations of time spent on homework or studying with nocturnal sleep behavior and depression symptoms in adolescents from Singapore

OBJECTIVE

To investigate associations of adolescents' time spent on homework/studying with nocturnal time for sleep and depression symptoms, in a competitive academic environment.

DESIGN

Cross-sectional, anonymous survey of sleep habits, school life, and health-related measures.

SETTING

Eight schools in Singapore.

PARTICIPANTS

Total 1225 adolescents aged 13-19 years.

MEASUREMENTS

Self-reported sleep behavior and time use data were collected separately for school days and weekends. Multiple regression models were used to test covariation of time spent on homework/studying with other activities, and associations of homework/studying duration with depression symptoms.

RESULTS

Time in bed for sleep and media use were inversely related with homework/studying duration on both school days and weekends, adjusting for time spent on other activities and demographic variables. Face-to-face family time and hanging out with friends were also reciprocally related with homework/studying duration on weekends. Depression scores were higher in adolescents who spent long hours on homework/studying. On school days, this was mediated by reduced time in bed for sleep. On weekends, homework/studying duration associated with depression symptoms, adjusting for time in bed and other covariates. Adolescents who spent ≥5 hours on homework/studying per day on weekends had greater symptoms of anhedonia and anxiety.

CONCLUSIONS

In a competitive academic setting, adolescents who spent more time on homework/studying spent less time on sleep, media use, and social activities. Independent of effects on sleep, long hours on homework/studying on weekends may be a risk factor for depression. Reducing adolescents' workload outside of class may benefit their sleep, schoolwork-life balance, and mental well-being.

A Comparative, Multi-national Analysis of the Quality of Life and Learning Factors of Medical and Non-medical Undergraduate Students

OBJECTIVE

This study compares data from two medical student cohorts early in their training from New Zealand and Hong Kong and then makes further comparisons with a non-medical group.

METHODS

Questionnaires obtained information regarding educational site (universities situated in New Zealand, Hong Kong, and USA), gender, age, motivational beliefs, quality of life, and competitiveness. The study was split into two phases. The first phase focused on measuring and comparing the learning and wellbeing variables of two medical student cohorts. The second phase focussed on making further comparisons with non-medical student groups.

RESULTS

Responses were elicited from 353 students in medically oriented courses and 688 students with a non-medical orientation. For phase 1, the results indicated differences between the two medical student groups on measures of self-efficacy, intrinsic value, enjoyment of competition, and physical quality of life. For phase 2, differences between the medical and non-medical student groups were noted for self-efficacy, intrinsic value, enjoyment of competition, contentiousness, and physical and social quality of life.

CONCLUSIONS

The results provide insights into medical and non-medical students' learning and wellbeing experiences from multi-national, multi-discipline perspectives. The results suggest that wellbeing issues of students are likely context-specific and moderated by region, curriculum, gender, and culture.

Sustained benefits of delaying school start time on adolescent sleep and well-being

Study Objectives

To investigate the short- and longer-term impact of a 45-min delay in school start time on sleep and well-being of adolescents.

Methods

The sample consisted of 375 students in grades 7–10 (mean age ± SD: 14.6 ± 1.15 years) from an all-girls’ secondary school in Singapore that delayed its start time from 07:30 to 08:15. Self-reports of sleep timing, sleepiness, and well-being (depressive symptoms and mood) were obtained at baseline prior to the delay, and at approximately 1 and 9 months after the delay. Total sleep time (TST) was evaluated via actigraphy.

Results

After 1 month, bedtimes on school nights were delayed by 9.0 min, while rise times were delayed by 31.6 min, resulting in an increase in time in bed (TIB) of 23.2 min. After 9 months, the increase in TIB was sustained, and TST increased by 10.0 min relative to baseline. Participants also reported lower levels of subjective sleepiness and improvement in well-being at both follow-ups. Notably, greater increase in sleep duration on school nights was associated with greater improvement in alertness and well-being.

Conclusions

Delaying school start time can result in sustained benefits on sleep duration, daytime alertness, and mental well-being even within a culture where trading sleep for academic success is widespread.

A Framework for Studying the Heterogeneity of Risk Factors in Math Anxiety

Math anxiety is a prevalent disorder which affects many people worldwide. Here, we draw together ample evidence to suggest a dynamic developmental bio-psycho-social model. The model highlights the complex pathways towards the development of math anxiety, with a focus on dynamism. That is, math anxiety is viewed here as a dynamic interplay between environmental (parenting style, as well as social style including teachers' attitude, instruction strategies and wider social effects) and intrinsic factors (i.e., neuro-cognitive and genetic predispositions, including brain malfunctions, heritability, predisposition towards general anxiety) and basic numerical cognition and affective factors. The model predicts that the dynamic interplay between these factors can either prevent or promote math anxiety's effects on the development of heterogeneous symptoms. Considering the universal nature of math anxiety, a systematic description of the vulnerability factors that contribute to the development of math anxiety is vital. Such information may be of particular value in informing the design of preventive interventions as well as of specific intervention tools.

Scale development: Chinese Irrational Beliefs and Rational Attitude Scale

University study has been considered to be one of the most stressful periods in a person's life. University students may have irrational beliefs that could play a significant role in causing emotional disturbance. Nevertheless, a suitable instrument for measuring irrational beliefs in college students in Chinese society has been lacking. The aim of this study was to construct a culturally relevant scale for measuring irrational beliefs among university students in the Hong Kong Chinese context. The construction of the Chinese Irrational Beliefs and Rational Attitude Scale (CIBRAS) for university students was based on (1) literature review and expert panel review for evaluation on content validity, (2) a pilot test of 200 local Hong Kong university students to determine the scale's psychometric properties and probe the exploratory factor analysis, and (3) confirmatory factor analysis to test for construct validity of the CIBRAS (conducted with a further 655 local Hong Kong university students). The results showed that the five-factor 19-item CIBRAS has good psychometric properties, including good internal consistency (Cronbach's alphas ranging from .64 to .80), content validity (content validity index = .96 for relevance, .94 for clarity, and .94 for representativeness), construct validity (explaining 60.1% of the total variance), and adequate fit indices (normed chi-square = 2.8, comparative fit index = .94, normal fit index = .93, non-normed fit index = .93, incremental fit index = .94, root-mean-square error of approximation = .077, and standardized root-mean residual = .074). The limitations and implications of the study were discussed.

The Big-Fish-Little-Pond Effect on Academic Self-Concept: A Meta-Analysis

The Big-fish-little-Pond effect is well acknowledged as the negative effect of class/school average achievement on student academic self-concept, which profoundly impacts student academic performance and mental development. Although a few studies have been done with regard to this effect, inconsistence exists in the effect size with little success in finding moderators. Here, we present a meta-analysis to synthesize related literatures to reach a summary conclusion on the BFLPE. Furthermore, student age, comparison target, academic self-concept domain, student location, sample size, and publication year were examined as potential moderators. Thirty-three studies with fifty-six effect sizes (total N = 1,276,838) were finally included. The random effects model led to a mean of the BFLPE at β = −0.28 (p < 0.001). Moreover, moderator analyses revealed that the Big-Fish-Little-Pond effect is an age-based process and an intercultural phenomenon, which is stronger among high school students, in Asia and when verbal self-concept is considered. This meta-analysis is the first quantitative systematic overview of BFLPE, whose results are valuable to the understanding of BFLPE and reveal the necessity for educators from all countries to learn about operative means to help students avoid the potential negative effect. Future research expectations are offered subsequently.

Cultural differences in attitude toward and effects of self-doubt

It has been argued that the high achievement of Confucian Asian students is at the cost of their psychological well-being, since high self-doubt consistently accompanies their high achievement. However, other researchers cautioned that the attitude toward self-doubt could be different in Asian versus Western cultures. This study examined the debate with a survey of both American and Chinese college students that measured level of self-doubt, attitude toward self-doubt, beliefs about ability, and psychological well-being outcomes. As hypothesized, Chinese students showed a more positive attitude toward self-doubt than American students, despite having higher level of self-doubt. Furthermore, self-doubt engendered less negative consequences on Chinese students' psychological well-being, relative to American students. Implications for theories and research on cultural differences in the effects of self-constructs are discussed.

Advancing a cross-cultural narrative approach to career counselling: The case of Vietnam

The purpose of this paper is to advance the concept of narrative approaches to career counselling from a cross-cultural perspective by investigating the case of Vietnam. It offers an account of the sociocultural context of Vietnam as it shifts from its traditional Confucian and communist values to a modern globally integrated market economy. Current approaches to career counselling in Vietnam for students in secondary and tertiary education are outdated and so fail to respond to the challenges that this shift is creating. It is argued that narrative career counselling has the potential to reconcile the tension between the need for flexibility and self-direction in work and career in a society that continues to be heavily influenced by Confucian ethics and collective notions of the self. The paper concludes with a call for future research on the practice of narrative career counselling cross-culturally to test its suitability.

Latent profile analysis of students' motivation and outcomes in mathematics: an organismic integration theory perspective

The purpose of the current study was to identify the motivation profiles at the intraindividual level using a latent profile analyses (LPA) approach. A total of 1151 secondary school students aged 13 to 17 years old from Singapore took part in the study. Using LPA, four distinct motivational profiles were identified based on four motivation regulations. Profile 1 has very low introjected and low autonomous motivation (6% of sample). Profile 2 had high external and identified regulations and very low intrinsic regulation (10%). Profile 3 consisted of students with high identified and intrinsic regulations (51%). Profile 4 had moderately low identified and intrinsic regulations (33%). The results showed that the four profiles differed significantly in terms of effort, competence, value, and time spent on math beyond homework. The best profile (Profile 3) reported highest scores in effort, value, competence and time spent on Math beyond homework. The worst profile (Profile 1) reported lowest scores in all the four outcome variables.

Prevalence of Suicidal Ideation and Its Association with Positive Affect in Working Women: A Day Reconstruction Study

The suicide rate for females in China is the second highest worldwide, and China is the only country in the world in which the rate of suicides is higher for women than men. Affective instability has been shown to be a strong predictor of suicidal ideation, particularly among women. However, prior research has mainly focused on the impact of women's negative affect on suicidal ideation, ignoring the influence of positive affect on suicidal ideation. Studies have revealed that hopelessness, which is 1.3 times more important than depression for explaining suicidal ideation, is driven more by low levels of positive affect than by high levels of negative affect. Although positive affect has also been found to be related to suicidal ideation, and it demonstrates independent, beneficial effects on mental health, much remains to be learned about the association between positive affective instability and suicidal ideation. Therefore, we investigated the prevalence of suicidal ideation among Chinese working women and explored the differences between working women with and without suicidal ideation in the intensity and daily variability of positive affect. A total of 222 young working women of ages 22–36 years (M = 27.64, SD = 3.73) were recruited from a free weekend psychology lecture. The women subsequently completed a daily diary Day Reconstruction Method (DRM) as well as a suicidal ideation questionnaire. We used hierarchical linear modeling (HLM) to analyze the data, and the results showed that: (1) 10.81% of participates reported suicidal ideation, the intensity of positive affect (happiness, warmth/friendliness, interest and relaxation/calmness) was significantly lower for women with suicidal ideation compared to women without suicidal ideation; (2) differing diurnal patterns of positive emotions were observed between women with and without suicidal ideation; women with suicidal ideation demonstrated a significantly lower trend of growth and a higher volatility in happiness, warmth/friendliness, relaxation/calmness. Given that lower intensity of positive affect and greater affective instability significantly predicted suicidal ideation in Chinese women, researchers should pay more attention to the role of positive affect in female suicide prevention research and intervention efforts in the future.

The Math Anxiety-Performance Link

Demand for science, technology, engineering, and mathematics (STEM) professionals is on the rise worldwide. To effectively meet this demand, many governments and private organizations have revamped STEM education and promoted training to enhance math and science skills among students and workers. Education and training programs typically focus on increasing individuals’ math and science knowledge. However, data from laboratory studies and large-scale international assessments suggest that fear or apprehension about math, math anxiety, should also be considered when trying to increase math achievement and, in turn, STEM career success. This article reviews findings that shed light on antecedents of math anxiety, the bidirectional math anxiety-performance relation, underlying mechanisms, and promising routes to mitigating the negative relation between math anxiety and math performance.

Socio-motivational moderators-two sides of the same coin? Testing the potential buffering role of socio-motivational relationships on achievement drive and test anxiety among German and Canadian secondary school students

The current cross-national study investigates the potential buffering role of socio-motivational relationships for the association of achievement drive (AD) and test anxiety (TX) in secondary school students from Canada and Germany. One thousand and eighty-eight students (54% girls, M age = 13.71, SD = 0.53, age span 12-15 years) from the state of Brandenburg and 389 students from Quebéc (55.9% girls, M age = 13.43, SD = 0.82, age span 12-16 years) were asked about their socio-motivational relationships with their teachers and peers, their drive for achievement, and TX. Multigroup latent moderated structural equations were conducted to test for the moderator role of socio-motivational relationships that would buffer feelings of TX related to the drive for achievement. The analyses revealed the two-sided role socio-motivational relationships can have for students with different levels of AD; intensifying or mitigating feelings of TX. Thereby, the results of this study extend the buffering hypothesis by Cohen and Wills (1985). Cross-national differences between Canada and Germany were found concerning the studied moderators on the association of AD and TX: While for German students teacher-student relationships acted as moderator, for Canadian students student-student relationships and teachers acting as positive motivators displayed a moderator role.

Overconfidence Across World Regions

In this article, nine world regions (based on samples from 33 nations) are compared in their performance on a cognitive ability test and confidence ratings obtained from the items of the same test. Our results indicate that differences between the world regions are greater on cognitive ability than they are on confidence ratings. Consequently, overconfidence—that is, the degree to which people overestimate their performance on cognitive tasks—is pronounced within the world regions that have lower scores on measures of cognitive ability. A less pronounced overconfidence is also present among the high-achieving world regions. Our findings support a cognitive hypothesis according to which individuals suffer from illusory superiority if the task is difficult. Thus, a commonly observed overconfidence can be seen as a self-deceiving, probably unconscious, mechanism that cushions a person (and countries) from experiencing negative feelings due to cognitive failures.

Predicting Science Achievement in India

We examined the role of self-reported effort in predicting chemistry and physics achievement after controlling for prior achievement, gender, and mathematics/science self-efficacy and interest. The data were collected from two Asian Indian high school samples. Self-reported effort was hypothesized to be the most salient predictor of achievement, given its important role in the Asian Indian culture. Based on prior findings, it was also hypothesized that gender would moderate the effect of interest on achievement. Both hypotheses were supported. After other key variables were controlled (prior achievement, gender, and mathematics/science self-efficacy and interest), self-reported effort was a significant predictor of both chemistry achievement and physics achievement. Moreover, gender did moderate the relation of interest and achievement. Boys who were more interested in physics and chemistry achieved higher scores, but girls’ level of interest did not correlate with their achievement.