Direct and interactive effects of perceived teacher-student relationship and grit on student wellbeing among stay-behind early adolescents in urban China

Profiles of interpersonal relationship qualities and trajectories of internalizing problems among Chinese adolescents

Adolescence is a significant period for the formation of relationship networks and the development of internalizing problems. With a sample of Chinese adolescents (N = 3,834, 52.01% girls, Mage = 16.68 at Wave 1), the present study aimed to identify the configuration of adolescents' relationship qualities from four important domains (i.e., relationship quality with mother, father, peers, and teachers) and how distinct profiles were associated with the development of internalizing problems (indicated by depressive and anxiety symptoms) across high school years. Latent profile analysis identified a five-profile configuration with four convergent profiles (i.e., relationship qualities with others were generally good or bad) and one "Father estrangement" profile (i.e., the relationship quality with others were relatively good but that with father was particularly poor). Further conditional latent growth curve analysis indicated the "Father estrangement" profile was especially vulnerable to an increase in the internalizing problems as compared with other relationship profiles. This study contributes to understanding the characteristics of interpersonal relationship qualities and their influences on adolescent internalizing problems in a non-Western context. Results were further discussed from a culturally specific perspective.

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.

Chinese EFL learners' empowerment: does teacher care and confirmation matter?

Introduction

Inspired by the rhetorical/relational goal theory, the current inquiry evaluated the role of two teacher relational behaviors, namely care and confirmation, in predicting Chinese EFL learners' empowerment.

Methods

To do this, we administered three closed-ended scales to 391 Chinese students who studying English as a foreign language in various educational institutions in China. Students' attitudes toward the interplay between teacher care, teacher confirmation, and learner empowerment were statistically analyzed using IBM SPSS Amos software.

Results

The results uncovered that teacher confirmation and teacher care serve an essential role in improving Chinese EFL learners' empowerment. This indicates that EFL learners' empowerment strictly depends on the relational behaviors that teachers employ in instructional-learning contexts.

Discussion

The study outcomes may have some theoretical and practical implications for L2 researchers, language teachers, and teacher trainers.

Exploring the relationship between teacher growth mindset, grit, mindfulness, and EFL teachers' well-being

Introduction

This study examines the relationship between teacher growth mindset, mindfulness, grit, and teacher well-being, with a particular emphasis on the mediating role of grit.

Methods

The study involved 547 Chinese EFL teachers as participants. Data collection utilized validated measures of growth mindset, mindfulness, grit, and occupational well-being. Structural equation modeling was employed to analyze the data and investigate the proposed relationships.

Results

The findings reveal several important relationships. Firstly, both teacher growth mindset and teacher grit exhibit a direct positive influence on teacher well-being. Secondly, teacher grit acts as a mediator in the connection between teacher mindfulness and teacher occupational well-being. This suggests that the positive impact of mindfulness on well-being is, in part, explained by the presence of grit.

Discussion

These findings significantly contribute to our comprehension of the factors influencing teacher well-being. They underscore the importance of cultivating growth mindset, mindfulness, and grit in educational contexts. Moreover, the implications of these findings for teacher training and support programs are discussed.

Callous-unemotional traits and externalizing problem behaviors in left-behind preschool children: the role of emotional lability/negativity and positive teacher-child relationship

BACKGROUND

Callous-unemotional traits and emotional lability/negativity of young children have been regarded as the markers of externalizing problem behaviors. Based on the sensitivity to threat and affiliative reward model and the general aggression model, emotional lability/negativity may act as a mediator in the relationship between callous-unemotional traits and externalizing problem behaviors. Additionally, a positive teacher-child relationship could act as a buffer given the parental absence in left-behind children. However, these links remain unexplored in left-behind preschool children. Therefore, this study explored the link between callous-unemotional traits of left-behind preschool children and externalizing problem behaviors, as well as the mediating role of emotional lability/negativity and the moderating role of a positive teacher-child relationship.

METHOD

Data were collected on 525 left-behind children aged 3 to 6 years from rural kindergartens in China. Preschool teachers reported all data through an online survey platform. Moderated mediation analysis was performed to examine whether the mediated relation between callous-unemotional traits and externalizing problem behaviors was moderated by a positive teacher-child relationship.

RESULTS

The results showed callous-unemotional traits significantly predicted externalizing problem behaviors and lability/negativity acted as a mediator, while a positive teacher-child relationship acted as a protective factor in moderating the relationship between callous-unemotional traits and emotional lability/negativity. This study identified a moderated mediation effect among the four variables in left-behind preschool children in China.

CONCLUSION

The findings provide support for the advancement of theoretical foundations, and provide an avenue for further exploration to support the mental health and overall development of left-behind children during early childhood.

Psychometric assessment of the Grit Scale: Evidence from US and Chinese samples

To further understand the validity and generalizability of grit, this research investigated the psychometric properties of the Grit Scale in both individualistic (i.e., the US) and collectivistic (i.e., the Chinese) populations. Moreover, this research broadened the contributions of grit to vocational outcomes and showed that grit might be essential to success in other life domains beyond the academic context. Specifically, this cross-cultural research reported two studies that examined the conceptualization of grit proposed by Duckworth et al. (2007) and the concurrent validity of grit to vocational outcomes. Study 1 explored the factor structure of grit in a US general sample ( N = 2140) and a US college student sample ( N = 1935). Study 2 examined the factor structure of grit in a Chinese employee sample ( N = 675) and explored its concurrent validity to occupational well-being and proactive work behavior. Results showed that the bifactor model of grit scale fit best in both the US and Chinese samples. The high omega reliabilities indicated that the general grit score and its two subscales (i.e., perseverance of effort and consistency of interests) could be considered reliable. However, the multiple-group CFA measurement invariance test showed that only partial metric invariance for the perseverance of effort factor was verified across the three samples. Perseverance of effort explained more variance in vocational outcomes than the consistency of interests did among Chinese employees. The findings verified the multidimensionality of the Grit Scale and indicated that the relationships between the two facets of grit and vocational outcomes should be separately investigated.

Causal explanation of academic enthusiasm based on the interaction of teachers and English language learners: Self-regulation, academic hope, and academic engagement among English language learners

Introduction

The present research investigates the causal explanation of academic enthusiasm based on the interaction between teachers and English learners: self-regulation, academic hope, and academic engagement among English language learners.

Methods

The implementation method of this descriptive research and research design was structural equation correlation. The research's statistical population included intermediate Zanjan city learners (50,977 people) who were studying in the academic year 2021-2022. This research used multi-stage cluster random sampling to test the proposed model. The following questionnaires were used to collect data: Academic enthusiasm (Fredericks et al.); Teacher-student interaction questionnaire (Moray and Zurich); Academic hope questionnaire (Khormai and Kameri); Self-Regulation Questionnaire (Bouffard) and academic engagement (Zarang). Lisrel software was used for data analysis and evaluation of the proposed model using structural equation modeling.

Results

The results of the present study showed that teacher-student interaction, academic self-regulation, academic engagement, and academic hope are related to students' academic enthusiasm. The results of the present study also support the role of mediators of academic self-regulation, academic engagement, and academic hope in the causal relationships between teacher-student interaction and academic enthusiasm.

Discussion

Based on this, it can be concluded that with the improvement of teacher-student interaction, the level of academic self-regulation, academic engagement, and academic hope of students increases, and these factors together increase their academic enthusiasm. Therefore, it is suggested that to increase academic engagement, academic self-regulation, and academic hope in the students in the education system, attention should be paid to the position of the students' academic enthusiasm.

What Constitutes Student Well-Being: A Scoping Review Of Students' Perspectives

Student well-being has recently emerged as a critical educational agenda due to its wide-reaching benefits for students in performing better at school and later as adults. With the emergence of student well-being as a priority area in educational policy and practice, efforts to measure and monitor student well-being have increased, and so has the number of student well-being domains proposed. Presently, a lack of consensus exists about what domains are appropriate to investigate and understand student well-being, resulting in a fragmented body of work. This paper aims to clarify the construct of student well-being by summarising and mapping different conceptualisations, approaches used to measure, and domains that entail well-being. The search of multiple databases identified 33 studies published in academic journals between 1989 and 2020. There were four approaches to conceptualising student well-being found in the reviewed studies. They were: Hedonic, eudaimonic, integrative (i.e., combining both hedonic and eudaimonic), and others. Results identified eight overarching domains of student well-being: Positive emotion, (lack of) Negative emotion, Relationships, Engagement, Accomplishment, Purpose at school, Intrapersonal/Internal factors, and Contextual/External factors. Recommendations for further research are offered, including the need for more qualitative research on student well-being as perceived and experienced by students and for research to be conducted in a non-western context.

Validating the Chinese Version of the Academic Grit Scale in Selected Adolescents

This study evaluated the factor structure, measurement invariance, criterion-related and incremental validity of the Chinese version of the Academic Grit Scale (AGS) among 723 adolescents from mainland China. Results of exploratory and confirmatory factor analyses supported the single-factor model, exhibiting scalar invariance across gender and partial scalar invariance across groups (i.e., middle and high school students). The AGS total score showed internal consistency and temporal stability when used one month later. Moreover, academic grit was shown to be positively correlated with academic achievement, general grit, and dimensional student engagement. Academic grit also predicted academic achievement after isolating the effects of the related variables (i.e., general grit and student engagement) and overlapping components of academic grit and the related variables. Overall, the Chinese version of the AGS demonstrated adequate reliability and validity and was shown to be a useful tool for examining academic grit in Chinese adolescents.

The contribution of the flipped learning environment to value perception and controllability of classroom activities as antecedents of learners’ anxiety: A control-value approach

Students enrolled in tertiary education encounter multiple challenges, which prevent them from being proficient. One of these challenges is anxiety which is a common achievement emotion that impacts many students. Anxiety may prevent learning and may be negatively related to learning due to the negative values of classroom activities and their low controllability. As a result, obtaining more research evidence on anxiety plays an important role in allowing learners to develop the skills they need in different types of technology-based environments such as Flipped Learning (FL). With the prevalence of Internet usage, FL is gaining increasing popularity among higher education individuals. The FL approach is an important model for modifying teaching, cultivating enthusiasm, and interaction, and developing educational presentations in student-focused learning circumstances. The potential affordances of the FL environment might place learners in more positive states of control and value appraisals than the environment of conventional classes, which can lead to the removal of negative emotions such as anxiety. Given the benefits of FL and the potential affordances of its environment, the purpose of this conceptual study is to argue how the inherent affordances of the FL environment can contribute to the controllability and positive values of classroom activities reducing learners’ anxiety in light of control-value theory.

Relationship Between Growth Mindset and English Language Performance Among Chinese EFL University Students: The Mediating Roles of Grit and Foreign Language Enjoyment

There is no denying that there is ample evidence of numerous factors that influence language learners' success. Recently, there is a critical call to embrace positive psychology that is more open and appreciative of the positive influences in learning English as a foreign language (EFL). Set against this burgeoning area of study in language learning, this paper puts forward the findings of a study that aimed to examine the mediating roles of grit and foreign language enjoyment in the relationship between growth mindset and English language performance. The study employed a correlational research design involving 388 EFL students from one university in China. The data were collected through a questionnaire and an English language performance test. Using the structural equation modeling, this study found that the association between growth mindset and English language performance was partially mediated by grit and foreign language enjoyment. This indicates that students with a growth mindset tend to possess a higher level of grit as well as experience more enjoyment in learning English, which consequently can lead to students becoming more successful language learners. These findings provide significant implications for language teachers, educational material developers, and school administrators in China to embrace the affective domain postulated by positive psychology.

On the Relationship Between Student Well-Being and Academic Achievement

Abstract. Student well-being is considered as both an enabling condition for positive learning outcomes and an essential educational outcome itself. Previous studies have investigated the relationship between student well-being and academic achievement cross-sectionally, leaving unclear the direction of causality. Employing 3 waves of data spaced 1 year apart, this longitudinal study used a random intercept cross-lagged panel model (RI-CLPM) to account for between-person effects and segregate within-person effects between positive and negative dimensions of student well-being and academic achievement. Participants were 404 secondary school students in Switzerland in grades 7–9. The RI-CLPMs suggested that over 1-year time intervals students’ academic achievement may positively influence positive dimensions of student well-being (i.e., positive attitudes toward school, enjoyment in school, positive academic self-concept) within secondary school students. Negative dimensions of student well-being (i.e., worries in school, physical complaints, and social problems) were not associated with academic achievement.

The Role of Teachers' Interpersonal Behaviors in Learners' Academic Achievements

In the context of English as a foreign language classroom, affections that form between teacher and students may affect the teaching/learning process. This review aimed to investigate the related studies on the effect of teacher-learner interpersonal relationships on learners' educational performance in English as a Foreign Language (EFL) educational contexts. This review concluded that there is a significant constructive correlation between teacher-learner interpersonal relationships and learners' academic achievement. Learners are required to have some sense of belonging to improve their educational performance. Moreover, other positive emotional factors such as grit, wellbeing, self-efficacy, academic engagement, motivation, and foreign language enjoyment can mediate the association between teacher-learner interpersonal relationships and learners' academic success. The study concludes with some implications for English learners, English language teachers, and English language teacher trainers. The ideas can improve their awareness of teacher-student interpersonal relationships, including teacher stroke, rapport, and teacher immediacy and their role in improving learners' foreign language learning.

A, Neelakantan M. The role of classroom engagement on academic grit, intolerance to uncertainty and well-being among school students during the second wave of the COVID-19 pandemic in India

The forced changes and disruptions in educational systems and learning experiences due to the pandemic has impacted students' mental health and well-being. The present study aims to understand the effects of the determinants of well-being on students in India during the second wave (April to August 2021) of the COVID-19 pandemic. The determinants of well-being in this study are academic grit, intolerance to uncertainty and students' engagement in an online learning environment. In this study, well-being is characterized as students' confidence and satisfaction in an online learning and pandemic environment. The data collected from 1174 students (12-19 years) from various states, using standardized tools, were analyzed to find out about the mediating effect of students' engagement on the relationship between academic grit and well-being, and between intolerance to uncertainty and well-being. Further, the model fit analysis of the determinants of well-being is explored. The paper reports that students' classroom engagement does mediate in the path of academic grit and well-being, and in the path of intolerance to uncertainty and well-being. It also evidence the model fit of the influence of the determinants of well-being on that of school students during the second wave of the COVID-19 pandemic. The study also draws implications and suggestions for educators using the current model of students' well-being.

Hierarchical Structure of Depression Knowledge Network and Co-word Analysis of Focus Areas

Contemporarily, depression has become a common psychiatric disorder that influences people's life quality and mental state. This study presents a systematic review analysis of depression based on a hierarchical structure approach. This research provides a rich theoretical foundation for understanding the hot spots, evolutionary trends, and future related research directions and offers further guidance for practice. This investigation contributes to knowledge by combining robust methodological software for analysis, including Citespace, Ucinet, and Pajek. This paper employed the bibliometric methodology to analyze 5,000 research articles concerning depression. This current research also employed the BibExcel software to bibliometrically measure the keywords of the selected articles and further conducted a co-word matrix analysis. Additionally, Pajek software was used to conduct a co-word network analysis to obtain a co-word network diagram of depression. Further, Ucinet software was utilized to calculate K-core values, degree centrality, and mediated centrality to better present the research hotspots, sort out the current status and reveal the research characteristics in the field of depression with valuable information and support for subsequent research. This research indicates that major depressive disorder, anxiety, and mental health had a high occurrence among adolescents and the aged. This present study provides policy recommendations for the government, non-governmental organizations and other philanthropic agencies to help furnish resources for treating and controlling depression orders.

The Effect of on Educational Technology on EFL Learners' Self-Efficacy

This paper aimed at investigating the related studies on educational technology and its effect on English as a Foreign Language (EFL) learner self-efficacy. Earlier studies have proved the positive and significant relationship between learner self-efficacy and educational technology use. Investigations have revealed that improving learners’ dynamic mindsets, online interaction, self-assessment, academic knowledge, and positive affectivity can increase learner self-efficacy. Moreover, the provision of the encouraging context can help develop learners’ self-efficacy in technology-supported education. Furthermore, the study presented the implications and future directions of this line of research for different people, such as EFL teachers, teacher educators, and foreign language scholars. The ideas can improve their awareness of learner self-efficacy in technology-supported educational contexts and its role in L2 education.

Toward Technology-Based Education and English as a Foreign Language Motivation: A Review of Literature

This review examined the studies on the role of technology-based English as a foreign language (EFL) academic motivation. A significant positive correlation between academic motivation and educational technology use has been approved in related studies. However, there is a dire need for studying the effect of Mobile-Assisted Language Learning (MALL) and Computer-Assisted Language Learning (CALL) on learners' motivation. The literature showed that purposeful attractiveness, effectiveness, and usefulness of digital instruments can positively affect learner motivation. There are also some reasons for increasing learner motivation in educational technology contexts, such as learners' integration with the community, familiarising with different societies and cultures, input flooding opportunities, engagement in academic contexts, and interaction with native speakers. In the end, the paedagogical implications are expounded to promote the learners' grit and diminish anxiety for better performance. This review also provides suggestions for further research to clarify our perspective on emotional variables like motivation.

The Role of Classroom Contexts on Learners' Grit and Foreign Language Anxiety: Online vs. Traditional Learning Environment

This review aimed at exploring the related investigations on the effects of online and traditional learning contexts on English as a foreign language (EFL) learners’ grit and foreign language anxiety (FLA). Studies have verified the relationship between learners’ grit and academic performance in online learning contexts. However, there is a need for studying the effect of face-to-face learning and face-to-screen learning on learners’ grit. On the other hand, studies have shown that classroom context is a mediating variable in the relationship between grit and FLA. Furthermore, few studies have been done on the effect of traditional classroom contexts and online learning contexts on learners’ FLA. Most studies showed that online learning contexts create more FLA. There are some reasons such as ambiguity of contexts, lack of feedback, lack of opportunities for communication, type of employed applications, cognitive load, technophobia, and reduction in enthusiasm which arouse learners’ anxiety in an online learning environment. In the end, the pedagogical implications are expounded to promote the learners’ grit and diminish anxiety for better performance. This review also provides some suggestions for further research to clarify our perspective on positive and negative emotional variables.

Openness to Experience Moderates the Association of Warmth Profiles and Subjective Well-Being in Left-Behind and Non-Left-Behind Youth

Crouched in the socioecological framework, the present research compared the subjective well-being of left-behind youth with their non-left-behind peers. Furthermore, this research investigated the association of parental warmth and teacher warmth using a person-centered approach with adolescents’ subjective well-being on the whole sample, and examined its conditional processes by ascertaining the moderating role of openness to experience and left-behind status in this association. A total of 246 left-behind youth (53.6% girls; M_age = 15.77; SD = 1.50) and 492 socio-demographically matched, non-left-behind peers (55.1% girls; M_age = 15.91; SD = 1.43) was involved in this study. During school hours, these adolescents were uniformly instructed to complete a set of self-report questionnaires. The results from ANCOVA exhibited no significant differences in subjective well-being between these two groups of youth. Moreover, four warmth profiles were revealed: congruent low, congruent highest, congruent lowest, and incongruent moderate, and youth within the congruent highest profile were more likely than the other three profiles to report higher subjective well-being. Additionally, moderation analyses demonstrated that high openness was one protective factor for subjective well-being, when left-behind youth perceived the lowest levels of parental warmth and teacher warmth congruently. These findings indicate that left-behind youth may not be psychologically disadvantaged in terms of positive psychosocial outcomes, such as subjective well-being, and school activities or social initiatives emphasizing openness to experience would be essential for them to facilitate positive adaptive patterns after parental migration.

Enhancing Chinese EFL Students' Grit: The Impact of Teacher Stroke and Teacher-Student Rapport

Due to the important role that students' grit plays in the effectiveness of their success in the educational system in which they are engaged, the current study scrutinized whether some factors regarding teachers such as their stroke and rapport can affect the learners' grit in one hand and on the other hand whether these factors can predict the learners' grit or not. To this end, a group of 316 Chinese university English as a Foreign Language (EFL) learners from more than 30 cities from nine provinces of China were asked to fill out the three scales, namely, teacher stroke, student rapport, and students' grit questionnaires. The foremost findings of the study, gained through running regression, indicate that there are positive relations between these variables as they affect learners' grit and also both variables were the predictors of grit, while teacher stroke was a better predictor, uniquely clarifying 45.5% of the grit's variance and teacher-student rapport similarly showed to be a predictor of grit, distinctively clarifying 4.6% of its variance. Accordingly, based on these findings, it can be concluded that both of these factors, as instances of positive teacher interpersonal behaviors, develop learners' grit in language learning. In addition, this study can provide further implications and recommendations for language teaching team members in academic circumstances.

Passive and active suicidal ideation among left-behind children in rural China: An evaluation of intrapersonal and interpersonal vulnerability and resilience

OBJECTIVE

Although theoretical conceptualizations of suicide hold that passive and active suicidal ideation are etiologically distinct, existing research observing this distinction is modest, with most prior studies focusing exclusively on active ideation. Understanding processes associated with passive ideation is clinically important insofar as passive ideation may precede active ideation, and thus serve as an earlier intervention target prior to potential onset of suicidal behavior. We aimed to evaluate intrapersonal and interpersonal vulnerability and resilience factors for passive ideation and differentiating passive from active ideation.

METHOD

Left-behind adolescents in rural China (n = 371) were assessed for passive and active ideation, depressive symptoms, rumination, grit, peer support, and peer victimization.

RESULTS

Overall, 15.9% of the sample endorsed passive ideation without active ideation, and 17.8% endorsed active ideation. In multivariate analyses, rumination and grit differentiated left-behind children with passive ideation from those with no ideation. Depressive symptom severity predicted active ideation among adolescents with passive ideation.

CONCLUSIONS

The current findings suggest that rumination and grit may characterize passive ideation. Although passive and active ideation may differ modestly in vulnerability and resilience factors, depressive symptoms may be important to monitor among those with passive ideation and have not yet experience active ideation.

The Role of Grit on Students' Academic Success in Experiential Learning Context

Students' success as a cognitive issue in learning is prejudiced by proper learning approaches which improve their comprehension and achievement. In an attempt to scrutinize supplementary or alternate variables that envisage students' success, the researcher inspected a non-cognitive factor, namely grit, theorized as passion and perseverance due to its long-term quality, on the one hand, and its popularity among scholars in preceding decades on the other hand. Moreover, experiential learning (EL) is a momentous instructional approach used in the educational process to accelerate "do it and learn." The proposed review aims to gauge the EL approach as well as grit to regulate learners' educational success. Consequently, some pedagogical implications are presented for teachers, students, and syllabus designers.

The Role of Grit in Students' L2 Engagement in the English as a Foreign Language Classroom

Due to the rapid development of teaching and learning English as a Foreign Language (EFL), on the one hand, and the arrival of positive psychology (PP) in the process of language education, on the other hand, student engagement has been burgeoned and got a noteworthy role in the academic field. The present review attempts to investigate the relationship of grit with students’ L2 engagement, by examining both backgrounds and consequences of grit. Consequently, the effectiveness of findings for policymakers and academic experts is discussed, along with the prominence of strengthening grit in the scholastic contexts in order to cultivate character in learners and improve their prospects.

The Role of Emotional Intelligence, the Teacher-Student Relationship, and Flourishing on Academic Performance in Adolescents: A Moderated Mediation Study

Educational context has an important influence on adolescents’ development and well-being, which also affects their academic performance. Previous empirical studies highlight the importance of levels of emotional intelligence for students’ academic performance. Despite several studies having analyzed the association and underlying mechanisms linking emotional intelligence and academic performance, further research, including both personal and contextual dimensions, is necessary to better understand this relation. Therefore, the purpose of this study was to deepen the understanding of the effect of emotional intelligence has on academic performance, examining the possible mediating role of flourishing and the moderating role of the teacher-student relationship. A convenience sample of 283 adolescents (49.8% female), aged 12–18 years (M = 14.42, SD = 1.12), participated in a cross-sectional study by completing self-report questionnaires measuring emotional intelligence (Wong and Law Emotional Intelligence Scale), flourishing (Flourishing Scale), and teacher-student relationship (Inventory of Teacher-Student Relationships) and reported their grades of the previous term on four mandatory subjects in the Spanish education curriculum. Results indicated that flourishing completely mediated the path from emotional intelligence to academic performance and that teacher-student relationship was a significant moderator in this model. Thus, in adolescents with worse teacher-student relationship, the association of emotional intelligence and flourishing was stronger than in adolescents with better teacher-student relationship. In turn, flourishing was positively associated with academic performance. These results suggest that it is crucial to foster better teacher-student relationship, especially in adolescents with low emotional intelligence, and to positively impact their well-being and their academic performance.

Beyond Passion and Perseverance: Review and Future Research Initiatives on the Science of Grit

Grit, which is originally conceptualized as passion and perseverance for long-term goals, has been associated with optimal performance. Although previous meta-analytic and systematic reviews summarized how grit relates to performance outcomes, they possess considerable shortcomings, such as (a) absence of summary on the association of grit with well-being outcomes; (b) absence of discussion on social, psychological, and emotional mechanisms linking grit to well-being; and (c) lack of elaboration on how alternative models can resolve fundamental problems in the grit construct. This integrative review provides a comprehensive summary on the link of grit to performance and well-being outcomes. Importantly, it elaborates how alternative models can potentially address flaws in the existing grit theory. Future research directions are discussed on how to move forward the science of grit.

Parental Attachment and Problematic Internet Use among Chinese Adolescents: The Moderating Role of Gender and Grit

Problematic Internet use (PIU) is currently becoming a more serious public health concern, representing a deleterious effect on adolescent adaptive emotional and behavioral patterns. Given the prevalence of PIU and its deleterious impact on adolescents' optimal functioning, it is valuable to investigate the risk and protective factors of PIU. Guided by a socio-ecological framework, the current study examines the associations of paternal attachment and maternal attachment with PIU among Chinese adolescents. Furthermore, this study investigates whether adolescents' gender and grit moderate this association. A total of 2677 Chinese adolescents (56.5% girls; Mage = 15.56; SD = 1.57) was involved in this study. Adolescents were uniformly instructed to complete a battery of self-reported questionnaires. The results of linear regression analyses showed that paternal attachment and maternal attachment security were negatively related to PIU. Moreover, moderation analyses revealed that higher levels of grit buffered against boys' PIU in the context of paternal attachment security and girls' PIU in the context of paternal attachment insecurity. The current study suggests that parental attachment security plays an important role in mitigating the likelihood of Chinese adolescents' PIU. Moreover, the buffering role of grit in PIU varies by the levels of paternal attachment security, depending on the adolescents' gender.

Validating the Chinese Version of Triarchic Model of Grit Scale in Technical–Vocational College Students

The Triarchic Model of Grit Scale (TMGS), a measure that assesses individuals’ dispositions to show perseverance, passion (or consistency of interests) , and adaptability for long-term goals, had acceptable psychometric properties in Filipino student samples. However, there is scant evidence on the validity of this scale in other societies. This research explored the psychometric validity of the Chinese version of TMGS in selected technical–vocational college students in Shenzen, China. Results demonstrated that the scores from the three-factor model of grit were valid and reliable. In addition, whereas perseverance and adaptability were linked to increased life satisfaction and positive emotions, consistency was not related to such criterion variables. Further, perseverance and adaptability were associated with lower negative emotions, while consistency was linked to increased levels of undesirable emotions.

Taking critical thinking, creativity and grit online

Technology has the potential to facilitate the development of higher-order thinking skills in learning. There has been a rush towards online learning by education systems during COVID-19; this can therefore be seen as an opportunity to develop students' higher-order thinking skills. In this short report we show how critical thinking and creativity can be developed in an online context, as well as highlighting the importance of grit. We also suggest the importance of heuristic evaluation in the design of online systems to support twenty-first century learning.

A Structural Equation Model of Perceived Autonomy Support and Growth Mindset in Undergraduate Students: The Mediating Role of Sense of Coherence

Although prior research has extensively documented the correlates of growth mindset, little is known about its antecedents in undergraduate students. Guided by the self-determination theory, the current study investigated the association of perceived autonomy support (i.e., parental autonomy support and teacher autonomy support) with growth mindset and assessed whether sense of coherence mediated this association. A total of 1,030 Chinese undergraduate students (62.4% females; M _age = 20.44, SD = 1.52) aged from 18 to 25 years were involved in this study; they were asked to fill out a set of self-reported questionnaires. Results of the structural equation modeling showed that sense of coherence fully mediated the association between parental autonomy support and growth mindset and between teacher autonomy support and growth mindset. More precisely, parental autonomy support and teacher autonomy support were each positively associated with sense of coherence, which in turn was positively related to growth mindset. The current findings further confirm the beneficial effect of autonomy support on individuals' adaptive skills in a collective cultural context, suggesting that autonomy-supportive parents and teachers can contribute to undergraduate students' growth mindset through the role of sense of coherence.

Uncovering the Moderating Role of Grit and Gender in the Association between Teacher Autonomy Support and Social Competence among Chinese Undergraduate Students

Does teacher autonomy support significantly facilitate the social competence of undergraduate students in a collective cultural context? Does this study association vary by individual characteristics, such as grit and students’ gender? To answer these research questions, we examine the association between teacher autonomy support and social competence. Moreover, we ascertain whether two dimensions of grit (perseverance and consistency) and/or gender may moderate this association. A convenience sample of 1009 Chinese undergraduate students (M_age = 20.66; SD = 1.30, 47.4% female) was involved in this study, and they were asked to complete a set of self-report questionnaires online. Results of linear regression analyses revealed that (a) teacher autonomy support was positively associated with social competence, and (b) when reporting higher levels of consistency, this association was significantly positive for both males and females; by contrast, when reporting lower levels of consistency, this association was only significant for males but not for females. The current study indicates the beneficial role of teacher autonomy support in undergraduate students’ social competence in a collective cultural context. Furthermore, university-based intervention or prevention programs should focus on facilitating teacher autonomy support for all students; it is noteworthy that, for female students, enhancing consistency should also be incorporated into these programs.

The Moderating Role of Autonomy Support Profiles in the Association Between Grit and Externalizing Problem Behavior Among Family-Bereaved Adolescents

Research has consistently documented that the death of a close family member can disrupt a family’s functional equilibrium and has a deleterious effect on adolescents’ adaptation; however, little attention has been paid to behavioral adaptation of adolescents after a loss in a collective setting. Attempting to fill this research gap, the objectives of the current study are: (1) to identify autonomy support profiles based on two centered figures (parents and head teachers) and (2) to examine whether these emerging profiles may moderate the association between the two dimensions of grit (perseverance and consistency) and externalizing problem behavior in Chinese family-bereaved adolescents. A total of 763 family-bereaved adolescents aged from 13 to 18 years (60.3% girls; M_age = 15.74; SD = 1.53) were involved in the current study; they were asked to fill a battery of self-report questionnaires. A latent profile analysis revealed three autonomy support profiles: high parental autonomy support–high teacher autonomy support (HPHT; n = 598), high parental autonomy support–low teacher autonomy support (HPLT; n = 34), and low parental autonomy support–low teacher autonomy support (LPLT; n = 131). Moreover, results from linear regression analyses, after controlling for relevant bereavement variables, sociodemographics, and social desirability, showed that perseverance and consistency were negatively related to externalizing problem behavior for adolescents within the HPHL profile; nevertheless, the association between perseverance and externalizing problem behavior turned to be positive for adolescents within the HPLT profile. The current study sheds light on the variability of the association between grit and family-bereaved adolescents’ behavioral adaptation and further enriches the beneficial effect of autonomy support on adaptive functions in a collective cultural setting. The interplay between grit and autonomy support from parents and teachers has a significant influence on buffering externalizing problem behavior among family-bereaved adolescents.

The Moderating Role of Social Identity and Grit in the Association Between Parental Control and School Adjustment in Chinese Middle School Students

Although the proliferation of empirical research has documented the association between parental control and school adjustment, findings of this linkage are still inconclusive. Moreover, fewer efforts have been made to address this association in middle school students. Guided by an ecological framework, the current study aimed to integrate the conflicting findings into a coherent body of knowledge, paying particular attention to two research purposes: (a) to examine the association between parental control and three objective indicators of school adjustment (social competence, academic grades, and peer acceptance) and (b) to explore whether this association was moderated by individual characteristics of social identity and grit. A total of 120 Chinese middle school students (42.5% females) aged between 13 and 15 years old were recruited for this study, and research data were gathered from multiple sources. To be specific, students were asked to complete a set of self-report questionnaires concerning parental control, social identity, and grit. Meanwhile, school-related social competence was rated by head teachers; academic grades were obtained from school records; and peer acceptance was assessed by sociometric nominations. The results from hierarchical regression analyses showed that parental control was negatively associated with academic grades. Moreover, when reporting higher levels of social identity, parental control was negatively related to social competence and peer acceptance for those students with lower levels of grit. Our findings suggest that parental control can dampen middle school students' academic performance, and low levels of grit can magnify the detrimental effect of parental control on social competence and peer acceptance in middle school students who regard themselves as closely connected to social groups.

The Associations of Parental Harsh Discipline, Adolescents' Gender, and Grit Profiles With Aggressive Behavior Among Chinese Early Adolescents

Although the association between parental harsh discipline and aggressive behavior in adolescence has been well established, little attention has been paid to early adolescence. Moreover, the risk and protective factors (the interplay of parents' and adolescents' gender, the role of grit) in this association during this period are still less explored in the literature. Guided by a socioecological framework, the current study (more exploratory in nature) identified the grit profiles based on two dimensions (i.e., perseverance and consistency) in a sample of Chinese early adolescents; likewise, this study further investigated gender-specific patterns and the moderating role of grit profiles in the association between parental harsh discipline and aggressive behavior. A total of 1,156 Chinese early adolescents (46.5% girls) were involved in this study and completed a set of self-report questionnaires. Latent profile analysis revealed three profiles of grit: low perseverance and low consistency, high perseverance and low consistency, and high perseverance and high consistency. Moreover, linear regression analysis indicated that paternal and maternal harsh discipline were each positively associated with aggressive behavior. The positive association between paternal harsh discipline and aggressive behavior was only significant for adolescent boys with low levels of perseverance and consistency; in contrast, the positive association between maternal harsh discipline and aggressive behavior was significantly stronger for adolescent boys with high levels of perseverance and consistency. These findings suggest that parental harsh discipline presents a risk factor for aggressive behavior, especially for adolescent boys in early adolescence; such a vulnerable effect is more heightened for those with low levels of perseverance and consistency. In addition, although grit is assumed to be a positive personal attribute, maternal harsh discipline to boys in the Chinese family context may disturb their positive development pathway during early adolescence, which is highly discouraged.

Peer Attachment and Academic Procrastination in Chinese College Students: A Moderated Mediation Model of Future Time Perspective and Grit

Although prior research has considerably documented the prevalence and correlates of academic procrastination in college students, relatively little is known about the role of longer volitional processes of goal striving, such as grit, on academic procrastination; moreover, the knowledge about direct and interactive effects of social context and personal characteristic on facilitating grit, which in turn mitigate academic procrastination, are still underexplored. Given these gaps in the existing literature, the current study, more exploratory in nature, investigates a moderated mediation model of future time perspective and grit in the association between peer attachment and academic procrastination in Chinese college students. A total of 1,098 undergraduate students (43.2% girls) aged from 18 to 25 were involved in the current study, and participants were asked to fill in a battery of self-report questionnaires. Results indicated that (a) peer attachment was negatively and significantly associated with academic procrastination; (b) grit partially mediated the association between peer attachment and academic procrastination; more precisely, peer attachment was positively associated with grit, which in turn was negatively linked to academic procrastination; and (c) future time perspective moderated the association between peer attachment and grit; more specifically, for students with low levels of future time perspective, the association between peer attachment and grit turned out to be significantly negative. These findings suggest that interventions targeting the enhancement of peer attachment and grit may prevent or reduce academic procrastination, and college students who regard future orientation as pessimistic should be paid specific attention by university-based counseling services.

Peer relationship profiles in rural Chinese adolescents: Longitudinal relations with subjective well-being

Using two waves of data, this study aimed to identify the peer relationship profiles of 1295 rural Chinese adolescents based on a person-centered approach and to examine the interactions among these profiles, left-behind status, and gender in predicting subsequent subjective well-being. Latent profile analyses identified four profiles: a socially competent profile, a socially accepted profile, an isolated profile, and a rejected profile. These profiles were linked to left-behind status (i.e. both-parent migration, father-only migration, mother-only migration, and non-parent migration) and gender. Moreover, left-behind status moderated the longitudinal relations between the peer relationship profiles and subjective well-being for boys and girls.

The Psychometric Properties of the Student-Teacher Relationship Measure for Omani Grade 7-11 Students

Development and validation of a 25-item Student–Teacher Relationship Measure is described. It is a self-report measure estimating students’ perceptions of their relationship with teachers. The study was applied among adolescents in grades 7–11 in Oman. The measure was administered in Arabic. In Study 1, findings from exploratory factor analysis for 1,035 students indicated the presence of a 2-factor model (academic relation and social relation). In study 2, the confirmatory factor analysis results of 1,099 students supported study 1 results. High internal consistency was acquired. STRM was regarded as a reliable and potentially valid measure of the quality of student–teacher relationships.

Shields for Emotional Well-Being in Chinese Adolescents Who Switch Schools: The Role of Teacher Autonomy Support and Grit

Although prior research has demonstrated that switching schools poses a risk for academic and behavioral functioning among adolescents, relatively little is known about their emotional adjustment, or how it affects emotional well-being. Moreover, the cumulative effects of multiple risk and protective factors on their emotional well-being are even less covered in the existing literature. Guided by a risk and resilience ecological framework, the current study compared emotional well-being, operationalized as positive affect and negative affect, between Chinese adolescents who had switched schools and their non-switch counterparts, and examined the direct and interactive effects of teacher autonomy support and two facets of grit (i.e., perseverance and consistency) on emotional well-being in both groups. A propensity score matching analysis was used to balance the two groups in terms of sociodemographic characteristics (i.e., age, gender, and socioeconomic status). A total of 371 adolescents who had switched schools and 742 non-switch counterparts aged from 13 to 18 years were involved in this study. Results indicated that adolescents who had switched schools reported higher levels of negative affect than their non-switch counterparts. Moreover, for adolescents who had switched schools, those who possessed higher levels of perseverance had a significantly negative association between teacher autonomy support and negative affect; however, the corresponding association was independent of perseverance for their non-switch counterparts. The current findings indicate that switching schools is a disadvantage for adolescents' emotional states. However, teacher autonomy support and perseverance can protect adolescents who switch schools as critical stress-buffering factors against these negative feelings.

Empathy and Psychosocial Adjustment in Tibetan and Han Adolescents: A Person-Centered Approach

Although prior research has shown potential academic difficulties for Tibetan adolescents when coping with the mainstream Han culture, little is known about their psychosocial adjustment. Adopting a person-centered approach, the current study explores psychosocial adjustment profiles based on internalizing indicators (i.e., depression, loneliness, life satisfaction, positive affect, and negative affect) and externalizing indicators (i.e., prosocial behavior and antisocial behavior). Moreover, guided by the empathy theory, this study also examines the direct and interactive effects of empathy (affective and cognitive empathy) and ethnicity (Tibetan vs. Han adolescents) on psychosocial adjustment profiles. A total of 306 Tibetan adolescents (66.3% girls) and 321 Han adolescents (55.1% girls) were involved in this study, and participants were asked to fill in a set of self-report questionnaires. A latent profile analysis revealed five psychosocial adjustment profiles: adaptive, maladaptive, externalizing, internalizing, and moderate. Furthermore, a multiple multinomial analysis showed Han adolescents were more likely than Tibetan adolescents to be a member of adaptive and moderate profiles than of the externalizing profile. Individuals with low affective empathy and high cognitive empathy were prone to be adequate in terms of psychosocial functioning, and the effects of low affective empathy and high cognitive empathy on psychosocial functioning were highlighted in Han adolescents only.

Understanding the Relationship Between Grit and Foreign Language Performance Among Middle School Students: The Roles of Foreign Language Enjoyment and Classroom Environment

Objective

This study aims to examine the effect of grit on foreign language performance (FLP) among middle school students. A mediated moderation model was constructed to assess the mediating role of foreign language enjoyment (FLE) and the moderating role of classroom environment (CE) in the relationship between grit and FLP.

Methods

The study adopted the Grit Scale-Short Version, the Chinese Version of the FLE Scale, and the English CE Inventory to investigate 832 middle school students, and recorded the students' FLP in their final exam after 1 month. Correlation and regression analyses were used to evaluate the relationships between grit, FLE, CE, and FLP.

Results

The results indicated that grit positively affected FLP. In addition, FLE mediated the relationship between grit and FLP, and CE moderated the relationship between grit and FLE, and between grit and FLP.

Conclusion

Grit not only directly promotes the FLP of middle school students but also indirectly improves FLP by promoting FLE. In addition, the impact of grit on FLE and FLP increases in a positive CE.