Overlearning is as ineffective as underlearning? A cross-culture study from PISA 2015

How Learning Time Allocation Make Sense on Secondary School Students’ Academic Performance: A Chinese Evidence Based on PISA 2018

It is well known that the proper allocation of learning time is particularly important for promoting students’ academic performance. Based on the data from PISA 2018, this research used the method of threshold regression and quantile regression to explore the optimal length of learning time to promote the students’ academic performance. At the same time, this research also explored the heterogeneity of the effect of learning time on different academic levels of students. The results show that for four Chinese provinces and cities, including Beijing, Shanghai, Jiangsu province and Zhejiang province, students who study in rural areas and private schools usually have longer learning time than students in cities and public schools. Moreover, it is suggested that there is no significant association between school quality and students’ learning time. The average learning time of students from the four Chinese cities and provinces is obviously longer than that in OECD countries. Moreover, it is found that the impact of learning time on academic performance across subjects is inverted U-shaped, and the optimal study time can be found in the learning of mathematics, science, and reading related subjects. As for the effect of learning time, the results showed that learning time commitment is more effective for students who are academically disadvantaged. At the same time, this study found that there is a relationship between students’ excessive learning time and students’ subjective well-being and attitudes toward learning activities. The non-cognitive factors can influence students’ academic performance gradually. According to the results of this research, it is suggested that students need to balance their learning time allocation against the appropriate learning time standards. Moreover, schools should adopt different learning time allocation schemes for students at different academic achievement levels. The teachers also should uphold a more scientific design of students’ after-school homework, and teachers and parents should also focus on improving students’ learning efficiency.

Effects of Basic Psychological Needs on Resilience: A Human Agency Model

Academic resilience refers to the ability to recover and achieve high academic outcomes despite environmental adversity in the academic setting. At the same time, self-determination theory (SDT) offers a human agency model to understand individuals' autonomy to achieve in various fields. The present longitudinal study explored the factors influencing resilience from the analytical framework of SDT to investigate how basic psychological needs strengthen students' resilience. A mediation model was proposed that resilience may mediate the relationship between basic psychological needs and academic performance. The results from 450 10th grade Chinese students showed that three basic psychological needs (i.e., autonomy, competence, and relatedness) facilitate academic resilience; academic resilience thus increases subsequent academic performance after controlling for previous test scores.