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Yang YD, Zhou CL, Wang ZQ. The relationship between self-control and learning engagement among Chinese college students: the chain mediating roles of resilience and positive emotions. Front Psychol 2024; 15:1331691. [PMID: 38445063 PMCID: PMC10913274 DOI: 10.3389/fpsyg.2024.1331691] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2023] [Accepted: 01/24/2024] [Indexed: 03/07/2024] Open
Abstract
Background As the main driver of talent cultivation in colleges and universities, the learning and development level of college students is a core indicator of the quality of talent cultivation. The current status of college students' learning has always been a heavily researched topic. However, there is a lack of academic research on the potential mechanisms of self-control about how it affects college students' learning engagement. This study explored the relationship between college students' self-control and learning engagement and the potential mechanisms underlying this relationship with reference to a large sample. Methods A total of 765 college students from Guangxi, China, completed the self-control scale, the resilience scale, the positive emotions scale, and the learning engagement scale. SPSS 26.0 was used to conduct common method bias tests, descriptive statistics, correlation tests, and regression analyses. Structural equation modeling was constructed using AMOS 26.0, and mediation effects were tested. Results This article mainly used questionnaires to collect data and, on this basis, examined the relationship between self-control, resilience, positive emotions, and the learning engagement of college students. The results showed that (1) self-control positively affected college students' learning engagement; (2) resilience partially mediated the relationship between self-control and college students' learning engagement; (3) positive emotions partially mediated the relationship between self-control and college students' learning engagement; and (4) resilience and positive emotions played a chain-mediating role between self-control and college students' learning engagement. Conclusion The present study identifies the potential mechanism underlying the association between the self-control and learning engagement of college students. The results of this study have practical implications for enhancing the learning engagement of Chinese college students by increasing their psychological resources and improving the teaching of university teachers.
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Affiliation(s)
- Yue-Di Yang
- Faculty of Education, Northeast Normal University, Changchun, China
| | - Chi-Liang Zhou
- Faculty of Education, Guangxi Normal University, Guilin, China
| | - Zi-Qing Wang
- Faculty of Education, Northeast Normal University, Changchun, China
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Lin Y, Chen Y, Peng Y, Zhang X, Liao X, Chen L. Mediating role of resilience between learning engagement and professional identity among nursing interns under COVID-19: A cross-sectional study. Nurs Open 2023; 10:4013-4021. [PMID: 36864607 PMCID: PMC10170893 DOI: 10.1002/nop2.1660] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2022] [Revised: 12/22/2022] [Accepted: 02/05/2023] [Indexed: 03/04/2023] Open
Abstract
AIM The aim of the study was to explore the mediating effect of resilience between learning engagement and professional identity of nursing interns. DESIGN A descriptive, cross-sectional study design. METHODS An online questionnaire survey was conducted among nursing interns in Fujian Medical University from February 2022 to April 2022 by convenience sampling. The scores of learning engagement, resilience and professional identity were evaluated. The PROCESS Marco in SPSS was used to analyse the mediating effect. RESULTS A total of 222 senior nursing students participated in the questionnaire survey. Both learning engagement (r = 0.491, p < 0.01) and resilience (r = 0.537, p < 0.01) correlated positively with PI. Resilience is also positively related to PI (r = 0.693, p < 0.01). Also resilience played a partial mediating role in the relationship between learning engagement and professional identity (a*b = b = 0.2451, 95% CI: 0.1543, 0.3581), and its effect accounted for 53.3%.
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Affiliation(s)
- Yanjuan Lin
- Department of Nursing, Union Hospital of Fujian Medical University, Fuzhou, China.,Department of Cardiac Surgery Nursing, Union Hospital of Fujian Medical University, Fuzhou, China
| | - Yaqin Chen
- School of Nursing, Fujian Medical University, Fuzhou, China
| | - Yanchun Peng
- Department of Nursing, Union Hospital of Fujian Medical University, Fuzhou, China
| | - Xuecui Zhang
- School of Nursing, Fujian Medical University, Fuzhou, China
| | - Xiaoqin Liao
- Department of Nursing, Union Hospital of Fujian Medical University, Fuzhou, China
| | - Liangwan Chen
- Department of Cardiac Surgery, Union Hospital of Fujian Medical University, Fuzhou, China
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Zhao X, Zheng Q, Maes JHR. Educational mobility and older adults' working memory updating ability: association and role of resilience. Aging Ment Health 2022:1-8. [PMID: 36325945 DOI: 10.1080/13607863.2022.2141194] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
OBJECTIVE Previous research revealed that a low childhood socioeconomic status, including low parental education, correlates with impaired executive functioning. However, there is a lack of research on the association of working memory updating (WMU) ability, which is one of the major components of executive functioning, and of resilience with educational mobility. The purpose of the present two studies was to further examine these associations. METHOD In Study 1, 180, 60-88-year old adults with different levels of educational mobility performed a WMU task. In Study 2, 130, 60-89-year old adults that had experienced different levels of upward educational mobility completed a WMU task and a resilience questionnaire. RESULTS Study 1 revealed that extent of educational mobility was significantly positively associated with WMU ability. Study 2 revealed significant positive associations among extent of educational mobility, resilience, and WMU task performance. CONCLUSION The results were discussed in terms of possible causal relations between the variables and implications for interventions that aim to enhance upward educational mobility and cognitive functioning in late adulthood.
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Affiliation(s)
- Xin Zhao
- School of Psychology, Northwest Normal University, Lanzhou, China
| | - Qiaoping Zheng
- School of Psychology, Northwest Normal University, Lanzhou, China
| | - Joseph H R Maes
- Donders Institute for Brain, Cognition and Behaviour, Centre for Cognition, Radboud University, Nijmegen, The Netherlands
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Construction and Analysis of Emotion Recognition and Psychotherapy System of College Students under Convolutional Neural Network and Interactive Technology. COMPUTATIONAL INTELLIGENCE AND NEUROSCIENCE 2022; 2022:5993839. [PMID: 36164423 PMCID: PMC9509236 DOI: 10.1155/2022/5993839] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Revised: 08/24/2022] [Accepted: 09/06/2022] [Indexed: 11/17/2022]
Abstract
This study's aim is to effectively establish a psychological intervention and treatment system for college students and discover and correct their psychological problems encountered in a timely manner. From the perspectives of pedagogy and psychology, the college students majoring in physical education are selected as the research objects, and an interactive college student emotion recognition and psychological intervention system is established based on convolutional neural network (CNN). The system takes face recognition as the data source, adopts feature recognition algorithms to effectively classify the different students, and designs a psychological intervention platform based on interactive technology, and it is compared with existing systems and models to further verify its effectiveness. The results show that the deep learning CNN has better ability to recognize student emotions than backpropagation neural network (BPNN) and decision tree (DT) algorithm. The recognition accuracy (ACC) can be as high as 89.32%. Support vector machine (SVM) algorithm is adopted to classify the emotions, and the recognition ACC is increased by 20%. When the system's K value is 5 and d value is 8, the ACC of the model can reach 92.35%. The use of this system for psychotherapy has a significant effect, and 45% of the students are very satisfied with the human-computer interaction of the system. This study aims to guess the psychology of students through emotion recognition and reduce human participation based on the human-computer interaction, which can provide a new research idea for college psychotherapy. At present, the mental health problems of college students cannot be ignored; especially every year, there will be news reports of college students' extreme behaviors due to depression and other psychological problems. An interactive college student emotion recognition and psychological intervention system based on convolutional neural network (CNN) is established. This system uses face recognition as the basic support technology and uses feature recognition algorithms to effectively classify different students. An interaction technology-based psychological intervention platform is designed and compared with existing systems and models to further verify the effectiveness of the proposed system. The results show that deep learning has better student emotion recognition ability than backpropagation neural network (BPNN) and decision tree algorithm. The recognition accuracy is up to 89.32%. Support vector machine algorithm is employed to classify emotions, and the recognition acceptability rate increases by 20%. When K is 5 and d is 8, the acceptability rate of the model can reach 92.35%. The effect of this system in psychotherapy is remarkable, and 45% of students are very satisfied with the human-computer interaction of this system. This work aims to speculate students' psychology through emotion recognition, reduce people's participation via human-computer interaction, and provide a new research idea for university psychotherapy.
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Chen JJ, Bai J. Internet Use and Academic Achievement Among Chinese Adolescents: Examining the Mediating Role of Future Orientation in a Rural-Urban Dual System. Psychol Res Behav Manag 2022; 15:2439-2448. [PMID: 36093412 PMCID: PMC9462386 DOI: 10.2147/prbm.s343199] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2022] [Accepted: 08/31/2022] [Indexed: 11/23/2022] Open
Abstract
Purpose Given its growing popularity and the richness of its content, the influence of the Internet on the academic achievement of adolescents has attracted increasing attention. However, how Internet use affects adolescents' academic achievement has not yet been fully discussed in the Chinese context. This study sought to examine the relation between Internet use and adolescents' academic achievement, as well as the mediating effect of future orientation and the urban-rural differences in this mediating effect. Materials and Methods Junior high-school students from three schools in Nanjing, China, were recruited to participate in a correlational survey. A total of 1381 participants aged 12-16 years completed the Internet use questionnaire, the future orientation scale, and reported their scores on the most recent grade unified examination. Results The analysis results revealed that, after controlling for the variables of grade and gender, (1) the Internet use significantly and positively predicted academic achievement; (2) The future orientation significantly mediated the relation between Internet use and academic achievement; (3) and the effect of Internet use on future orientation was moderated by urban and rural areas. The effect of Internet use in promoting future orientation was only significant among rural adolescents. Conclusion The results contribute to a better understanding of how Internet use affects adolescents' academic achievement, revealing that Internet use is of particular significance in the development of rural adolescents.
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Affiliation(s)
- Jing Jing Chen
- Department of Sociology, Faculty of Humanities and Social Sciences, Nanjing Forestry University, Nanjing, 210037, People's Republic of China
| | - Jie Bai
- School of Psychology, Nanjing Normal University, Nanjing, 210097, People's Republic of China
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Ye Q. Exploring socioeconomic inequality in educational management information system: An ethnographic study of China rural area students. Front Psychol 2022; 13:957831. [PMID: 36164405 PMCID: PMC9508325 DOI: 10.3389/fpsyg.2022.957831] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2022] [Accepted: 07/29/2022] [Indexed: 11/13/2022] Open
Abstract
There is currently enough systematic literature presents about socioeconomic inequalities across different disciplines. However, this study relates socioeconomic inequality (SEI) to rural students educational management information systems (EMIS) in different schools in China. The dynamic force of information technology could not be constrained in the modern techno-based world. Similarly, the study was qualitative and ethnographic. Data were collected through an interview guide and analyzed with thematic scientific analysis. Ten male and ten female students were interviewed based on data saturation point. The purposive sampling technique was used for the rural school and students’ selection. This study summarizes the findings and brings together in-depth emic and etic findings based on new Marxist conflict theory, exploitation, and domination power lens. The study found that SEI creates disparities among EMIS. Household income inequality has influenced on educational achievements of rural areas’ students. Gender-based SEI was not present among students. Family wealth and SES-based exploitation are present regarding EMIS among male and female students. Household wealth is significant for the EMIS. The study put forward a recommendation to the policymakers that exploitation could be overcome among students if the government provides equal opportunities for access to the EMIS.
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Li J, Li Z, Lei X, Yang J, Yu X, Liu H. Longitudinal Association Between Child Psychological Abuse and Neglect and Academic Achievement in Chinese Primary School Children: A Moderated Mediation Model. Front Psychol 2022; 13:870371. [PMID: 35548529 PMCID: PMC9081801 DOI: 10.3389/fpsyg.2022.870371] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2022] [Accepted: 03/28/2022] [Indexed: 11/23/2022] Open
Abstract
To investigate the relationships among child psychological abuse and neglect (CPAN), children’s learning engagement, family socioeconomic status (family SES), and children’s academic achievement, 271 children (Mage = 9.41 ± 0.81 years old) and their parents participated in this study with a longitudinal design. Results revealed that learning engagement at T1 mediated the relationship between CPAN at T1 and academic achievement at T2 when gender, age, grade, and academic achievement at T1 were under control. Family SES at T1 moderated the relationship between children’s learning engagement at T1 and academic achievement at T2. The association between learning engagement and academic achievement was stronger among children from lower family SES. Our findings highlighted the negative impact of CPAN and the critical role of learning engagement in children’s academic achievement, especially for those from low SES families.
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Affiliation(s)
- Jiajing Li
- Department of Psychology, School of Humanities and Social Sciences, Beijing Forestry University, Beijing, China
| | - Ziying Li
- Department of Psychology, School of Humanities and Social Sciences, Beijing Forestry University, Beijing, China
| | - Xiuya Lei
- Department of Psychology, School of Humanities and Social Sciences, Beijing Forestry University, Beijing, China
| | - Jingyuan Yang
- Department of Psychology, School of Humanities and Social Sciences, Beijing Forestry University, Beijing, China
| | - Xiao Yu
- Department of Psychology, School of Humanities and Social Sciences, Beijing Forestry University, Beijing, China
| | - Haoning Liu
- Department of Psychology, School of Humanities and Social Sciences, Beijing Forestry University, Beijing, China
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Xie J, Zhang B, Yao Z, Peng B, Chen H, Gao J. The Relationship Between Social Mobility Belief and Learning Engagement in Adolescents: The Role of Achievement Goal Orientation and Psychological Capital. Front Psychol 2022; 13:792108. [PMID: 35465482 PMCID: PMC9020192 DOI: 10.3389/fpsyg.2022.792108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2021] [Accepted: 02/24/2022] [Indexed: 11/25/2022] Open
Abstract
Objective To explore the relationship between adolescents’ social mobility belief and their learning engagement, as well as the mediating effect of achievement goal orientation and the moderating effect of psychological capital. Method A sample of 895 adolescents from Hunan, Jiangxi, Hainan, Henan, and Guangdong provinces were assessed using the social mobility belief questionnaire, the achievement goal orientation questionnaire, the adolescents’ psychological capital questionnaire, and the adolescents’ learning engagement questionnaire. Results First, adolescents’ social mobility belief was positively related to their learning engagement (r = 0.481, p < 0.01); Second, the two achievement goal orientations-mastery goal orientations and performance goal orientations-had mediating effects between social mobility belief and learning engagement (r = 0.603, p < 0.01; r = 0.367, p < 0.01); Third, the relationship between achievement goal orientation and learning engagement was regulated by psychological capital. Adolescents with high psychological capital had higher learning engagement (r = 0.684, p < 0.01). Conclusion Adolescents’ social mobility belief can directly affect their learning engagement, and it can also indirectly affect their learning engagement through achievement goal orientation moderated by their level of psychological capital. Our findings highlighted the importance of providing adolescents with guidance in setting up positive social values and definitions of success while stimulating their psychological capital as a part of the teaching process.
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Affiliation(s)
- Jin Xie
- School of Educational Sciences, Hunan Normal University, Changsha, China.,Mental Health Service Center, Huanghuai University, Zhumadian, China
| | - Bo Zhang
- School of International Education, Huanghuai University, Zhumadian, China
| | - Zhendong Yao
- School of Public Administration, Hunan Normal University, Changsha, China
| | - Biao Peng
- School of Public Administration, Hunan Normal University, Changsha, China
| | - Hong Chen
- School of Educational Sciences, Hunan Normal University, Changsha, China.,School of Humanities and Management, Hunan University of Chinese Medicine, Changsha, China
| | - Juan Gao
- Faculty of Health Management, Weifang Vocational College of Nursing, Weifang, China
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