This study focuses on the relationship between teacher misconduct and college students' learning engagement.A standardized questionnaire was used to investigate 2094 students of different majors in 7 universities in Shandong Province of China.Their grades ranged from first grade to senior grade.The results show that the overall performance of college students is better;In the view of college students, the teacher's misconduct is not serious, and the teacher's teaching behavior makes them feel more satisfied.There is a significant negative correlation between learning engagement and teacher misbehavior.Teacher misbehavior can significantly negatively predict learning engagement.Based on this, "the thrive & flourish: sustaining student success program" is proposed, and together these strategies emphasize the importance of supportive educational environments, positive psychological interventions, effective classroom management, and personalized support.
Learning self-efficacy comes from the concept of self-efficacy proposed by the famous psychologist Bandura.Through some sorting and analysis, we can find that Chinese scholars have achieved fruitful results in this field in recent years, especially in the connotation of learning self-efficacy, how to measure and the relationship with related variables and other important breakthroughs.Therefore, these research results are sorted out and summarized, and the important direction of future research is unearthed, which provides valuable enlightenment for further promoting the study of learning self-efficacy.Academic self-efficacy refers to an individual's belief in their own ability to successfully perform academic tasks and achieve desired outcomes in educational settings.Pastorelli (2016) it encompasses confidence in one's capability to understand complex concepts, master academic skills, complete assignments, and succeed in examinations.Academic self-efficacy is closely related to self-confidence but is specifically focused on academic tasks and achievements.It influences a student's motivation, persistence, and resilience in the face of challenges encountered in their academic endeavors.A high level of academic self-efficacy is associated with greater academic achievement, engagement in learning activities, and willingness to tackle difficult tasks.Self-directed learning refers to a proactive approach where individuals take responsibility for their own learning process, making decisions regarding what, when, how, and where they will learn.In self-directed learning, individuals actively seek out and engage with resources, materials, and experiences that are relevant to their learning goals and interests.This approach encourages autonomy, critical thinking, problem-solving skills, and the ability to adapt to different learning environments.A total of 305 valid questionnaires were collected for this study, and descriptive analysis, analysis of variance, and regression analysis were conducted using SPSS 26.0.The results show that students' academic self-efficacy is closely related to their self-learning readiness.This finding not only helps us to better understand the relationship between selfdirected learning and self-efficacy, but also provides powerful theoretical support and practical guidance for improving the learning effect of high school students.During the research process, the study adopted a rigorous questionnaire design to ensure that the collected data can Luo, X. 58 Consortia Academia Publishing (A Partner of CollabWritive Publishing House)objectively reflect the research question.At the same time, the study also used a variety of data analysis methods to interpret and interpret the data in multiple dimensions.These methods include descriptive statistics, correlation analysis, regression analysis, etc., to fully reveal the relationship between self-learning readiness and academic self-efficacy.
This study delves into the dynamics between teacher support adaptivity and parental engagement within the context of Chinese kindergartens.Drawing from Bandura's concept of self-efficacy and recent scholarly contributions from Chinese researchers, this research aims to explore the intricate relationship between teacher support adaptivity and parental engagement in early childhood education.Through meticulous data collection via questionnaire surveys, 285 valid responses were gathered from participants within Chinese kindergartens.Employing rigorous statistical analyses including descriptive analysis, analysis of variance, and regression analysis using SPSS 26.0, the study unearthed significant insights.The study aimed to investigate the relationship between teacher support adaptivity, parental engagement, and work performance in Chinese kindergartens.A total of 305 valid questionnaires were analyzed using SPSS 26.0, employing descriptive, variance, and regression analyses.Results indicated a positive correlation between teacher support adaptivity, parental engagement, and work performance, suggesting that improved teacher traits positively influence organizational climate and subsequently enhance work performance.The study innovatively examined the role of parental engagement as an intermediary variable, contributing to the understanding of leadership dynamics in educational settings.Moreover, it offers insights for the development of training programs tailored for women leaders in Chinese universities, potentially benefiting both female and male leaders in educational leadership roles.
English language proficiency has become increasingly important for individuals seeking to engage in international communication and pursue global opportunities.As a result, understanding the factors that influence language learning and communicative competence has become a significant area of research.A questionnaire survey was conducted to gather quantitative data from a sample of 428 students from English majors.Additionally, interviews were conducted with a subset of participants to obtain qualitative insights into their experiences and perceptions.By employing this approach, a comprehensive understanding of the relationships between WTC, PLS, and SPCC can be achieved.The results of this study revealed that English learners preferred to show their unwillingness to communicate in English outside the classroom; inside the classroom; they preferred to sing an English song than other activities; English learners tend to use social strategies more than affective, cognitive, memory, and meta-cognitive strategies; Respondents may not perceive themselves as highly competent in aspects of using English with teachers and classmates, activities and in daily life situations.The findings of this study are expected to contribute to the existing literature on language learning and communicative competence among Chinese English majors.By identifying the factors that influence WTC, PLS, and SPCC, this research could inform the development of effective language teaching strategies and curriculum design.Addressing language anxiety, enhancing motivation, and providing ample language exposure opportunities can foster a positive learning environment that promotes WTC, PLS, and SPCC among Chinese English majors.In general, this dissertation aimed to shed light on the complex interplay between willingness to communicate, phonetics learning strategies, and self-perceived communicative competence among Chinese English majors.By investigating these variables and their relationships, this research sought to contribute to the field of language education and provide practical implications for language educators and policymakers.
In response to growing concerns about the effectiveness of online education, this study explores the interplay between vocabulary background knowledge, working memory capacity, and reading comprehension among Chinese English as a Second Language (ESL) students.Four hundred (400) participants from various ESL programs in China were selected.It was found that Chinese ESL students demonstrate a moderate level of vocabulary background knowledge, working memory capacity, and reading comprehension.T-test results indicate gender differences in the three variables, with females exhibiting superior performance in vocabulary background knowledge, working memory capacity, and reading comprehension.Additionally, the study identifies significant differences between students majoring in liberal arts and science, with liberal arts students surpassing their counterparts in vocabulary background knowledge and working memory capacity.A highly significant relationship among vocabulary background knowledge, working memory capacity, and reading comprehension was found.Students exhibiting greater proficiency in vocabulary background knowledge and working memory capacity are inclined to achieve higher levels of reading comprehension.Building on these findings, the study recommends the implementation of tailored enhancement programs to fortify Chinese ESL students' language skills in an online learning context.and advocates for the establishment of a conducive online classroom environment.Moreover, it emphasizes the integration of explicit training on vocabulary acquisition, working memory enhancement, and reading comprehension strategies into regular ESL teaching.
This research aimed to assess the relationships among teacher support behavior, self-regulated learning strategies, and EFL learner resilience in Chinese vocational colleges.The study surveyed 400 non-English major students from three vocational colleges in Anhui province using a descriptive correlational method to examine these relationships.The findings revealed that students strongly agreed that their teachers provided support in emotional, academic, and instrumental domains.Moreover, students reported utilizing various self-regulated learning strategies, including goal setting, environment structuring, task strategies, time management, help-seeking, and self-evaluation.Additionally, students demonstrated resilience in ego, metacognitive, and social aspects.Importantly, positive relationships were identified among teacher support behavior, self-regulated learning strategies, and EFL learner resilience.
This study investigated the interplay among language motivated strategies, altruistic behavior, and the blended learning environment on Chinese EFL (English as a Foreign Language)undergraduates.Employing a quantitative, descriptive research design, data were collected from 429 undergraduates across six public and private universities in China using an online survey tool.The collected data were analyzed using SPSS 28.0.The findings showed that students generally felt confident about their ability to learn English but suffered from anxiety during exams.They were good at managing their study time and willing to help classmates.The blended learning environment was well-liked, especially for its ability to encourage interaction and collaboration.Interestingly, freshmen and students in public universities reported better time management skills.Female students were more cooperative, supportive, and better at designing learning activities.The study also found strong connections between the three variables.Effective learning strategies led to more helpfulness among students.Blended learning environments that were well-designed encouraged students to use more effective learning strategies and be more helpful to each other.The researchers proposed a program to improve English learning based on these findings.The program includes setting clear goals, using interesting materials, providing positive feedback, teaching methods to reduce test anxiety, improving time management skills, forming study groups, creating mentorship programs, designing collaborative tasks, providing psychological support, using a variety of teaching methods and technology, combining resources, evaluating learning, and offering rewards.
