The relationship between Chinese university students' conceptions of language learning and their online self-regulation

System ◽  
2016 ◽  
Vol 57 ◽  
pp. 66-78 ◽  
Author(s):  
Chunping Zheng ◽  
Jyh-Chong Liang ◽  
Yu-Fang Yang ◽  
Chin-Chung Tsai
Keyword(s):  
University Students ◽  
Language Learning ◽  
Self Regulation ◽  
Chinese University ◽  
Chinese University Students ◽  
The Relationship

scholarly journals “How Is My English?”: Chinese University Students’ Attitudes Toward China English and Their Identity Construction

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110382
Author(s):  
Haiying Pan ◽  
Chang Liu ◽  
Fan Fang ◽  
Tariq Elyas
Keyword(s):  
University Students ◽  
Language Learning ◽  
Identity Construction ◽  
English Language ◽  
Second Language Learners ◽  
Standard Form ◽  
English Language Teaching ◽  
Chinese University ◽  
China English ◽  
Chinese University Students

Due to the spread of the English language in various domains and the fact that English is used as a global language, researchers and educators have started to rethink the models and aims of English language teaching in different settings. From the World Englishes (WE) perspective, this study investigated the attitudes of Chinese university students toward the localized variety of “China English,” as well as the students’ identity construction and negotiation during their English language learning journey. Data were collected through a questionnaire completed by 190 respondents and interviews conducted with 20 participants. The findings revealed the students’ positive attitudes toward China English and non-conformity to English as a native language (ENL). This further reflected the communicative function of English and the students’ interest in forming a Chinese cultural identity. However, the students also showed self-contradictory attitudes toward China English, as most did not want to be clearly identified as Chinese when using English. The data revealed some important reasons for this attitudinal conflict, including the belief that ENL is the standard form of English, as well as the students’ desire to develop an identity as competent second language learners of English. The findings suggest the importance of increasing awareness of the global spread of English and reforming English curricula and assessment in contexts where local varieties of English are emerging.

scholarly journals Childhood trauma and suicidal ideation among Chinese university students: the mediating effect of Internet addiction and school bullying victimisation

2020 ◽  
Vol 29 ◽  
Author(s):  
Li Lu ◽  
ShengYan Jian ◽  
Min Dong ◽  
Jie Gao ◽  
TianTian Zhang ◽  
...  
Keyword(s):  
Mental Health ◽  
Suicidal Ideation ◽  
University Students ◽  
Childhood Trauma ◽  
Internet Addiction ◽  
School Bullying ◽  
Chinese University ◽  
Chinese University Students ◽  
Bullying Victimisation ◽  
The Relationship

Abstract Aims The factors associated with suicidal ideation among adolescents have been extensively characterised, but the mechanisms underlying the complexities of the relationship between experiences of childhood trauma and suicidal ideation have been less studied. This study examined the direct effect of childhood trauma on suicidal ideation on the one hand and whether school bullying victimisation and Internet addiction mediate the association between childhood trauma and suicidal ideation on the other hand. Methods This school-based mental health survey was carried out in Qinghai Province in Northwest China in December 2019. We employed standardised questionnaires to collect sociodemographic and target mental health outcomes. Hierarchical multiple logistic regression and structural equation modelling were performed for the data analyses. Results This study included 5864 university students. The prevalence of lifetime suicidal ideation and Internet addiction were 34.7% and 21.4%, respectively. Overall, 16.4% and 11.4% of participants reported experiences of childhood trauma and school bullying victimisation, respectively. There were direct effects of childhood trauma, school bullying victimisation and Internet addiction on suicidal ideation. The total effect of childhood trauma on suicidal ideation was 0.201 (p < 0.001). School bullying victimisation and Internet addiction mediated the relationship between childhood trauma and suicidal ideation. Internet addiction played a mediating role between school bullying and suicidal ideation. Conclusions Childhood trauma had both direct and indirect effects on suicidal ideation; these effects were mediated by school bullying victimisation and Internet addiction in Chinese university students. Elucidating these relationships will therefore be useful in developing and implementing more targeted interventions and strategies to improve the mental well-being of Chinese university students.

The association of shyness with individuals' online and offline altruistic behavior

2019 ◽  
Vol 47 (11) ◽  
pp. 1-15
Author(s):  
Chao Zhou ◽  
Hong Li ◽  
Yulong Bian
Keyword(s):  
University Students ◽  
Altruistic Behavior ◽  
Chinese University ◽  
Priming Condition ◽  
Chinese University Students ◽  
Behavior Inhibition ◽  
The Relationship

We explored the association between online and subsequent offline altruistic behavior in shy and not-shy individuals, using a 2 (priming condition: online altruism vs. control) × 2 (shyness level: shy vs. not shy) between-subjects design with 108 Chinese university students. We designed 6 online situations to prime altruism and a volunteer situation to assess subsequent offline altruism. Results were as follows: (a) engaging in online altruistic behavior was significantly associated with subsequently undertaking altruistic behavior offline; (b) shyness was not significantly associated with online altruism, but was significantly associated with subsequent altruistic behavior offline; and (c) shyness level moderated the association between online altruism and subsequent offline altruism. Engaging in online altruistic behavior had a stronger association with subsequent offline altruism among shy (vs. not-shy) participants. These findings clarify the relationship between online and offline altruistic behavior, and may help shy people overcome behavior inhibition in offline altruism contexts.

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