The problem of adolescent online gaming addiction is related to individual-level characteristics and the influence of the family environment. The present study explores the potential role of adolescents’ time management tendency in mediating the relationship between parenting style and adolescent internet gaming disorder (IGD). Responses from a total of 357 Chinese high school students were collected for a Pathological Video-Game Use Questionnaire, Simplified Parenting Styles Scale, and Time Management Tendency Scale. Overall, participants reported moderate use of online games (Mean = 1.41; SD = 0.41), lower than the median value of 2 on a three-point scale. In terms of the mediating role of adolescents’ time management tendency, full meditation was observed for the relationship between the parenting style factor of “parents’ emotional warmth” for both mothers and fathers and internet gaming disorder. The results highlight the benefits of emotional warmth in supporting self-efficacy, self-control, and autonomy through the promotion of time management, which is an important protective factor for IGD and can serve as a mediating personality variable. Although non-significant in the complete model, over-protection and rejection by parents should also be cautiously considered as potential risk factors related to addiction.

While teachers’ psychological needs have been evaluated in terms of need satisfaction, need thwarting of teachers is under-researched. This study developed a Chinese version of a Psychological Need Thwarting (PNT) scale for teachers and evaluated both its psychometric properties and measurement invariance across groups. Psychometric criteria for the scale were evaluated, with satisfactory levels of internal reliability, test–retest reliability, convergent and divergent validities, and model goodness-of-fit. One item translated from the original PNT scale was removed due to cross-loading. Criterion validity was established, with R² = 0.54 for the factor of burnout (emotional exhaustion). Measurement invariance was established using confirmatory factor analysis for the factors of gender, grade of instruction, and position. The teachers evaluated demonstrated higher levels of competence thwarting, as compared to autonomy and relatedness thwarting, but overall higher levels of thwarting as compared to previous research. Males reported higher levels of autonomy and competence thwarting as compared to females and secondary school teachers reported higher levels of relatedness thwarting as compared to primary school teachers. The developed scale can serve as a valuable tool in evaluating the thwarting of teachers’ psychological needs, an issue which can profoundly impact teachers’ and students’ mental health and performance.

This study aimed to build a model to detect the factors to enhance student engagement and learning development in mobilelearning during the COVID-19 Pandemic. Data from a total of 400 junior-high-school students were collected in China inthe fall

This study aimed to build a model to detect the factors to enhance student engagement and learning development in mobilelearning during the COVID-19 Pandemic. Data from a total of 400 junior-high-school students were collected in China inthe fall

This study aimed to explore the correlation between learning communities and learning outcomes while also assessing how these variables differed among students from various demographic backgrounds, including gender, residence, grade, class position, and major. The target population comprised college students from a Music College in Zhengzhou, China, and data were collected through a questionnaire survey. In total, 297 valid responses were received for analysis. The analysis indicated that students generally reported high levels of perceived learning communities and learning outcomes. No significant differences were found in relation to gender, residence, or grade, whereas class position and major revealed significant distinctions: students who were not class leaders demonstrated notably higher perceptions of learning communities and learning outcomes compared to those in leadership roles. Additionally, students majoring in “Vocal Music” and “Opera-Musical Theater” scored higher on all dimensions of both learning communities and learning outcomes than students in other fields. Moreover, the three dimensions of learning communities - educational presence, cognitive presence, and social presence - showed significant positive correlations with the three dimensions of learning outcomes - cognition, skill, and emotion. These findings emphasized the importance of learning community development in enhancing students’ academic performance. The study concluded with a discussion of the results and put forward recommendations for improving learning communities based on students’ roles and disciplinary backgrounds. It also suggested the necessity of broadening future research in terms of both scope and methodology to better understand how learning communities influence student behavior and educational practice.