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The aim of the present study is to explore the evolving trend of research directions in the field of early education. In this research, CiteSpace and VOSviewer were used to visually analyze documents published in eight SSCI journals between 2001 and 2020. Through methods such as co-authorship analysis, cluster analysis, and cocitation analysis, this study found that child care, school readiness, early education quality, effortful control, executive function, self-regulation, and teacher–student relationships are hot topics in early education. Early education research has distinctive interdisciplinary characteristics.
Shutao Wang; Xinlei Lv. Hot Topics and Evolution of Frontier Research in Early Education: A Bibliometric Mapping of the Research Literature (2001–2020). Sustainability 2021, 13, 9216 .
AMA StyleShutao Wang, Xinlei Lv. Hot Topics and Evolution of Frontier Research in Early Education: A Bibliometric Mapping of the Research Literature (2001–2020). Sustainability. 2021; 13 (16):9216.
Chicago/Turabian StyleShutao Wang; Xinlei Lv. 2021. "Hot Topics and Evolution of Frontier Research in Early Education: A Bibliometric Mapping of the Research Literature (2001–2020)." Sustainability 13, no. 16: 9216.
This study used multiple streams framework to analyse the motivation of reform from 211 Project and 985 Project to the Double-first-class Plan in China. Results indicate that all the three streams (problem stream, policy stream, and political stream), opening of policy window and policy entrepreneurs’ effort played important roles in promoting the policy reform. However, different from Kingdon's opinion, in China's political system, the independence of the three streams is weakened, and the dual identity of entrepreneurs also makes the boundaries between the three streams blurred. Political stream plays a leading role, while China's special political system is also conducive to the convergence of the three streams. In addition, discussions on Internet also play an important role in educational policy reform. When the public is aware of the reform possibilities, the national sentiment formed by heated discussion on Internet can affect the decision and direction of the reform.
Liting Lin; Shutao Wang. China’s Higher Education Policy Change from 211 Project and 985 Project to the Double-first-class Plan: Applying Kingdon's Multiple Streams Framework. Higher Education Policy 2021, 1 -25.
AMA StyleLiting Lin, Shutao Wang. China’s Higher Education Policy Change from 211 Project and 985 Project to the Double-first-class Plan: Applying Kingdon's Multiple Streams Framework. Higher Education Policy. 2021; ():1-25.
Chicago/Turabian StyleLiting Lin; Shutao Wang. 2021. "China’s Higher Education Policy Change from 211 Project and 985 Project to the Double-first-class Plan: Applying Kingdon's Multiple Streams Framework." Higher Education Policy , no. : 1-25.
This study aimed to determine how pathological Internet use and emotional intelligence affect the relationship between perceived personal discrimination and problem behavior of left behind children. Data were collected from 406 left-behind students from 6 rural primary and secondary schools in Mainland China. Results indicated that perceived personal discrimination could be a predictor of left-behind children’s pathological Internet use, and further cause their problem behavior. Pathological Internet use had a partial mediating effect on the relation between perceived personal discrimination and problem behavior. In addition, emotional intelligence played a moderating role in the relationship between perceived personal discrimination and problem behavior, as well as between pathological Internet use and problem behavior. Emotional intelligence could alleviate the negative impact of perceived personal discrimination on problem behavior, as well as the negative impact of pathological Internet use on problem behavior.
Shutao Wang; Fangzhou Xie. The Impact of Perceived Personal Discrimination on Problem Behavior of Left-Behind Children: A Moderated Mediating Effect Model. Child Psychiatry & Human Development 2020, 52, 709 -718.
AMA StyleShutao Wang, Fangzhou Xie. The Impact of Perceived Personal Discrimination on Problem Behavior of Left-Behind Children: A Moderated Mediating Effect Model. Child Psychiatry & Human Development. 2020; 52 (4):709-718.
Chicago/Turabian StyleShutao Wang; Fangzhou Xie. 2020. "The Impact of Perceived Personal Discrimination on Problem Behavior of Left-Behind Children: A Moderated Mediating Effect Model." Child Psychiatry & Human Development 52, no. 4: 709-718.
To explore the impact mechanism of principals’ transformational leadership on students’ modernity, this study adopted the structural equation model to test the multiple mediating effects of school climate, teacher quality, and effective teaching on the relationship between principals’ transformational leadership and students’ modernity. Results showed that there was a positive correlation between principals’ transformational leadership and students’ modernity; school climate, teacher quality, and effective teaching fully mediated the relationship between principals’ transformational leadership and students’ modernity, totally accounting for 64.37% of all the indirect effects; the mediating effects of school climate, teacher quality, and effective teaching, respectively, accounted for 30.20%, 52.29%, and 17.51%. According to these results, principal should adopt the approach of transformational leadership, promote the constructing of a fair, inclusive and innovative school climate, emphasize the improvement of teachers’ social, emotional, and innovative qualities, and encourage teachers to reflect their teaching and conduct rational practices to improve students’ modernity.
Shutao Wang. How Does Principals’ Transformational Leadership Impact Students’ Modernity? A Multiple Mediating Model. Education and Urban Society 2020, 53, 425 -445.
AMA StyleShutao Wang. How Does Principals’ Transformational Leadership Impact Students’ Modernity? A Multiple Mediating Model. Education and Urban Society. 2020; 53 (4):425-445.
Chicago/Turabian StyleShutao Wang. 2020. "How Does Principals’ Transformational Leadership Impact Students’ Modernity? A Multiple Mediating Model." Education and Urban Society 53, no. 4: 425-445.
The aim of this study is to investigate how perceived personal discrimination and emotional intelligence affect the relationship between perceived social support and pathological Internet use of students in China. Data were collected from 560 students from primary and secondary schools in mainland China. Results showed that perceived social support could be a predictor of students' perceived personal discrimination, and perceived personal discrimination could have a significant impact on students’ pathological Internet use. Perceived personal discrimination had a mediating effect on the relationship between perceived social support and pathological Internet use. In addition, emotional intelligence played a moderating role in the relationship between perceived social support and perceived personal discrimination, as well as between perceived personal discrimination and pathological Internet use. As a moderator, emotional intelligence can enhance the effect of social support perception on discrimination perception, and mitigate the effect of discrimination perception on individual pathological Internet use. This enlightens us that it is necessary to provide social support and improve emotional intelligence of primary and secondary school students and reduce their perceived personal discrimination, thereby reducing their pathological Internet use.
Shutao Wang; Demei Zhang. The impact of perceived social support on students’ pathological internet use: The mediating effect of perceived personal discrimination and moderating effect of emotional intelligence. Computers in Human Behavior 2020, 106, 106247 .
AMA StyleShutao Wang, Demei Zhang. The impact of perceived social support on students’ pathological internet use: The mediating effect of perceived personal discrimination and moderating effect of emotional intelligence. Computers in Human Behavior. 2020; 106 ():106247.
Chicago/Turabian StyleShutao Wang; Demei Zhang. 2020. "The impact of perceived social support on students’ pathological internet use: The mediating effect of perceived personal discrimination and moderating effect of emotional intelligence." Computers in Human Behavior 106, no. : 106247.
This study aimed to determine the mediating effects of school climate on the relationship between school heads’ transformational leadership and students’ modernity. We asked teachers to report on their school heads’ transformational leadership, school climates, and students’ modernity. Data were collected from 378 teachers from 42 middle and primary schools in five provinces in mainland China. Structural equation modeling (SEM) was adopted to test multiple mediating effects. Results indicated that school climates, including affiliation climate, innovation climate, and justice climate, were significantly affected by school heads’ transformational leadership. All these three school climates had positive effects on students’ modernity, and partially mediated the relationship between school heads’ transformational leadership and students’ modernity. These three mediating variables accounted for 35.1% of the total indirect effects; the innovation climate accounted for 15.6% of the total indirect effects, followed by justice climate (11.7%) and affiliation climate (7.8%). Results suggest that school climates are important factors that need special attention when school heads wish to develop students’ modernity. In the implementation of transformational leadership, the combination of school climates and the establishment of innovation, justice, and affiliation climates should be emphasized.
Shutao Wang. School heads’ transformational leadership and students’ modernity: the multiple mediating effects of school climates. Asia Pacific Education Review 2019, 20, 329 -341.
AMA StyleShutao Wang. School heads’ transformational leadership and students’ modernity: the multiple mediating effects of school climates. Asia Pacific Education Review. 2019; 20 (3):329-341.
Chicago/Turabian StyleShutao Wang. 2019. "School heads’ transformational leadership and students’ modernity: the multiple mediating effects of school climates." Asia Pacific Education Review 20, no. 3: 329-341.
This study aims to determine the benefits of student-centred teaching methods for students’ cognitive and practical improvement and the mediating effect of deep learning on the relationship between them. We developed a scale of student-centred teaching for the Chinese context using exploratory factor analysis, confirmatory factor analysis and reliability analysis. Data were collected from 976 students from 16 large classes in a university in Mainland China. Results showed that the student-centred teaching method positively predicted student’s use of a deep learning approach and self-reported ability improvement in large classes, and deep learning had a mediating effect on the relationship between the student-centred teaching method and self-reported ability improvement. This finding suggests that even in large classes, teachers can also use a student-centred method to promote students’ use of a deep learning approach and improve their cognitive and practical abilities.
Shutao Wang; Demei Zhang. Student-centred teaching, deep learning and self-reported ability improvement in higher education: Evidence from Mainland China. Innovations in Education and Teaching International 2018, 56, 581 -593.
AMA StyleShutao Wang, Demei Zhang. Student-centred teaching, deep learning and self-reported ability improvement in higher education: Evidence from Mainland China. Innovations in Education and Teaching International. 2018; 56 (5):581-593.
Chicago/Turabian StyleShutao Wang; Demei Zhang. 2018. "Student-centred teaching, deep learning and self-reported ability improvement in higher education: Evidence from Mainland China." Innovations in Education and Teaching International 56, no. 5: 581-593.
This study examines the evolution of China’s education policy transmission system and analyzes its influencing factors. Data were collected from 5793 policy documents issued by the Chinese central government from 1978 to 2013. Using policy document bibliometrics and social network analysis, we studied the “citing-cited” policy reference relationship to undertake an in-depth characterization of the different stages of education policy and reform since China’s economic reform and opening up in 1978. We determined changing trends in the education policy transmission system through using an environment-actors-institutions framework to uncover the factors behind such trends. Results showed that China’s education policy transmission system has experienced a rapid expansion in the last few decades, and that characteristics are distinct from onetime period to another. Central governance ideologies had a relatively strong impact on the popular themes and topics of education policy in different stages. Meanwhile, the policy-issuing institutions played a significant role in the effectiveness of a certain policy measure. Additionally, the supervisory institution was an important factor that affected the degree of centrality in the evolving education policy network.
Cui Huang; Shutao Wang; Jun Su; Peiqiang Zhao. A Social Network Analysis of Changes in China’s Education Policy Information Transmission System (1978–2013). Higher Education Policy 2018, 33, 323 -345.
AMA StyleCui Huang, Shutao Wang, Jun Su, Peiqiang Zhao. A Social Network Analysis of Changes in China’s Education Policy Information Transmission System (1978–2013). Higher Education Policy. 2018; 33 (2):323-345.
Chicago/Turabian StyleCui Huang; Shutao Wang; Jun Su; Peiqiang Zhao. 2018. "A Social Network Analysis of Changes in China’s Education Policy Information Transmission System (1978–2013)." Higher Education Policy 33, no. 2: 323-345.