Background: Parenting children with autism spectrum disorder (ASD) continues to be challenging worldwide, especially in the Chinese context where there lacks support for parents. Method: Five parents of children with ASD of high level of resilience in China were interviewed about their experiences of raising children with ASD and influencing factors of developing resilience. Results: Findings highlighted the process of developing resilience shaping from the interaction between different social system, including introspect and self-cultivation in micro system, acceptance of ASD, playing various roles for their children, and expanded social network in the interactions between micro and mezzo systems and accept the worst results in the interactions between micro and macro systems. The characteristics of resilience for Chinese parents of children with ASD were that parents built positive relationships with themselves and outsides though active interaction and changed their social environment as an outcome. Conclusion: The results of this study may reveal the process and characteristics of resilience for Chinese parents having children with ASD, which can be a starting point for other parents to understand and learn from them. Besides, it provides insight for service providers into paying attention to the whole experience of parents and help them to expand the relative network to support them.

Raising children with disabilities is challenging for parents, who experience high parenting stress. The study aimed to understand the status quo of parenting efficacy of parents having children with disabilities and to analyze the association between parent efficacy, parenting stress, and social support in China. We surveyed 373 parents having children with disabilities enrolled in special education schools or rehabilitation institutions from 14 provinces in China. The online questionnaire including Parental Stress Index-Short Form, the Child Adjustment and Parent Efficacy Scale-Developmental Disability (CAPES-DD), and Social Support Scale was applied in the study. The results suggested that parenting efficacy of parents having children with disabilities in China was at the medium level. Parenting stress, social support, and parenting efficacy were significantly related with each other, and social support played a mediating role between parenting stress and parenting efficacy. The findings indicated that reducing parenting stress and improving social support might improve parenting efficacy. We also discussed the implications of providing intervention strategies or social support to improve parenting efficacy for parents with disabled children in China.

Prosocial behavior acting as a precondition for shaping ideal interpersonal relationships, is curial in the development of a person’s social competence. This study examined the association between empathy and prosocial behavior in a sample of 1171 adolescents in China. An empathy questionnaire, social support rating scale, and helping attitude scale were applied in the study. Empathy had an influence on prosocial behavior through social support as a mediating factor. The mediating effect of social support between empathy and prosocial behavior was mainly manifested through perceived social support. The current findings imply that cultivating the empathy of adolescents and promoting their perceived social support may be effective to enhancing their prosocial behavior.

Purpose: The purpose of the paper is to conceptualize international students’ perception on the internationalization of higher education in China and identify some challenges faced by some of the higher educational institutions (HEIs) in their internationalization practice. Design/methodology/approach: This study utilized the qualitative research method, specifically, the researchers employed structured interview for investigation. The population of this research includes 15 international students and five Chinese professors teaching in BNU. Participants’ responses were categorized to provide a better understanding of the subject of study. Findings: This study identified some push-pull factors that influenced international students’ decision making to pursue their studies in China. Some of the push factors identified include the high cost of graduate education, unavailability of some academic courses in some students’ home countries, international exposure, and unemployment, whereas the pull factors identified constitute scholarship opportunities, an alliance between BNU and others foreign universities, global job opportunity, universities’ prestige, and ranking, Chinese history and culture, and technological advancement. Finally, the challenges discovered are professors and students’ relationship, language barrier, separation of international and Chinese students, and lack of internship opportunities. Research limitations/implications: This study provides an in-depth understanding of the case presented and has outlined some key areas to be improved in the internationalization process of Chinese HEIs. Further studies in this area are encouraged to critically analyze foreign faculty members’ experiences and contributions to Chinese internationalization of HE process in different institutions and provide a substantial framework to help mitigate some of the challenges that will emerge. Originality/value: This research collated and addressed the lived experiences and perception on matters relevant for international practices by Chinese HEIs. Researchers have explained the assumptions and theory used in this study to better understanding the issues that emerged.

Complementing internalizing and externalizing developmental outcomes of parental psychological control, in this study, we shift the focus to children’s prosocial behaviors. Drawing on self-determination theory and problem-behavior theory, this study addresses the relationship between parental psychological control, social anxiety, socioeconomic status (SES), and children’s prosocial behavior. The parental psychological control scale, social anxiety scale for children, and prosocial behavior were applied in the study. Participants were 1202 elementary school-age children in China. The present study showed that parental psychological control was negatively associated with prosocial behavior and social anxiety played a partial mediating role between parental psychological control and prosocial behavior. Meanwhile, SES moderated the relationship between parental psychological control and prosocial behavior. The effect of parental psychological control on prosocial behavior was more significant among students with low levels of SES than the higher ones. The findings showed that parenting plays an essential role in the development of children’s prosociality.