Background: Presently, the problem of digital addiction in young children is becoming more and more prominent, and digital addiction can cause significant harm to the healthy physical and mental development of young children. A growing body of research suggests that family socioeconomic status and parenting styles are associated with digital addiction. However, little is known about the mediating and moderating mechanisms behind this relationship, and few studies have explored whether this relationship holds in young children populations. Therefore, the present study aimed to investigate whether parenting styles mediate the relationship between family socioeconomic status and young children’s digital addiction and whether young children’s gender moderates this mediation process.Methods: A cross-sectional study design was used. 403 parents of young children were asked to complete online questionnaires, including the Internet Addiction Test-10 (IAT-10) the Chinese version of the Parenting Style Questionnaire (C-EMBU). The mediation model with moderation was tested using the PROCESS plug-in for SPSS.Results: (1) Family socioeconomic status is significantly and negatively associated with digital addiction in young children. (2) Parenting styles (emotional warmth and understanding, punishment and harshness) mediate the relationship between family socioeconomic status and young children’s digital addiction. (3) Young children’s gender moderates the relationship between family socioeconomic status and punishment and severity parenting styles, emotional warmth and understanding parenting styles and young children’s digital addiction.Conclusion: The results indicate that family socioeconomic status can prevent digital addiction in young children through the path of improving parenting styles. However, there is still an overall negative effect of family socioeconomic status on young children’s digital addiction.

Kindergarten teachers’ quality of work life (QWL) is of great significance in ensuring teacher stability, improvement in education quality, and the development of education. This study used the newly developed and validated tool, the QWL scale for kindergarten teachers (QWLSKT) to investigate QWL among kindergarten teachers in China. The participants comprised 936 kindergarten teachers. Psychometric results showed that the QWLSKT is a reliable and effective scale across six dimensions: health status, interpersonal relationships, working conditions, professional growth, participation in decision making, and leisure life. The Chinese teachers’ evaluation of their professional growth was positive, while their evaluation of their working conditions was negative. Latent profile analysis results showed that a three-profile model had the best fitting model, comprising low, middle, and high profiles in relation to low, medium, or high scale scores, respectively. Finally, the results of hierarchical regression analysis showed that the educational level and establishment of kindergarten teachers, as well as the quality level of kindergartens and their regions, play an important role in the QWL of kindergarten teachers. The results showed that more effective policy and management strategies are needed to improve QWL among kindergarten teachers in China.

In the intelligent era, technology-supported collaboration has emerged as a vital educational approach, widely implemented in educational practice. However, the extent to which technology-supported collaboration enhances students’ learning outcomes remains uncertain. This paper employs meta-analysis methods to quantitatively analyze 48 empirical articles published over the past decade. The aim is to determine the effectiveness of technology-supported collaboration in improving students’ learning outcomes and the extent of its impact. The findings indicate that: (1) Technology-supported collaboration can enhance student learning outcomes to a certain extent, with an overall effect size at the upper-middle significant level (ES = 0.71, z = 14.36, P < 0.01, 95% CI [0.61, 0.80]); (2) Regarding learning outcome dimensions, technology-supported collaboration significantly impacts students’ academic achievement (ES = 0.80, z = 11.34, P < 0.01, 95% CI [0.66, 0.94]), while its impact on learning participation (ES = 0.67, Z = 6.82, P < 0.01, 95% CI [0.48, 0.87]) and learning attitude (ES = 0.52, z = 5.86, P < 0.01, 95% CI [0.35, 0.69]) is moderate; and (3) Group size (Chi2 = 14.07, P < 0.05), intervention duration (Chi2 = 13.83, P < 0.01), and subject area (Chi2 = 25.43, P < 0.05) all positively influence learning outcomes and are significant moderating factors. Based on these findings, recommendations for future academic research and teaching practice are provided to better enhance students’ learning outcomes within the context of technology-supported collaboration.

Background: As a core construct of early psychological development, the quality of young children’s social–emotional competence is not only directly associated with relationship building and emotion regulation, but also shapes lifelong adaptability through cognitive control mechanisms. However, in the face of the significant increase in young children’s social–emotional problems globally, although existing studies have confirmed the negative correlation between parental stress and young children’s social–emotional competence, systematic studies on the potential association pathways in young children aged 3–6 are still lacking. Methods: A cross-sectional study design was used; 402 parents of young children aged 3–6 years in Hebei province were asked to complete online questionnaires, including the Parenting Stress Questionnaire, the Young Children’s Social–emotional Competence Questionnaire, and the Mindful Parenting Questionnaire. The mediation model with moderation was tested using the PROCESS plug-in for SPSS. Results: (1) Parenting stress is significantly and negatively associated with young children’s social–emotional competence. (2) Mindful parenting plays a partial mediating role in the relationship between parenting stress and young children’s social–emotional competence (indirect effect = −0.02, 95% CI [−0.033, −0.001]). (3) Family socioeconomic status played a significant but weak moderating role in the association between parenting stress and young children’s social–emotional competence, and this negative moderating role was stronger in families with high family socioeconomic status ( β = −0.03, p < 0.005, 95% CI = [−0.050, −0.002]).

This study investigated the mediating roles of Executive Function, Approximate Number System, and Receptive Vocabulary Skills in Family Socioeconomic Status and Cardinality Principle. A cross-sectional research design was used in this study. The study included 130 young children (63 boys and 67 girls, mean age = 68.52 ± 7.37 months) and their parents. Correlation analyses revealed significant positive correlations between children’s understanding of the Cardinality Principle and Family Socioeconomic Status, Executive Function, Approximate Number System, and Receptive Vocabulary Skills. After controlling for children’s gender and age, mediation analyses indicated that Family Socioeconomic Status significantly and positively affected children’s base comprehension. At the same time, Executive Function, Receptive Vocabulary Number System, and Receptive Vocabulary Skills all mediate the relationship between Family Socioeconomic Status and children’s Cardinality Principle to some extent.

Background: Executive Function and the Approximate Number System are well-established as critical components in developing the Cardinality Principle in young children. However, most existing studies explore the relationship between these variables in isolation without examining whether Approximate Number System mediates the relationship between Executive Function and the Cardinality Principle and the role of age in this. This study aimed to address this gap by investigating the mediating role of the Approximate Number System in the relationship between Executive Function and the Cardinality Principle and the moderating role of age in young children.Methods: This cross-sectional study was conducted in China from February to June 2024. A total of 203 young children (97 boys and 106 girls, Mean age = 68.93 ± 7.076 months) participated. Participants were assessed using a range of tests: the Day-Night Stroop Task, Digit Recall Task, Dimensional Change Card Sort Task, Panamath Test Software, How Many Task, and Give-N Task to measure Executive Function, Approximate Number System, and Cardinality Principle. Data were analyzed using SPSS 26.0 and PROCESS v4.1 (Model 4) to explore the relationships among Executive Function, the Approximate Number System, and the Cardinality Principle through Pearson correlations, multivariate regression, and mediation analysis with 5000 bootstrap samples.Results: Correlation analysis revealed that the Cardinality Principle was significantly and positively correlated with Inhibitory Control, Working Memory, Cognitive Flexibility, Executive Function, and the Approximate Number System. Regression analyses indicated that Executive Function positively predicted young children's Cardinality Principle. Specifically, Working Memory and Cognitive Flexibility were positive predictors of the Cardinality Principle, while Inhibitory Control was not. Mediation analysis results demonstrated that the Approximate Number System mediated the relationships between Inhibitory Control and the Cardinality Principle, Working Memory and the Cardinality Principle, and Cognitive Flexibility and the Cardinality Principle, respectively. In addition, the study found that young children's age negatively moderated the relationship between the Approximate Number System and the Cardinality Principle.Conclusions: The study emphasizes that in developing young children's Cardinality Principle, emphasis should be placed on improving their Executive Function and Approximate Number System while considering the age differences of young children and developing appropriate educational methods for different age groups.