Although empirical studies have consistently suggested that educational expectations from caregivers would shape students’ internal factors of learning (e.g., educational aspirations, mental status, and motivation), how such processes further link with students’ academic ability received relatively little scholarly attention. Using the longitudinal China Family Panel Studies survey data, this paper applies structural equation modelling to examine the interrelationship between caregiver educational expectation, educational aspiration, depression, and academic performance of Chinese rural students (N = 584). The results show a negative correlation between caregiver educational expectation and rural students’ depression. Further, we find that when family wealth, fathers’ education level, students’ age, gender, and school type (public/private) are controlled for, caregiver educational expectation positively correlates with rural students’ educational aspiration and negatively associates with their depression, which is further positively and negatively associated with their academic performance, respectively. Our findings indicate that caregiver educational expectations might play a salient role in intervention programs enhancing rural students’ academic performance through promoting their educational aspirations and alleviating their depression. The results of this study offer fresh insight into how rural educators, families, and practitioners might address the issue of Chinese rural students’ low academic outcomes.

While it is widely acknowledged that the COVID-19 pandemic posed unprecedented challenges to the mental wellbeing of college students globally, particularly among those studying abroad, little is known about how students navigated the pandemic-related challenges and maintained their psychological wellbeing. This study identifies Chinese college students’ coping mechanisms for COVID-19 burnout by investigating the mediating effects of high-quality family interaction and family support on the relationship between COVID-19 burnout and psychological wellbeing. A cross-sectional survey was conducted across four regions—Shanghai, Hong Kong, Macau, and London—encompassing a diverse sample of Chinese university students (N = 971), representing a wide range of demographics. Structural equation modelling was applied to test the mediation model. The results revealed a significantly positive correlation between university students’ psychological wellbeing and the family interaction quality and support received. In addition, family interaction quality and support were significantly negatively correlated with the students’ COVID-19 burnout. The mediation analysis further suggested that family interaction quality and support mediated the association between the students’ COVID-19 burnout and psychological wellbeing. These findings have contributed to the literature by addressing the underexplored external factors affecting psychological wellbeing, offering vital insights for informing targeted interventions aimed at supporting students during public health crises.

As public health crises have significantly transformed educational modalities, students have faced numerous challenges that threaten their online learning and mental health. Despite the many empirical investigations dedicated to exploring students’ psychological wellbeing during the public health crises, little scholarly attention has been given to the role of digital access and students’ online learning experience. This study fills this knowledge gap by investigating the interrelationships between digital poverty, online learning experience, and psychological wellbeing among secondary school students in Hong Kong during the COVID-19 pandemic. Utilizing cross-sectional data from thirteen secondary schools, the research highlights the critical role of students’ satisfaction with their internet connection in shaping both their online learning experiences and psychological well-being. The findings reveal that digital poverty—characterized by limited access to digital devices and internet connectivity—negatively impacts students’ online learning experience and contributes to poorer psychological outcomes. Moreover, students’ online learning experience was identified as a mediator in the relationship between internet satisfaction and psychological well-being. This study provides empirical support for self-determination theory, elucidating the connections among learning needs satisfaction, online experiences, and mental health. The implications of these findings offer valuable insights for policymakers aiming to enhance students’ digital access and support their psychological health during future crisis situations.

Background: Although the application of smart home technology in the Chinese eldercare market is widespread, its effectiveness from the users’ perspective remains underexplored. This qualitative study examines the perceptions and experiences of older adult users in adopting and applying the Care-on-Call services (Ping An Tong; PAT), a prominent example of smart home technology for eldercare in Mainland China. Methods: Individual and dyadic interviews were conducted with 28 older adult users from diverse physical, socioeconomic, and familial backgrounds. Thematic analysis was performed. Results: Two overarching themes were illustrated based on thematic analysis. First, the multifaceted challenges of using PAT encompass an incomplete cognition of the services, unfamiliarity with PAT systems, psycho-cultural resistance, ‘do it yourself, don’t bother others’, economic concerns of additional costs, and ethical concerns regarding information security and privacy. Second, bridging the technology divide highlights the empowerment of PAT use among older adults through a variety of educational methods to effectively utilize the services, enhancing service effectiveness through the integration of smart home technology and social service provision, and increasing service accessibility through inclusive services. The disparities in smart home technology application between China and the West are also discussed. Conclusions: Psychosocial support, organizational programs, and the integrated service model are recommended to promote the utilization of smart home technology among older adults in China.

This study adopts a person-centered approach to examine how profiles of relationships with parents, teacher recognition, and peer relationships conjoin and influence the academic and psychological wellbeing of Chinese migrant adolescents. Drawing upon two-wave data from a nationally representative survey ( N = 820; ages 12 to 16), three distinct profiles were identified: Optimally Connected (strong bonds across parents, teachers, and peers), School Risk (strong family ties but low teacher recognition and poor peer relationships), and Family Neutral (weaker family relationships but better school-based ties than the School Risk group). Profile comparisons indicated that adolescents in the two risk profiles had significantly lower psychological wellbeing and educational outcomes compared to Optimally Connected adolescents. Furthermore, the stability of the School Risk Profile was low (11%), with over 90% of adolescents transitioning to other profiles within a year. Other profiles were more stable (60% for the Family Neutral Profile and 78% for the Optimally Connected Profile), but the size of the Family Neutral Profile increased over time.