Positive mental health literacy for teachers: adaptation and construct validation.

Mental health promotion has been gaining recognition as an important teacher competency. Hence, it is imperative that teachers have adequate mental health literacy (MHL). However, most studies and programs on teacher MHL focus on teachers' knowledge of mental disorders, whereas very few have explored their knowledge of positive mental health, perhaps due to the lack of measures for this construct.

Why do I teach? Teachers' instrumental and prosocial motivation predict teaching quality across East and West.

Background: Individuals pursue teaching careers for numerous reasons, such as for instrumental or prosocial purposes.

Aims: This study examined the personal (instrumental motivation) and social (prosocial motivation) utility of teaching as predictors of teaching quality in terms of clarity of instruction, classroom management, and cognitive activation.

Sample: We used data from the Teaching and Learning International Survey (TALIS) 2018, which included 50,595 teachers from 1252 schools in 10 countries and regions.

A mediation model of the relationship between university students' news media literacy and xenophobia: The role of intellectual humility, perceived threat, and blind patriotism.

The dissemination of misinformation and disinformation has increased the need for news media literacy. This study administered a self-developed questionnaire to measure the relationship between news media literacy and xenophobia among college students in China ( = 430). The questionnaire measured five variables: news media literacy, xenophobia, blind patriotism, perceived threat, and intellectual humility.

Surveying and Modelling 21st Century Online Learning Patterns of Medical Students.

Medical education in the 21st century is shifting more toward online learning because of extensive application of information and communication technology (ICT). We surveyed medical students' 21st century online learning experiences and modeled the interrelations among relevant dimensions of 21st century online learning. Based on the general themes proposed by multiple 21st century learning frameworks and current medical education emphases, a seven-factor instrument was developed for surveying 364 medical students' learning process, thinking process, and basic science-related clinical ability.

Integrating Automatic Speech Recognition Technology Into Vocabulary Learning in a Flipped English Class for Chinese College Students.

Although the automatic speech recognition (ASR) technology is increasingly used for commercial purposes, its impact on language learning has not been extensively studied. Underpinned by the sociocultural theory, the present work examined the effects of leveraging ASR technology to support English vocabulary learning in a tertiary flipped setting. A control group and an experimental group of college students participated in a 14-week study.

Understanding Medical Students' Perceptions of and Behavioral Intentions toward Learning Artificial Intelligence: A Survey Study.

Medical students learning to use artificial intelligence for medical practices is likely to enhance medical services. However, studies in this area have been lacking. The present study investigated medical students' perceptions of and behavioral intentions toward learning artificial intelligence (AI) in clinical practice based on the theory of planned behavior (TPB).

Promoting Secondary Students' Twenty-First Century Skills and STEM Career Interests Through a Crossover Program of STEM and Community Service Education.

STEM education has been regarded as an important educational initiative for cultivating students' twenty-first century skills. The present work aimed to explore ways to promote students' twenty-first century skills through an integrated STEM-based curriculum. Specifically, we designed and implemented an 8-week crossover program of STEM and community service education.

Modeling Chinese Teachers' Efficacies for the Teaching of Integrated STEM With Interdisciplinary Communication and Epistemic Fluency.

Engineering design is a core activity in integrated science, technology, engineering, and mathematics (STEM) education. During the design process, teachers should possess interdisciplinary communication capacities to collaborate with their peers who are teaching different subjects and have epistemic fluency to comprehend multiple ways of subject matter knowing for the collective design of high-quality integrated STEM (iSTEM) lessons. This is especially so for the online mode of instruction during and after the pandemic.

Exploring secondary school teachers' TPACK for video-based flipped learning: the role of pedagogical beliefs.

Video-based flipped learning (VFL) has become a popular form of flipped learning. However, teachers' technological pedagogical content knowledge (TPACK) for video-based flipped learning is still under-explored. A TPACK-VFL questionnaire for assessing teachers' TPACK for VFL was developed and validated with both EFA and CFA in this study to fill the research gap.

Validating the General Extended Technology Acceptance Model for E-Learning: Evidence From an Online English as a Foreign Language Course Amid COVID-19.

The present study validated the general extended technology acceptance model for e-learning (GETAMEL) with the survey data from the English as a foreign language (EFL) online class during the novel coronavirus lockdown period. A total of 678 undergraduates participated in the survey. Structural equation modeling was employed to analyze the data.

A Study of Disposition, Engagement, Efficacy, and Vitality of Teachers in Designing Science, Technology, Engineering, and Mathematics Education.

This study proposes and tests a theoretical model of how perceptions of disposition, engagement, and efficacy of teachers for science, technology, engineering, and mathematics (STEM) e-learning can predict their sense of vitality when they designed STEM education. Upon the proposition, we developed and validated an instrument for examining the relationships between these variables. The participants were 122 secondary teachers of STEM education from Hong Kong.

Intrinsic Motivation and Sophisticated Epistemic Beliefs Are Promising Pathways to Science Achievement: Evidence From High Achieving Regions in the East and the West.

Research on self-determination theory emphasizes the importance of the internalization of motivation as a crucial factor for determining the quality of motivation. Hence, intrinsic motivation is deemed as an important predictor of learning. Research on epistemic beliefs, on the other hand, focuses on the nature of knowledge, and learning with more sophisticated epistemic beliefs associated with more adaptive outcomes.

Teachers' Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality.

Phenomenographic research about teachers' conception of teaching has consistently revealed that teachers' conception of teaching influence their classroom practices, which in turn shape students' learning experiences. This paper reports teachers' conceptions of teaching with regards to the use of interactive spherical video-based virtual reality (ISV-VR) in Chinese descriptive composition writing. Twenty-one secondary teachers in Hong Kong involved in an ISV-VR-supported Chinese descriptive writing program participated in this phenomenographic study.

A PISA-2015 Comparative Meta-Analysis between Singapore and Finland: Relations of Students' Interest in Science, Perceived ICT Competence, and Environmental Awareness and Optimism.

The aim of the present study is twofold: (1) to identify a factor structure between variables-interest in broad science topics, perceived information and communications technology (ICT) competence, environmental awareness and optimism; and (2) to explore the relations between these variables at the country level. The first part of the aim is addressed using exploratory factor analysis with data from the Program for International Student Assessment (PISA) for 15-year-old students from Singapore and Finland. The results show that a comparable structure with four factors was verified in both countries.

Examining the Effect of Semantic Relatedness on the Acquisition of English Collocations.

This study examines whether semantic relatedness facilitates or impedes the acquisition of English collocations by conducting two experiments respectively on Chinese undergraduates. Each experiment was composed of a reading session, a productive test, and a receptive test. Experiment 1 began with the reading session of 28 paired-up words and their collocations (in sentence context).