Mediation of self-concept and moderation of teacher support between SES and reading achievement: Evidence from China and the United States.

Background: Socioeconomic status (SES) is important in students' reading development. The mechanism of how they are linked, however, is underexplored.

Aims: This research aimed to explore whether reading self-concept mediates the link between SES and reading achievement and whether teacher support moderates the direct and indirect link between SES and reading achievement.

Performance of Coefficient Alpha and Its Alternatives: Effects of Different Types of Non-Normality.

We examined the performance of coefficient alpha and its potential competitors (ordinal alpha, omega total, Revelle's omega total [omega RT], omega hierarchical [omega h], greatest lower bound [GLB], and coefficient ) with continuous and discrete data having different types of non-normality. Results showed the estimation bias was acceptable for continuous data with varying degrees of non-normality when the scales were strong (high loadings). This bias, however, became quite large with moderate strength scales and increased with increasing non-normality.

Micro classes as a primary school-level mathematics education response to COVID-19 pandemic in China: students' degree of approval and perception of digital equity.

The article introduces a mathematics education measure in response to the COVID-19 epidemic in China and explores students' degree of approval and perception of digital equity towards the response. After the outbreak of the COVID-19, (NCPM) committee had developed a series of micro classes (abbreviated as NCPM micro classes), and more than 25 million teachers and students in China watched the NCPM micro classes during the 3 months social isolation. Then, students' degree of approval towards the NCPM micro classes and perception of digital equity were examined after social isolation.

Does Gender Matter in the Relationship between Anxiety and Decision-Making?

There is an ongoing debate about whether and how anxiety level affects behavioral performance in risk and/or ambiguous decision-making. According to the literature, we suggest that gender difference might be a confounding factor that has contributed to heterogeneous findings in previous studies. To examine this idea, 135 students who participated in this study were divided into six groups according to their gender (male/female) and trait anxiety level (high/medium/low; measured by the Trait form of Spielberger's State-Trait Anxiety Inventory).