Journal articles: 'High schools – China'

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Zhaohe, Wang, and Ian K. Bradbury. "Geography in High Schools in China." Journal of Geography 92, no. 6 (November 1993): 244–46. http://dx.doi.org/10.1080/00221349308979665.

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Wu, Yong Cheng. "Research on School Sports Insurance in China." Advanced Materials Research 271-273 (July 2011): 1049–52. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1049.

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Sports insurance originates in the nature of sports-high risk, and its basic position in the sports industry is determined by its particularity. However, sports insurance in China is only limited to high-risk competitive sports. School sports insurance is still in the development stage. The self-construction of sports insurance and insurance codes are imperfect with few sectors. What’s more, because of weak insurance consciousness of schools and students, unavoidable sports accidents take great pressure to the school, family and the student, which make an impact on the normal operation of schools. Thus it is necessary and urgent to build up and perfect school sports insurance.

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Zhong, Minghua, and Jian Zhang. "Analysis of the citizenship education of China’s junior high school stage." Asian Education and Development Studies 4, no. 2 (April 13, 2015): 190–203. http://dx.doi.org/10.1108/aeds-05-2014-0018.

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Purpose – In China, it is the continuation of citizenship education in primary schools, which lays the foundation for citizenship education in senior high schools. So the authors have chosen citizenship education at the junior high schools stage in mainland China as the purpose of this paper is to provide answers to three research questions: (1) is ideological and moral education citizenship education at junior high schools in China? (2) What is the content of citizenship education at junior high schools in China? (3) What are the characteristics of citizenship education at junior high schools in China? Design/methodology/approach – This paper adopts the methods of literature review and text analysis. Text analysis means that researchers must study from the surface to the depths of a text and grasp the profound meaning which cannot be found otherwise by general readers. Of course, there are many modes of text analysis. Here, we mainly adopt intertextuality and dialogue analysis modes to understand citizenship education and its characteristics from the Ideology and Morality textbooks. The analysis of the textbooks has been carried out from three perspectives (i.e. the concepts, contents and teaching methods of citizenship education), where the focus is on the analysis of the textbook content. Through literature review, this study presents a critique of the definitions, and of analogous and conflicting ideas, to provide answers to research questions RQ1 and RQ2. Because of the authority and representativeness of the Ideology and Morality textbooks in citizenship education studies at the relevant stage in mainland China, they are chosen and are subject to text analysis from three perspectives (i.e. the concept, content and teaching method of citizenship education), to answer RQ3. The paper’s argument is built on an appropriate base of theory and concepts. Findings – Through a textual analysis of Ideology and Morality for junior high schools in China, we can report the following findings: First, the junior high school ideological and moral course is citizenship education with Chinese characteristics. Second, the contents of citizenship education in junior high schools in China include the identification of the Chinese state and nation, the enhancement of citizenship education based upon the unity of right and obligations, and the importance of the contents and requirements of such civic knowledge as a means for public consciousness education. Third, the methods involve classroom instruction and the participation in practical activities. Originality/value – The Ideology and Morality course in junior high schools in China is representative of a citizenship education that has Chinese characteristics. The citizenship education at this stage is peculiar, but its construction is far from perfect. Besides, this special form of education is now facing challenges from burgeoning nationalism and globalization, which is creating pressure for the improvement of the theories of citizenship education presented in this period, the standardization of its content and the change of its methods of delivery. This paper sheds light on this issue to some extent.

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Anderson, Kathryn, Xue Gong, Kai Hong, and Xi Zhang. "Do selective high schools improve student achievement? Effects of exam schools in China." China Economic Review 40 (September 2016): 121–34. http://dx.doi.org/10.1016/j.chieco.2016.06.002.

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Ji, Yanyan, and Yanjun Zhang. "New Curricular Standards of Senior High Schools in China." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 579–83. http://dx.doi.org/10.1163/25902539-00102008.

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China has embarked on a new wave of curriculum reform since 2018. New Curricular Standards attempts to reposition high schools with the aim of improving the quality of citizens nationwide. It repositions basic education for the public which shall not only prepare students for university, but also for students to adapt to social life and career development, thus laying a foundation for their whole-life development. Emphasizing the key competence that students are expected to possess and formulating the academic quality standards are the two major innovations in this reform.

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Cai, Zhengjie, Ziwei Zhang, Mao Zeng, Jinli Xian, Xun Lei, and Yong Zhao. "Differences in Lifestyle Behaviours of Students between Inner Urban and Peri-urban High Schools: A Cross-Sectional Study in Chongqing, China." International Journal of Environmental Research and Public Health 17, no. 7 (March 28, 2020): 2282. http://dx.doi.org/10.3390/ijerph17072282.

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Background: Lifestyle behaviours of students from schools in different socioeconomic areas may be different. Few studies have investigated such topics in China. This study aimed to explore the differences in lifestyle behaviours between inner urban high school students (IUHSSs) and peri-urban high school students (PUHSSs). Methods: A cross-sectional survey based on a self-report questionnaire was administered among 1560 high school students (726 from inner urban high schools and 834 from peri-urban high schools) in Chongqing, China. Physical activity, sleep time, screen time and dietary behaviours were assessed according to a series of recommendations of Chinese guidelines. Results: No significant difference was found in meeting the recommendation for daily physical activity between IUHSSs and PUHSSs (7.6% vs. 6.8%, p > 0.05). PUHSSs were more likely to meet the recommendations of weekdays’ sleep time (14.9% vs. 5.4%, p < 0.001), weekdays’ and weekends’ screen time (85.4% vs. 76.7%, p < 0.001; 21.1% vs. 14.3%, p < 0.001), and had higher proportion of high-score group of dietary behaviours (58.6% vs. 36.4%, p < 0.001) than those of IUHSSs. IUHSSs were more likely to meet the recommendation of weekends’ sleep time (75.6% vs. 67.9%, p < 0.001) than that of PUHSSs. Conclusions: A low proportion met the recommendations of physical activity, weekdays’ sleep time and weekends’ screen time among high school students in Chongqing, China. Lifestyle behaviours may differ between inner urban and peri-urban high school students. Additional support or targeted health education should be provided by high schools to improve the lifestyle behaviours of students, especially in inner urban districts.

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Yu, Lihong, Qiuqian Song, and Junxiang Miao. "A Study on the Problems and Countermeasures of Oral English Teaching in Rural Junior Middle Schools under the Background of Man-machine Dialogue Examination in China." Theory and Practice in Language Studies 9, no. 7 (July 1, 2019): 810. http://dx.doi.org/10.17507/tpls.0907.09.

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English is a main subject of high school entrance examination in China. Many Students have learned English for more than ten years, but they are still unable to communicate with others in English after they graduate from middle school or even high school because of the poor oral English. With the advocacy of the new curriculum reform and quality-oriented education, many provinces and municipalities in China have introduced oral English test into the English exam of high school entrance examination. However, comparing with urban students, students’ oral English in rural areas is relatively weak, which is undoubtedly a huge challenge for rural junior middle schools. Hence, rural junior middle schools need to take measures to improve the oral English of students. This paper analyses the problems of oral English teaching in rural junior middle schools from the aspects of teaching facilities, teachers and students, putting forward some suggestions accordingly.

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Jia, Cun-Xian, Shi-Bao Li, Mei Han, and Qi-Gui Bo. "Health-Related Factors and Suicidal Ideation in High School Students in Rural China." OMEGA - Journal of Death and Dying 73, no. 3 (March 5, 2015): 263–74. http://dx.doi.org/10.1177/0030222815576126.

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The study aimed to understand the reporting rate of suicidal ideation and its health-related factors in 1,378 high school students in rural China. These students were recruited from two high schools in Lijin County, Shandong Province, China by using a stratified random cluster sampling method. Overall, 13.5% of the sample reported having suicidal ideation in the past year, and there was no significant difference between boys and girls in reporting rate of suicidal ideation. Nightmares, physical activity, and sleep duration as well as family environment, paternal education, and mental heath status were significantly associated with suicidal ideation. More efforts for these factors should be considered in suicide prevention for high school students in rural China.

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Shi, Qi, Xi Liu, and Wade Leuwerke. "Students’ Perceptions of School Counselors: An Investigation of Two High Schools in Beijing, China." Professional Counselor 4, no. 5 (December 2014): 519–30. http://dx.doi.org/10.15241/qs.4.5.519.

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Shell, Duane F., Ian M. Newman, and Ming Qu. "Alcohol Expectancies Among High School Students in Inner Mongolia, China." Asia Pacific Journal of Public Health 21, no. 4 (September 25, 2009): 433–41. http://dx.doi.org/10.1177/1010539509344345.

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Objective. This study examines differences in Chinese high school students’ alcohol expectancies by drinking status (nondrinker, occasional drinker, regular drinker) and gender (male, female). Method . The authors administered the Chinese Adolescent Alcohol Expectancy Questionnaire (CAEQ) to a convenience sample of 1244 high school students (M = 627; F = 617) from schools in Huhhot City and Tongliao City in Inner Mongolia, China. Results . Differences were found in the 8 CAEQ factors (3 negative and 5 positive factors). Regular drinkers had lower negative consequences and higher positive perception expectancies than nondrinkers or occasional drinkers. Nondrinkers had higher harm to person/reputation expectancies than occasional or regular drinkers. Occasional drinkers had higher beneficial/moderation and lower harm to person/ reputation expectancies than nondrinkers. Boys had higher positive perception expectancies than girls. Conclusions . Expectancies are associated with Chinese adolescents’ drinking. Identifying the characteristics of alcohol consuming youth can inform the development of prevention interventions and alcohol policies.

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Shen, L. X., H. Hong, Y. Cai, X. M. Jin, and R. Shi. "Effectiveness of peer education in HIV/STD prevention at different types of senior high schools in Shanghai, People's Republic of China." International Journal of STD & AIDS 19, no. 11 (November 2008): 761–67. http://dx.doi.org/10.1258/ijsa.2008.008053.

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The epidemic of HIV/AIDS greatly threatens Chinese youth. Our study was intended to examine the effectiveness of the peer education method in HIV/AIDS prevention in different types of senior high schools in Shanghai. A peer education intervention was conducted in 10 different types of senior high schools, including three key senior schools, four ordinary senior schools and three vocational schools in Shanghai for three months. A cohort of 1910 students was surveyed ( n = 976 intervention group, n = 934 control group) through anonymous questionnaires, both pre- and postintervention. There were significant differences in the results among these different types of senior schools. Peer education is an efficient method of increasing the knowledge of AIDS/sexually transmitted diseases in senior school students. However, the contents and the schedule should be different between different types of schools, and students in vocational schools require more health education.

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Ping, Wang. "Perspectives on English teacher development in rural primary schools in China." Journal of Pedagogy / Pedagogický casopis 4, no. 2 (December 1, 2013): 208–19. http://dx.doi.org/10.2478/jped-2013-0011.

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Abstract Questionnaires are used to examine Chinese rural primary school English teachers’ needs and challenges and perceptions in the implementation of Standards for Teachers of English in Primary Schools as professional development in rural school contexts in China. A total of 300 teachers participated in the research. Their feedback illustrates that there are serious problems with the current training model and that teachers have a very high expectation of being involved in the Professional Graduate Certificate in Education.

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Qian, Ling, Ian M. Newman, Lok-Wa Yuen, Weijing Du, and Duane F. Shell. "Effects of a comprehensive nutrition education programme to change grade 4 primary-school students’ eating behaviours in China." Public Health Nutrition 22, no. 5 (January 8, 2019): 903–11. http://dx.doi.org/10.1017/s1368980018003713.

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AbstractObjectiveAs part of a national initiative to reduce child obesity, a comprehensive school-based nutrition education intervention to change eating behaviours among grade 4 primary-school students was developed, implemented and evaluated.DesignThe intervention was developed by school staff, with technical assistance from outside health education specialists. The programme included school facility upgrades, school teacher/staff training, curriculum changes and activities for parents. Student scores on nine key eating behaviours were assessed prior to and after the programme. The quality of programme implementation in the schools was monitored by technical assistance teams.SettingShandong Province (high household income) and Qinghai Province (low household income), China. Three programme schools and three control schools in each province.ParticipantsStudents in grade 4 (age 8–9 years).ResultsThere were significant positive changes in self-reported eating behaviour scores from pre- to post-assessment in programme schools. At post-test students in programme schools had significantly higher scores than students in control schools after controlling for other variables. The programme was more effective in the high-income province. Observations by the technical assistance teams suggested the programme was implemented more completely in Shandong. The teams noted the challenges for implementing and evaluating programmes like these.ConclusionsThis intervention increased healthy eating behaviours among 4th graders in both provinces and had more effect in the more affluent province. Results suggest that a scaled-up initiative using existing school and public health resources could change eating practices in a large population over time. The intervention also provided lessons for implementing and evaluating similar nutrition programmes.

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Zhao, Decheng, and Luhuan Wang. "School Governance Structure and Its Impact on Student Performance: A Comparative Study between Four Provinces of China and the PISA2015 High-Scored Countries/Economies." Best Evidence in Chinese Education 6, no. 2 (November 23, 2020): 825–43. http://dx.doi.org/10.15354/bece.20.ar072.

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Improving the school governance structure and establishing a modern school system are the current research focuses in elementary and middle school management. Through a comparative analysis of the school governance structure of four provinces and cities in China (Beijing-Shanghai-Jiangsu-Guangdong, BSJG) and PISA2015 high-scored countries/economies, we found that the school autonomy in seven major aspects including “teacher selection, teacher dismissal, evaluation policy, enrollment policy, textbook selection, curriculum content, and curriculum design” in BSJG schools was significantly lower than that of high-scored countries/economies. The average decision-making of BSJG principals and teachers in various affairs was also substantially lower than the high-scored countries/economies. The multilevel analysis found that the impact of school governance structure on student performance presented different patterns between BSJG and high-scored countries/economies. Therefore, China needs to (i) expand the autonomy of school management further and establish a new government-school relationship; (ii) give priority to curriculum management and ensure its autonomy in schools; (iii) improve the principal accountability system, and strengthen the principal’s power and responsibility in school management; (iv) strengthen democratic management, thereby promoting teachers’ participation in the decision-making of school affairs.

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Liu, Jing. "Understanding inequality in public school admission in urban China." Asian Education and Development Studies 4, no. 4 (October 5, 2015): 434–47. http://dx.doi.org/10.1108/aeds-03-2015-0009.

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Purpose – The purpose of this paper is to apply analysis of public discourses on Ze Xiao to explore and interpret the power relationships shaping inequality in admission to public junior high schools in urban China. Design/methodology/approach – This study first introduces the rise of Ze Xiao as an educational phenomenon in China. It then elucidates power relationships in public school admission by analyzing continuities and changes in stakeholders’ interaction in public school admission. It concludes by discussing educational reform for equal public school admission in urban China. Data were collected from written and spoken texts about public school admission, including newspaper articles from the 1980s to the 2000s, policy documents and interviews with relevant stakeholders. Findings – Findings demonstrate that multi-layered power relationships caused diverse inequalities in admission to public secondary education in urban China. These are represented by political and institutional privileges and an imbalance in education development during the social transition from a profit-driven approach in the 1990s to a balance-centered one after 2000. Arguably, there is a necessity to further promote a systematic reform to terminate the privileges and imbalance for an equal and balanced public secondary education in urban China post-2015. Originality/value – This study attempts to make a contribution toward reconstructing the meaning of inequality in admission to public junior high schools in urban areas by revealing the power relationships among stakeholders constituted through their interactions in public education during the different stages of socio-economic development in urban China.

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Bai, Yunli, Linxiu Zhang, Hongmei Yi, Liming Zheng, and Scott Rozelle. "The Impact of an Academic High School Tuition Relief Program on Students’ Matriculation into High Schools in Rural China." China Economic Review 43 (April 2017): 16–28. http://dx.doi.org/10.1016/j.chieco.2016.12.003.

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Hu, Shu. "Parents’ Migration and Adolescents’ Transition to High School in Rural China: The Role of Parental Divorce." Journal of Family Issues 39, no. 12 (May 28, 2018): 3324–59. http://dx.doi.org/10.1177/0192513x18778083.

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Using both quantitative and qualitative data collected in a migrant-sending county from 2012 to 2013, this article examines the mechanisms through which parental migration could shape adolescents’ transition to high school in rural China. Though parental migration improves children’s educational outcomes via social remittance of education value, it also leads to a decline in children’s educational achievements by increasing the odds of parental divorce. The likelihood of divorce rises with the migration of mother or both parents, and this significantly increases the risks of discontinuing schooling and transitioning to vocational high schools, relative to attending academic high schools. In contrast to the conventional explanations of economic resources and psychological health, this article emphasizes the significant role of marital instability in the link between parental migration and children’s educational outcomes.

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Xu, Chengwei, Xiaofeng Lv, and Zhongyi Li. "Research on the Optimization of Physical Education Curriculum in Chinese Elementary and Middle Schools from the Perspective of Healthy China." Lifelong Education 9, no. 6 (September 28, 2020): 228. http://dx.doi.org/10.18282/le.v9i6.1348.

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at present, the physical education and health course in primary and secondary schools in China is faced with the dilemma of failing to strengthen the body and bring health and vitality to the students. Through the method of literature review and comparative analysis, this paper studies the physical education curriculum of primary and secondary schools in China, finds that there are some problems in the curriculum of primary and secondary school sports, and explores the social impact of these problems from multiple perspectives. From the perspective of “healthy China 2030”, this paper puts forward the following suggestions: 1. Adjusting measures to local conditions, vigorously promoting the development of school-based physical education curriculum; 2. Paying attention to the clarity of curriculum objectives, reflecting the gradual and targeted of curriculum objectives; 3. Constructing the primary, junior high and high school integrated physical education curriculum teaching content system, hoping that this study could provide a certain theoretical support for Chinese primary and secondary school physical education and health courses so that physical education could become an important position for young people to civilize their spirit and savage their physique, and provide help for the early realization of sports power and healthy China.

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WU, Y., B. ZHU, Y. GAO, Z. SHI, J. WANG, H. WANG, and Z. SHAO. "Clustered cases ofBordetella pertussisinfection cause high levels of IgG antibodies against pertussis toxin in adolescents in Gaobeidian city, China." Epidemiology and Infection 142, no. 4 (December 5, 2013): 738–43. http://dx.doi.org/10.1017/s0950268813003099.

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SUMMARYIn a large serosurvey performed in Gaobeidian city, China, 1032 children and adolescents aged 3–18 years were divided into three age groups: 3–6, 7–11, and 12–18 years. The geometric mean of IgG antibodies against pertussis toxin (anti-PT IgG) varied from 3·47 IU/ml (3–6 years) to 8·71 IU/ml (12–18 years) and the seroprevalence (⩾40 IU/ml) varied from 4·48% (7–11 years) to 11·76% (12–18 years). Infections were clustered in three secondary schools (schools 1–3). However, excluding secondary schools 1–3, the IgG PT levels, seroprevalence and rates of recent infections (>100 IU/ml) in secondary schools 4–7 (where infections were not clustered) were very close to those in the 3–6 and 7–11 years age groups. This suggests that the high seroprevalence and anti-PT IgG levels in adolescents in Gaobeidian city, China were caused by the clustered cases in certain secondary schools. Our results also suggested that pertussis was still circulating in China, and the reported incidence might be underestimated.

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Su, Aoxue, and Wei He. "Exploring Factors Linked to the Mathematics Achievement of Ethnic Minority Students in China for Sustainable Development: A Multilevel Modeling Analysis." Sustainability 12, no. 7 (April 1, 2020): 2755. http://dx.doi.org/10.3390/su12072755.

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To improve the sustainable development of minority education and ensure equitable quality education, this study explored student- and school-related factors linked to the mathematics achievement of minority senior high school students in China. Based on the data obtained from 932 teachers and 1873 students, within 31 interior ethnic boarding schools in 14 provinces of China, multilevel analysis showed that gender, class organization, learning strategies, and learning self-efficacy were significant student-level predictors of mathematics achievement. Students were more likely to score highly if they were boys, were in mixed classes, had more self-efficacy in learning mathematics, and used more effective mathematics learning strategies. At the school level, teachers’ job satisfaction positively predicted students’ mathematics achievement. Additionally, there was a significant interaction between school location and expected class organization in relationship to students’ mathematics achievement. For schools located in the urban center, the effect of class organization on students’ mathematics achievement was greater than schools located in the suburbs. For the sustainable development of minority education, it is necessary to further promote mixed-class teaching, set such schools in the suburbs, and improve teachers’ job satisfaction through multiple measures.

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Gao, Shu Lan. "Book Subscription System Design in High School Based on Web Technology." Applied Mechanics and Materials 220-223 (November 2012): 2641–44. http://dx.doi.org/10.4028/www.scientific.net/amm.220-223.2641.

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Library is the information center of high school. With the development of high education in China, the construction of library is of great importance in high school. Since the knowledge of all kinds of subjects increase dramatically in nowadays, the book subscription has become a heavy task in the library. The recent manual works for book subscription in many schools have not met the requirements from different departments of them. Hence, a book subscription system is designed based on Web. In this system, the active sever page technology is used, together with the structure query language sever database system.

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Wang, Xin, Jinwu Zhang, Xiaoxiang Wang, and Jianhong Liu. "Intervening Paths From Strain to Delinquency Among High School and Vocational School Students in China." International Journal of Offender Therapy and Comparative Criminology 64, no. 1 (June 21, 2019): 22–37. http://dx.doi.org/10.1177/0306624x19856513.

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Chinese education system comprises high schools and vocational school, and their differences on delinquency have seldom been investigated. From the perspective of general strain theory, the present study examined the differences among high school and vocational school students for delinquency, strain, and other explanatory variables. General strain theory delineates the effect of strain on delinquency or deviance and presents the paths from strain to delinquency or deviance through social control and social learning variables. Using a sample of 1,852 tenth-grade students in Guangzhou City, the present study tests the intervening paths from strains to deviance among high school and vocational school students. Results indicated that vocational school students have higher likelihood to be strained and delinquent, and have lower social control and higher interactions with delinquent peers. School type is a significant predictor for strain, as well as social control and delinquent peers.

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Stropkovics, Kaleb Lo. "Reciprocal Learning: Academic Supports in Middle and Secondary Schools." Journal of Teaching and Learning 13, no. 1 (September 17, 2019): 59–69. http://dx.doi.org/10.22329/jtl.v13i1.5992.

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This paper addresses the student support systems available in Chinese schools, with reference to those available in Canadian schools, in order to understand the most effective foundations for academic success and student motivation. The focus of educational support within Chinese and Ontario schools is rooted around times of high-stress exams, such as the Senior High School Entrance Exam (Zhongkao, 中考) and the National Higher Education Entrance Exam (Gaokao, 高考) in China, and the Education Quality and Accountability Office (EQAO) Literacy Exam and the Canadian Achievement Tests (CAT) in Ontario. I explore the available means through which schools provide guidance and additional support for students throughout the grades leading up to major examinations. This inquiry involves observation of various Chinese classrooms, research of literature examining stress levels and academic success, and observations of school programs and guidance facilities within the schools and communities.

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Wang, Ting. "School leadership and professional learning community: case study of two senior high schools in Northeast China." Asia Pacific Journal of Education 36, no. 2 (April 2, 2016): 202–16. http://dx.doi.org/10.1080/02188791.2016.1148849.

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Wen, Xiaotong, Yixiang Lin, Yuchen Liu, Katie Starcevich, Fang Yuan, Xiuzhu Wang, Xiaoxu Xie, and Zhaokang Yuan. "A Latent Profile Analysis of Anxiety among Junior High School Students in Less Developed Rural Regions of China." International Journal of Environmental Research and Public Health 17, no. 11 (June 8, 2020): 4079. http://dx.doi.org/10.3390/ijerph17114079.

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The purpose of this study is to understand the potential types of anxiety among middle school students by analyzing the current situation of middle school students’ anxiety and its influencing factor. This study used a multistage stratified cluster random sampling to investigate students in grades 9 to 12. Mplus 7.4 was used for latent profile analysis. A total of 900 junior high school students were investigated. The junior high school students were divided into three subgroups by latent profile analysis. A total of 223 junior high school students experienced severe anxiety, accounting for 24.78%. Multivariate logistic regression analysis revealed that males are more likely to develop moderate and severe anxiety. The development of severe anxiety (OR = 0.562, p < 0.05) is less likely for students in schools with adequate mental health support. Students who were confident with their academic performances were less likely to develop moderate anxiety (OR = 0.377, p < 0.05). Students with extreme academic pressure are more likely to develop moderate anxiety (OR = 6.523, p < 0.05) and severe anxiety (OR = 11.579, p < 0.05). It is recommended that mental health counseling be set up in schools and to provide professional counselors to prevent serious anxiety for students. This paper also demonstrates a need to reduce students’ academic pressure.

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Liu, Jian, Liman Zhao, Xiaofeng Du, and Guanxing Xu. "Study on the Ideal Matching Mode of Sleep Time and High Academic Performance of High School Students in China and Its Early Warning Mechanism." Best Evidence in Chinese Education 6, no. 2 (November 23, 2020): 845–61. http://dx.doi.org/10.15354/bece.20.ar074.

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Based on a sample survey of high schools in Province S of China, this study used quantitative statistical analysis to explore the ideal matching mode of sleep time and high academic performance and established a multi-level early warning mechanism for schools that sacrifice student sleep for high academic performance. The results showed that “students achieve the best academic performance when they sleep for eight hours or more.” This is an ideal matching mode for schools to ensure the healthy development of students and build a good educational environment. Teachers, schools, education administrators, and parents should hold correct educational values and view comprehensively the relationship between students’ sleep time and academic performance. For schools that sacrifice students' sleep time and blindly pursue high grades, a multi-level early warning mechanism should be established and their rectification should be supervised.

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Wansheng *, Zhan, and Ning Wujie. "The moral education curriculum for junior high schools in 21st century China." Journal of Moral Education 33, no. 4 (December 2004): 511–32. http://dx.doi.org/10.1080/0305724042000327993.

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Park, Albert, Xinzheng Shi, Chang-tai Hsieh, and Xuehui An. "Magnet high schools and academic performance in China: A regression discontinuity design." Journal of Comparative Economics 43, no. 4 (November 2015): 825–43. http://dx.doi.org/10.1016/j.jce.2015.10.013.

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Su, Aoxue, Wei He, and Taichao Huang. "Sociocultural Adaptation Profiles of Ethnic Minority Senior High School Students in Mainland China: A Latent Class Analysis." Sustainability 11, no. 24 (December 5, 2019): 6942. http://dx.doi.org/10.3390/su11246942.

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This study aimed to quantitatively determine the sociocultural adaptation profiles of ethnic minority senior high school students in mainland China. A large-scale questionnaire survey of 1873 Grade 12 students from 31 interior ethnic boarding schools throughout China was conducted. Through exploratory and confirmatory factor analyses, the underlying structure of the sociocultural adaptation questionnaire was uncovered as consisting of three domains and six factors: General adaptation (daily life and school management), academic adaption (learning strategies and learning self-efficacy), and interaction adaptation (interethnic contact and cultural identity). By performing latent class analysis, four distinct sociocultural adaptation profiles of students were distinguished: The well-adapted group (28.0%), the general adaptation group (31.0%), the interaction adaptation group (24.4%), and the maladaptation group (16.6%). The results of chi-squared and variance analyses showed that the sociocultural adaptation profiles of ethnic minority senior high school students were significantly related to sociodemographic variables, such as ethnicity, class organization, hometown location, and family socioeconomic status. These profiles can be used to evaluate changes in ethnic minority students’ sociocultural adaptation and will contribute to the perfection of the ethnic minority boarding school system and the ultimate realization of inclusive and equitable quality education in China.

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Bryant, Darren A., and Chunping Rao. "Teachers as reform leaders in Chinese schools." International Journal of Educational Management 33, no. 4 (May 7, 2019): 663–77. http://dx.doi.org/10.1108/ijem-12-2017-0371.

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Purpose The purpose of this paper is to analyze the influence of teacher leadership on the enactment of educational reforms in southeastern China. It considers how the work of middle and teacher leaders in schools is structured to support reform enactment at the school level. Design/methodology/approach The research was conducted in three case study sites in one school district in Shenzhen, China. Low, moderate and high academic achieving schools which had engaged teacher leaders in instructional reforms were selected. A combined total of 34 senior, middle and teacher leaders participated in semi-structured interviews, which were analyzed through a comparative coding process. Findings Across the three schools, teacher leaders without positional authority strongly influenced the instructional reforms. Their influence was strongest when bolstered by a combination of formal recognition systems, opportunities to lead projects that were directly related to the reform efforts, and mentorship systems that skilled novice teachers in reform-related skills and experienced teachers in leading reform enactment. Mechanisms and structures embedded in schools, when coherently focused on selected reforms, supported the efficacy of teachers without formal authority. And, middle leaders’ impact was enhanced when working collaboratively with formal and teacher leaders. Originality/value This research yields insight on teacher leaders’ influence of reform. It considers how the work of middle and teacher leaders can be structured as a collective that impacts on reform enactment at the school level. And, it illuminates teacher leadership in a Chinese context other than the scrutinized Shanghai school system.

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Lee, Moosung, and Ewan Wright. "Moving from elite international schools to the world’s elite universities." International Journal of Comparative Education and Development 18, no. 2 (May 9, 2016): 120–36. http://dx.doi.org/10.1108/ijced-01-2016-0002.

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Purpose – The purpose of this paper is to explore how elite International Baccalaureate Diploma Programme (IBDP) schools in China function as a channel for international student mobility to leading universities around the world. Design/methodology/approach – To achieve this, the authors conducted a mixed-methods study combining quantitative analysis of 1,622 students’ university destinations and qualitative analysis of interview data from five high performing and high tuition fee IBDP schools in China. Findings – Results indicate that the IBDP in China can be conducive to a form of “elite international student mobility” for some students with 30 percent of participants attending one of the top 50 ranked universities globally. As an explanation, interview data points to the strong reputation of the program, the provision of structured opportunities for students to demonstrate “additional skills,” and the abundant resources of elite schools. Originality/value – The authors provide a critical discussion about the implications of the IBDP’s function for “elite international student mobility” in connection with social contexts surrounding these international International Baccalaureate schools in China. In so doing, the discussion tackles two issues from a critical perspective: the role elite international schools in accelerating educational inequalities and challenges to authentic learning experience when elite schools play the “university admissions game.”

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Wang, Jiaxing, Ying Li, Zhenyang Zhao, Nan Wei, Xiaoli Qi, Gang Ding, Xue Li, et al. "School-based epidemiology study of myopia in Tianjin, China." International Ophthalmology 40, no. 9 (May 29, 2020): 2213–22. http://dx.doi.org/10.1007/s10792-020-01400-w.

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Abstract Purpose To study the epidemiology of myopia in school-aged children in Tianjin and the relationship between visual acuity-based screening and refraction-based screening. Method This school-based prospective cohort study was performed on children from 42 elementary schools and 17 middle schools in Tianjin, China. Totally 14,551 children, ages ranging from 5 to 16 years, were included in this study. Uncorrected visual acuity (UCVA) was determined by logarithmic tumbling E chart. Non-cycloplegic photorefraction was examined by the Spot (v2.1.4) photoscreener. The relationship between the UCVA and refractive error was investigated for different age groups. Results The overall prevalence of myopia at this school based screen is 78.2%, ranged from 10% at age of 5 to 95% at age of 16. The most dramatic increase in prevalence is from age of 6 (14.8%) to age of 7 (38.5%). The overall prevalence of high myopia is 2.5%. UCVA is found corresponding to spherical equivalent refraction (SER) in a manner of normal distribution and is significantly affected by age. When using UCVA to estimate the prevalence of myopia, the overall sensitivity and specificity are 0.824 and 0.820, respectively. Age-dependent optimal cutoff points and 95% confident intervals of such estimation are reported. Conclusions Myopia is heavily affecting school-aged children in Tianjin, China. The refraction screening is preferable for myopia screening, whereas the UCVA screening results need to be interpreted in an age-dependent manner for myopia estimation.

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蒋, 至恒. "Comparative Analysis of Music Curriculum Standards in High Schools of China and England." Creative Education Studies 07, no. 05 (2019): 701–4. http://dx.doi.org/10.12677/ces.2019.75118.

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Jiang, Yali. "Do migrant children replicate their parents’ social economic status? Statistical analysis of educational achievement of migrant children in China." Chinese Sociological Dialogue 1, no. 2 (December 2016): 140–51. http://dx.doi.org/10.1177/2397200917689907.

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Using a large dataset from the China Educational Panel Survey (CEPS) of 2013–2014 (n=1,593), this paper identifies possible reasons that affect the academic achievement of students in grades 7 and 9 who come from migrant families, and explores whether schools with high teaching quality can remedy disadvantages of low socioeconomic backgrounds. Results of regression analyses show that, against common wisdom, we found that neither family finance nor father’s occupation significantly influence student academic performance. In addition, school type, either public or private (including special schools for children from migrant families), did not have significant influences on the achievement of those migrant children; only school ranking did. We conclude that public school resources cannot remedy the disadvantages of family background of migrant children, and migrant children do replicate the fate of their parents.

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Zhang, Jia, Rui Yuan, and Shulin Yu. "What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai." Educational Management Administration & Leadership 45, no. 2 (July 8, 2016): 219–37. http://dx.doi.org/10.1177/1741143215617945.

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Using qualitative data collected from three high schools in Shanghai, this study explored the barriers to the development of professional learning communities (PLCs) in Chinese schools from the perspectives of school leaders and teachers. Results indicate that the barriers identified by teachers in the development of PLCs include insufficient collaborative time, ineffective school leadership, unfavourable accountability policy, and lack of collaborative professional culture. By contrast, school leaders regard the absence of financial power, passive teachers, an unfavourable accountability system, and shortage of external resources as the major impediments to PLCs. Moreover, both similarities and differences are observed in the perceptions of teachers and school leaders regarding the barriers to PLC development. Practical implications for the effective implementation of PLCs and suggestions for future research are also presented.

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Zhao, Pei, Heikki Kynäshlahti, and Sara Sintonen. "A qualitative analysis of the digital literacy of arts education teachers in Chinese junior high and high schools." Journal of Librarianship and Information Science 50, no. 1 (July 10, 2016): 77–87. http://dx.doi.org/10.1177/0961000616658341.

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Information communication technologies and media have challenged traditional education and changed teachers’ thinking. These technologies present unique opportunities for supporting creativity, which is the key aim of learning in arts education. Despite the direct and close link between them and arts education, how to integrate these technologies into traditional education has long challenged government and educational experts. Teachers’ digital literacy has been regarded as an important part of information communication technologies-enabled education. Because an arts education uses more equipment than other types of education, it is more dependent on digital media. Thus, arts teachers’ digital literacy has directly affected their teaching, and has played an increasingly important role in education. This paper, having investigated eight Chinese arts teachers’ digital concepts and utilities in their teaching, explores digital literacy in arts teaching in China from different perspectives. It also offers recommendations for research into arts teachers’ digital literacy and arts education research in China for the future. Overall, this study designs a framework of factors for Chinese arts teachers’ digital literacy.

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Zhou, Zhen. "On the Lesson Design of Online College English Class during the COVID-19 Pandemic." Theory and Practice in Language Studies 10, no. 11 (November 1, 2020): 1484. http://dx.doi.org/10.17507/tpls.1011.21.

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The COVID-19 pandemic shocked school education, bringing a lot of challenges. The pandemic has changed how millions around the globe are educated and new solutions for education could bring much needed innovation. During the pandemic, online teaching has become a necessary way for teachers and students in primary schools, middle schools, high schools and even universities around the world. College English teaching becomes increasingly difficult as there are many affecting factors. The article first analyzed the advantages and challenges of the pandemic on the college English online teaching, and then put forward the strategies of online teaching design, in order to supply some reference and enlightenment for the college English teaching in China.

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Ye, X. X., H. Huang, S. H. Li, G. Xu, Y. Cai, T. Chen, L.-X. Shen, and R. Shi. "HIV/AIDS education effects on behaviour among senior high school students in a medium-sized city in China." International Journal of STD & AIDS 20, no. 8 (August 2009): 549–52. http://dx.doi.org/10.1258/ijsa.2008.008471.

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Few studies have examined the long-term effects of peer-led HIV prevention in Chinese adolescents. A two-year follow-up study was conducted among senior high school students in a medium-sized city of Fujian Province, from 1 March 2006 to 30 April 2008. In all, 3068 students from 14 schools were invited in March 2006, and 893 students in five schools were followed up. Data were collected at baseline, right after intervention (one month later) and two years later by a self-administered questionnaire. In the intervention group, the average knowledge score including reproductive health and HIV/AIDS/sexually transmitted diseases rose from 4.30 to 7.06 one month later ( P < 0.01) and to 7.08 two years later ( P < 0.01). There was no significant difference between the average knowledge score after one month and two years ( P > 0.05). Sustained increases were found in the attitude scores towards people living with HIV/AIDS (PLWH) and intention of condom use after intervention. The study indicates that peer-led HIV prevention education succeeds in improving and sustaining HIV/AIDS-related knowledge and some behaviour intentions. Future research should focus on strategies to sustain long-term behaviour change.

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Luo, Yan, Zhenti Cui, Ping Zou, Kai Wang, Zihan Lin, Jinjie He, and Jing Wang. "Mental Health Problems and Associated Factors in Chinese High School Students in Henan Province: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 17, no. 16 (August 16, 2020): 5944. http://dx.doi.org/10.3390/ijerph17165944.

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Approximately one in five adolescents experience mental health problems globally. However, studies on mental health problems in Chinese high school students are few. Therefore, this study examined the status and associated factors of mental health problems in high school students in China. A stratified two-stage cluster sampling procedure was adopted, leading to a final sample of 15,055 participants from 46 high schools in all 17 provincial cities of Henan province, China. Self-reported questionnaires were used to collect the data. A mental health problems variable was assessed using the Mental Health Inventory of Middle School Students. The positive rate of mental health problems among high school students was 41.8%, with a male predominance (43.3% versus 40.2% in females; p < 0.01). The most frequent mental health problem was academic stress (58.9%). Higher grades, physical disease, chronic constipation, alcohol consumption, engagement in sexual behavior, residence on campus, and living in nonurban areas and with single-parent families were significantly associated with higher odds of having mental health problems (p < 0.05). We suggest that the prevention of mental health problems in high school students be strengthened, especially in students with physical illnesses, unhealthy behaviors, and single-parent families.

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Li, Aihua, and Mika Munakata. "Mathematical Lens: Building Mathematically." Mathematics Teacher 103, no. 1 (August 2009): 14–16. http://dx.doi.org/10.5951/mt.103.1.0014.

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In January 2008, seventeen participants in the Montclair State University (MSU) GK–12 Fellows in the Middle Program visited China for two weeks. Our group included two mathematics graduate students, four science graduate students, two middle school mathematics teachers, one middle school science teacher, one superintendent, and six MSU mathematics and science faculty members. While in China, we visited several middle and high schools Munakatain Beijing and Xi'an and saw many historical and cultural sites. On our way to the Forbidden City along the Beijing highway known as Ring 3, we passed these three buildings, located at Xihuan Plaza (photograph 1), which seemed to be challenging passersby to describe them mathematically.

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Li, Aihua, and Mika Munakata. "Mathematical Lens: Building Mathematically." Mathematics Teacher 103, no. 1 (August 2009): 14–16. http://dx.doi.org/10.5951/mt.103.1.0014.

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In January 2008, seventeen participants in the Montclair State University (MSU) GK–12 Fellows in the Middle Program visited China for two weeks. Our group included two mathematics graduate students, four science graduate students, two middle school mathematics teachers, one middle school science teacher, one superintendent, and six MSU mathematics and science faculty members. While in China, we visited several middle and high schools Munakatain Beijing and Xi'an and saw many historical and cultural sites. On our way to the Forbidden City along the Beijing highway known as Ring 3, we passed these three buildings, located at Xihuan Plaza (photograph 1), which seemed to be challenging passersby to describe them mathematically.

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Friedman, Eli. "Teachers’ Work in China’s Migrant Schools." Modern China 43, no. 6 (April 19, 2017): 559–89. http://dx.doi.org/10.1177/0097700417703657.

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In recent years, scholars have begun to document the emergence of private migrant schools in urban China. However, neither education nor labor scholars have empirically investigated teachers’ work. Because it is precisely those with the fewest economic resources that have been restricted to privatized education in the city, migrant schools are dependent on a highly exploitative form of employment. Based on a study of Guangzhou and Beijing, we see that there is diversity in working conditions. In Beijing, teachers are subject to extralegal precarity in which basic legal enforcement is tenuous to nonexistent. In Guangzhou, there is greater legal compliance, but management has employed market discipline to shift risk onto teachers. In general, teachers’ work in migrant schools is similar to other forms of migrant labor in China, characterized by low pay, long hours, high work intensity, and lack of job security. The article concludes by assessing the divergent politics of migration in each city while considering the implications for socioeconomic inequality.

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Hansen, Mette Halskov. "Learning Individualism: Hesse, Confucius, and Pep-Rallies in a Chinese Rural High School." China Quarterly 213 (February 7, 2013): 60–77. http://dx.doi.org/10.1017/s0305741013000015.

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AbstractIn Chinese public discourse, it has almost become a truism that the generation born after the mid-1980s is more selfish, individualistic, and materialistic than previous generations. Consequently, an important task for public moral education is to correct this behaviour and to generate compassion for others beyond the family, to strengthen nationalist sentiments and to imbue a sense of duty to the greater community. Schools provide the Chinese government with a key opportunity to achieve this. Based on fieldwork in a rural high school in China, this article demonstrates how the official visions of the learned individual portrayed in textbooks collide with a more powerful ideology of individualism that is implicitly promoted through activities within the school, and is reflective of an ongoing process of individualization, not only in Chinese society, but also within state institutions, such as the school.

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Zhao, Weijie. "Predicament and outlook of China's math education." National Science Review 7, no. 9 (April 17, 2020): 1513–17. http://dx.doi.org/10.1093/nsr/nwaa070.

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Abstract Mathematics is the foundation of science and rational thinking. Math education for the younger generation is the fundamental project to upgrade the mathematical literacy and the creativity of the whole society. China's education system has long been different from that of Western countries. China has fostered many gold medal winners of the International Mathematics Olympiad, but is also criticized as lacking creativity. In this NSR forum on math education in China, educators of high schools and universities as well as researchers of different scientific fields gather to talk about the current predicaments and future developments of China's math education. Zenghu Li Mathematician; Professor of the School of Mathematical Sciences, Beijing Normal University, Beijing, China Chao Tang Quantitative biologist; Director of the Center for Quantitative Biology, Peking University, Beijing, China Zhihong Xia Mathematician; Professor of Mathematics, Northwestern University, Evanston, USA and the Founding Chair of the Department of Mathematics, Southern University of Science and Technology, Shenzhen, China Jinlong Yang Computational chemist; Professor of the School of Chemistry and Materials Science, University of Science and Technology of China, Hefei, China Huawei Zhu Headmaster of Shenzhen Middle School, Shenzhen, China; Former leader and head coach of the national team of China for the International Mathematics Olympiad, China Gang Tian (Chair) Mathematician; Professor of the School of Mathematical Sciences, Peking University, Beijing, China

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Hu, Teh-wei, and Ying-ying Meng. "Medical Technology Transfer in Major Chinese Medical Schools." International Journal of Technology Assessment in Health Care 7, no. 4 (1991): 553–60. http://dx.doi.org/10.1017/s026646230000711x.

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AbstractThis paper examines how the decision-making process and its consequences affect medical technology transfer in major Chinese medical schools. Data are from a 1987 survey of 13 key medical universities, directly supervised by the Ministry of Public Health in the People's Republic of China. This paper limits itself to four types of laboratory equipment — electron microscopes, UV/VIS spectrophotometers, high-performance liquid chromatographs, and polygraphs. Decisions on the transfer of medical technology have been more decentralized in China since the economic reform in 1978. The major reason for schools to import these four types of equipment is their dissatisfaction with the quality of domestic products. Chinese medical schools depend heavily on the information provided at medical equipment exhibits and their neighboring schools. Their decisions to acquire the equipment are based more on the quality and service available than on the prices. Chinese medical schools face serious infrastructure problems in acquiring and maintaining these pieces of equipment. A number of suggestions are made for improving the efficiency of medical technology transfer in China.

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He, Ge, and Qinshi Huang. "Geospatial Analysis and Research on Social and Spatial Inequality of Compulsory Education: A Case Study of Hangzhou, China." Complexity 2021 (August 31, 2021): 1–14. http://dx.doi.org/10.1155/2021/6265751.

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Equal compulsory education is an important way to realize social and spatial equality, while the uneven allocation of educational resources in different regions and groups results in inequality of opportunity and solidification of social strata. Traditional research conducted on the basis of fixed search range ignores the special institutional background of Chinese school district system. In this paper, an improved Gaussian two-step floating catchment area model is developed taking into consideration the school district system, while the bivariate local spatial analysis method and geographically weighted regression model are employed to study the social and spatial differentiation of compulsory education accessibility and its capitalization effects in Hangzhou. Results show that (1) the improved Gaussian two-step floating catchment area model is more in line with the national condition of China’s “nearby schooling” policy; (2) the accessibility of compulsory schools in Hangzhou shows an obvious core-periphery typology, and the aggregation effect of primary school accessibility is more significant than that of secondary schools; (3) compared to groups with high socioeconomic status, vulnerable groups are highly disadvantaged in terms of access to educational services; (4) spatial heterogeneity exists in education capitalization, and the areas where education accessibility has the strongest impact on housing prices are in the central city with rich high-quality educational resources; (5) high-quality educational resources, high-priced communities, clusters of high socioeconomic status groups, and communities enjoying high-level education accessibility are highly consistent in all spaces, which is the spatial expression of educational inequality. The research on Hangzhou, a regional central city, provides a theoretical basis and technical support for the humanistic shift in the allocation of educational resources.

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Wang, Cixin, Kieu Anh Do, Leiping Bao, Yan R. Xia, Chaorong Wu, and Lauren Couch. "Ecological Influences on Chinese Adolescents’ Problem Behaviors: A Multilevel Analysis." Journal of Family Issues 39, no. 9 (February 22, 2018): 2545–71. http://dx.doi.org/10.1177/0192513x18757828.

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This study investigated the effects of individuals, school, and familial protective and risk factors and their interactions on adolescent problem behaviors using a stratified random sample of 2,864 (51.5% female) students from 55 classrooms in 13 schools in Shanghai, China ( Mage = 15.52 years, SD = 1.62). Results from the multilevel analyses indicate that being male, having high parent–adolescent conflict, high independent self-construal, low conformity, low grade rank, and low classroom-level and individual-level school adjustment predicted problem behaviors. Adolescent independent self-construal also interacted with parental autonomy granting to predict vandalism. For adolescents with low or moderate levels of independent self-construal, autonomy granting predicted lower odds of vandalism, but for adolescents with high levels of independent self-construal, parental autonomy granting predicted higher odds of vandalism. The findings highlight the complex effects of parenting and independent/interdependent self-construals on adolescent problem behaviors in China.

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Han, Shu, and Yushun Li. "Investigation and Research on the Development Level of Primary School Students' Information Literacy in Western China and its Development Strategy." Journal of Education and Training Studies 9, no. 6 (June 24, 2021): 29. http://dx.doi.org/10.11114/jets.v9i6.5271.

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In this study, the current situation of information literacy level of primary school students in western China, mainly in Lanzhou, Gansu Province, was investigated by Means of questionnaire and interview. The survey results show that there is a big gap between urban and rural primary school students' information literacy level, mainly because rural schools do not enjoy good resource allocation. In addition, it is found that there is no significant difference in information literacy level between genders, but there are still some gender stereotypes. On the whole, students' information literacy level is at a medium level, and information technology use behavior is mostly at a low level, while high-level behavior is less. The information literacy of primary school students in western China still needs further development.

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Bolton, Kingsley, and David Graddol. "English in China today." English Today 28, no. 3 (September 2012): 3–9. http://dx.doi.org/10.1017/s0266078412000223.

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According to a 2010 China Daily article, the number of English learners in China is now around 400 million, approximately one third of China's population (see also Wei and Su, this issue). The importance of English in the state education system has been supplemented by the rapid growth of privately-run language schools and training institutes across the country in recent years. The same article quoted a comment by Ms Xiao Yan, the public relations manager of the Wall Street English language school chain, who gave her explanation for the current popularity of English in the following terms: More and more importance has been given to English after China carried out the policy of reform and opening up to the outside world in the late 1970s. And accompanying China's rise on the world stage in recent years are growing connections of commerce and culture with other countries, especially those developed English-speaking countries […] The entire Chinese society attaches high importance to the English study as sometimes it even plays a vital role for a person who plans to pursue further education and seek a better career. There is no doubt that people who have a good command of English are more competitive than their peers. (China Daily, 2010a)

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Rao, Jiaming, Haiqing Wang, Minhui Pang, Jianwei Yang, Jiayi Zhang, Yunfeng Ye, Xiongfei Chen, Shengyong Wang, and Xiaomei Dong. "Cyberbullying perpetration and victimisation among junior and senior high school students in Guangzhou, China." Injury Prevention 25, no. 1 (April 6, 2017): 13–19. http://dx.doi.org/10.1136/injuryprev-2016-042210.

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ObjectivesCyberbullying research in China is in early stage. This study describes the cyberbullying experiences of junior and senior high school students in Guangzhou, China, and to examine the risk factors associated with cyberbullying perpetrators, victims and perpetrator-victims among students. We also investigated the frequency of cyberbullying and coping strategies of student victims.MethodsParticipants were 2590 students in grades 7, 8, 9 and 10 from six junior and senior high schools in October 2015 in Guangzhou, in south China, who completed a questionnaire. Data on participants' experiences with cyberbullying perpetration and victimisation during the previous 6 months were collected. Multinomial logistic regression was used to analyse factors associated with being perpetrators, victims and perpetrator-victims.ResultsIn this sample, 28.0% (725) of participants reported being a perpetrator and 44.5% (1150) reported being a victim in the previous 6 months. Specifically, 2.9% (74) reported being perpetrators only, 19.3% (499) reported being victims only and 25.2% (651) reported being perpetrator-victims (both perpetrator and victim). In addition, flaming was the most common form of cyberbullying in both perpetration and victimisation. Logistic regression analyses indicated that online game addiction in participants was associated with increased odds of being a perpetrator only; no democratic parenting style in the mother and physical discipline by parents were associated with increased odds of being a victim only; male students, students with low academic achievement, those spending over 2 hours a day online, experiencing physical discipline from parents and online game addiction were associated with increased odds of both perpetration and victimisation.ConclusionsCyberbullying is a common experience among Chinese junior and senior high school students. These findings add to the empirical data on cyberbullying and reinforce the urgent need for cyberbullying prevention in China. Furthermore, from the perspective of practice, it is important to raise our awareness of cyerbullying and reduce the risk factors.

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Journal articles on the topic 'High schools – China'

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