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01 January 2023, Volume 41 Issue 1 Previous Issue   

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Principles, Procedures and Programs of Latent Class Models Zhonglin Wen, Jinyan Xie, Huihui Wang 2023, 41 (1):  1-15.  doi: 10.16382/j.cnki.1000-5560.2023.01.001 Abstract ( 3313 )   HTML ( 316 )   PDF (837KB) ( 4702 )   Save The models used in Latent Class Analysis and Latent Profile Analysis are collectively referred to as latent class models, a kind of statistical methods of classifying individuals according to their different response patterns in observation indicators, so as to identify population heterogeneity. It has attracted increasing attention from applied researchers in the fields of pedagogy, psychology, and other social science disciplines. However, it is not easy for most education researchers to understand the existing Chinese literature on the statistical principles and analytical procedures of such models. This paper systematically introduces the basic knowledge, statistical principles, analytical procedures and Mplus programs of latent class models, and clarifies various methods and selection strategies involved in the subsequent analysis of these models. It would help applied researchers enhance their understanding of the principles and methods of the latent class models, and promote the application of these models to educational research. Figures and Tables | References | Related Articles | Metrics

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The Latent Profile Analysis of Middle School Teachers’ Emotional Labor Strategies and the Relationship with Vocational Well-being Xueyan Zhao, Xuqun You, Wei Qin 2023, 41 (1):  16-24.  doi: 10.16382/j.cnki.1000-5560.2023.01.002 Abstract ( 941 )   HTML ( 115 )   PDF (735KB) ( 1226 )   Save Based on individual-center perspective, 716 middle school teachers were selected to explore the latent profile of their emotional labor strategies (surface acting, deep acting, and nature acting) with the latent profile analysis technique (LPA), and the relationships between these latent profiles and the indicators of teachers’ well-being were tested. The result showed, first, there were four potential profiles, namely, the high level of emotional labor group, the medium level of emotional labor group, the natural sincere group, and the low level of emotional labor group. Second, gender, ethnic, marital status, teaching age, school type, class types were related to profile groups of emotional labor strategies. Third, these four profile groups of teachers had significantly differences in the indicators of teachers’ well-being. Middle school teachers’ emotional labor performance and group division were further discussed from the individual-centered perspective.The study provided theoretical basis and practical reference for guiding middle school teachers to adopt appropriate emotional labor strategies and to improve their vocational well-being. Figures and Tables | References | Related Articles | Metrics

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The Profiles of Parental Control and its Influence on Adolescents’ Adaptation: Based on Latent Transition Analysis Yan He, Keman Yuan, Mingming Zhang, Yufang Bian 2023, 41 (1):  25-39.  doi: 10.16382/j.cnki.1000-5560.2023.01.003 Abstract ( 983 )   HTML ( 80 )   PDF (1019KB) ( 1723 )   Save Parental control refers to a relatively stable behavior pattern used by parents to control and manage their children in the process of parenting activities, which has an important and direct influence on the psychological development and social adaptation of children and adolescents. This study explored the profiles of parental control, transformational characteristics and its impact on adaptation among Chinese adolescents based on a longitudinal study and a person-centered approach. The main findings are as follows. First, the parental control of Chinese parents is heterogeneous with three profiles: low-medium control (i.e., low psychological control-medium behavior control, and so on), medium-medium control and high-high control. The proportion of parents in the medium-medium control group was the highest at the two time points, which were about 60 percent and 50 percent respectively. Second, the profiles of parental control change as time passes. From the first grade to the second grade of junior middle school, there were about 70 percent of parental control profiles remaining stable and around 30 percent mainly changing to adjacent profiles. If the profile of medium-medium control is not maintained in the first grade, it will be more likely to become high-high control. Third, the profiles of parental control have significant effects on adolescents’ adaptation (including subjective well-being, Internet addiction and parent-child conflict). Above all, this study lays a foundation for empirical research on the precise intervention of different profiles of parental control. Figures and Tables | References | Related Articles | Metrics

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Types of Aggressive Victims of Rural Pupils and Their School Adaptation: Based on Latent Profile Analysis Min Wu, Wenqi Song, Lichan Liang 2023, 41 (1):  40-49.  doi: 10.16382/j.cnki.1000-5560.2023.01.004 Abstract ( 588 )   HTML ( 119 )   PDF (818KB) ( 1093 )   Save The current study investigated whether there were distinct subgroups of rural children who experienced different forms of aggression and victimization using Latent Profile Analysis (LPA), and whether these subgroups differed from one another in their different levels of school adaptation. Participants were children in grades 4-6 from rural central primary schools. It showed that, first, four subgroups were identified, including “high aggression-victimization subgroup” “high victimization subgroup” “medium aggression-victimization subgroup” and “low involvement subgroup”. Second, there was high degree of co-occurrence among four subgroups of aggression and victimization. Except the “high aggression-victimization subgroup”, all subgroups showed that indirect aggression was higher than direct aggression, and indirect victimization was higher than direct victimization. Third, there were significant differences in gender, grade and boarding status among different subgroups. Boys, lower grade and boarding students were more likely to be involved in school victimization. Fourth, in terms of school adaption, the scores of positive and negative emotions in “high aggression-victimization subgroup” were significantly higher than those in other subgroups. However, the scores of interpersonal relationship and academic achievement of “low involvement subgroup” were significantly better than those of other subgroups. Therefore, we should pay more attention to rural schools, pay attention to rural primary school students who are in “high aggression-victimization subgroup”, and carry out targeted intervention and prevention according to the characteristics of different subgroups and students' adaptation. Figures and Tables | References | Related Articles | Metrics

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The Types of Parental Involvement and Secondary School Students’ Subject Literacy: A Latent Class Analysis Based on the Data of Hong Kong and Macao in PISA 2018 Shenghua Huang, Hongbiao Yin, Yule Jin 2023, 41 (1):  50-59.  doi: 10.16382/j.cnki.1000-5560.2023.01.005 Abstract ( 811 )   HTML ( 88 )   PDF (791KB) ( 1238 )   Save It is both theoretically and practically important to investigate the types and features of parental involvement and their relationships with secondary school students’ subject literacy. Using the data of Hong Kong and Macao in PISA 2018, this study conducted a latent class analysis (LCA) to identify four different latent classes of parental involvement. We then used the robust three step method (R3STEP）and BCH respectively to test how covariates such as region, student gender, and grade contributed to the classification of parental involvement and how different classes of parental involvement were related to students’ mathematics literacy, reading literacy, science literacy, and global competence. The results showed that (a) region, student gender, grade, family ESCS, and parents’ expectation of their child’s educational level were significantly related to, while the gender of parents/guardians who filled the questionnaire was not significantly related to the classification of parental involvement; (b) students of different parental involvement classes were in general found to be significantly different from each other in terms of their subject literacy. Specifically, students of Class 1 (Low Involvement Class, C1, 39.1%) were found to have the highest average scores in mathematics literacy, reading literacy, and science literacy, but not in global competence. Students of Class 2 (Busy and High Involvement Class, C2, 33.3%) were found to have slightly higher average scores in reading literacy than those of class 3 (Comprehensive and High Involvement Class, C3, 23.1%), but have lower performance in mathematics literacy, science literacy, and global competence than those of Class 3. Students of Class 4 (Limited and Moderate Involvement Class, C4, 4.5%) were found to have the lowest average scores in mathematics literacy, reading literacy, and science literacy, but have better performance in global competence. Figures and Tables | References | Related Articles | Metrics

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Individual Competition and Paradox of Academic Cooperation : An Investigation to the Employment of Scientific Research Assistants of the “Principal Investigator System” Xiaoying Lin, Xinying Lin 2023, 41 (1):  60-74.  doi: 10.16382/j.cnki.1000-5560.2023.01.006 Abstract ( 310 )   HTML ( 27 )   PDF (817KB) ( 751 )   Save This research takes the application and review mechanism of labor contract research assistant position in a “985” university as the starting point, adopts the method of qualitative research, and selects four types of stakeholders: the university, schools, professors and research assistants to conduct interviews to explore their positions, motivations and demands of the three parties in the employment of scientific research assistants. It also analyzes the reform of the scientific research process under the “Principal Investigator System” in the university. The study found that the employment of scientific research assistants reflected the new pattern of scientific research process established by universities with “PI team” as a typical institutional feature. The whole-process audit system for the scientific research process intensifies the competition among professors. Through the labor contract system hiring scientific research assistants not only changes the composition of the scientific research team, but also hinders the academic cooperation required in the knowledge production process. Multi-stakeholders need to make expedient adjustments and changes in scientific research management methods under the new situation. Figures and Tables | References | Related Articles | Metrics

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Myth and Reflection on the Reform of Higher Education Jianhua Wang 2023, 41 (1):  75-88.  doi: 10.16382/j.cnki.1000-5560.2023.01.007 Abstract ( 484 )   HTML ( 36 )   PDF (781KB) ( 690 )   Save There are two myths in contemporary higher education reform: one is to create a world-class university, and the other is to strengthen the university to serve economic development. Facts have proved that the world-class is only a ranking game for a few universities and is not suitable for the development guide of all universities. Similarly, there is also a non-deterministic causal relationship between universities and innovation-driven development. The success of innovation and entrepreneurship of individual universities does not mean the general rules. In the reform of higher education, either becoming a world-class or promoting economic development is an unbearable task for universities as a kind of organization. The future reform of higher education should focus on long-term common interests rather than short-term utilitarian goals. Through the “subversive innovation” of the old system, it should be freed from the myth of academic championship and knowledge economy, so as to lay an institutional foundation for the sustainable development of universities in our era. References | Related Articles | Metrics

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Situational Learning: Connotation, Value and Implementation Zeyuan Yu, Mingming Na 2023, 41 (1):  89-97.  doi: 10.16382/j.cnki.1000-5560.2023.01.008 Abstract ( 1381 )   HTML ( 73 )   PDF (642KB) ( 1909 )   Save Situation is the product of interaction. Interaction and mobility are the essential attributes of situation. Learning takes place in specific situations, which affect people and learning. People in learning create continuous situations. Situational learning refers to the process in which learners experience the growth of experience by fully interacting with the situation around the learning theme, which emphasizes the maximization of the use of information and factors in the situation. Situational learning can build complex situations for the cultivation of students’ literacy, facilitate students’ independent participation, promote the development of high-level complex mind and nourish the cultivation of literacy. The situational learning that points to the cultivation of literacy needs to be realized by relying on grand concept and swarm intelligence. Structuring the situation with grand concept and constructing swarm intelligence in interaction are the key to the implementation of situational learning. References | Related Articles | Metrics

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Enterprises’ Participation in Modern Apprenticeship: Research on the Relationship between Motivation, Behavior and Non-monetary Benefits Yunfang Ran, Weiping Shi 2023, 41 (1):  98-112.  doi: 10.16382/j.cnki.1000-5560.2023.01.009 Abstract ( 250 )   HTML ( 20 )   PDF (1053KB) ( 705 )   Save The paper investigates the first batch of modern apprenticeship pilot city and vocational school carried out by the Ministry of Education in Zhejiang Province. Based on structured interviews with 89 enterprises, 103 questionnaires were obtained, which determined the enterprises’ motivation, behavior and non-monetary benefit for participating in modern apprenticeship. A structural equation of “motivation-behavior-non-monetary benefit” model is constructed and verified by the empirical data. The logical relationship and influence mechanism between motivation, behavior and non-monetary benefit is analyzed. The results show that motivation has a significant positive impact on behavior and non-monetary benefit, but behavior has no significant effect on non-monetary benefit, and the mediating effect of behavior from motivation to non-monetary benefit is not obvious. The vocational school and enterprise should unblock information channels, improve motivational matching, and promote school-enterprise resource sharing. The government should guarantee the benefits of enterprises by formulating targeted policies to enhance their dominant position. Vocational schools and enterprises should improve the cooperation mechanism, regulate the communication, and improve the quality of apprenticeship training. Also, they should build an exchange platform to strengthen the exchange between master and apprentice, and form a cooperative apprenticeship training mechanism. Figures and Tables | References | Related Articles | Metrics

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Who is the Student: Based on the Changing Perspective of Ancient and Modern Changwei Li 2023, 41 (1):  113-126.  doi: 10.16382/j.cnki.1000-5560.2023.01.010 Abstract ( 553 )   HTML ( 44 )   PDF (731KB) ( 516 )   Save "Who is the student?" is one of the fundamental problems of education. Classical educational philosophers and modern educational philosophers give different answers. Classical educational philosophers, starting from the teleology of nature, thought that students were the few who were born outstanding. In his criticism of the wise school’s view of students, Plato clearly explained the classical view of students. Modern educational philosophers, on the other hand, think that students are all created equal from the perspective of unnatural teleology. As a modern educational philosopher, Locke’s view of students seems to be opposite to Rousseau’s, but in fact it is the same. Both of them insist on equality and aimlessness. For modern education, on the one hand, we should adhere to the equal student view, but at the same time, we should be aware of the nothingness of life contained in academic competition and student personality, so we need to activate the classical student view and perfect the modern student view in understanding and dialogue. References | Related Articles | Metrics