Ronghuan Jiang

Bio: Ronghuan Jiang is an academic researcher from Beijing Normal University. The author has contributed to research in topics: Student engagement & Mathematics education. The author has an hindex of 6, co-authored 16 publications receiving 128 citations. Previous affiliations of Ronghuan Jiang include Shenzhen University.

Teacher support and math engagement: roles of academic self-efficacy and positive emotions

Abstract: The current study assessed 869 elementary school students in China using self-report questionnaires, to examine the multiple mediating effects of academic self-efficacy and positive academic emotio...

Teacher Justice and Students' Class Identification: Belief in a Just World and Teacher-Student Relationship as Mediators.

Abstract: For school-age adolescents, teacher justice plays an important role in their learning and social outcomes. The present study examined the relation between teacher justice and students' class identification in 1735 Chinese school-age adolescents by considering belief in a just world (BJW) and teacher-student relationship as mediators. Structure equation modeling (SEM) was used to reveal the direct and indirect effects. The analyses showed that all the direct and indirect effects were significant. These findings indicated that teacher justice had a positive effect on students' class identification. In addition, teacher justice impacted students' class identification through students' just-world belief and teacher-student relationships. These results suggested that for adolescents, teacher justice played an important role in shaping their just-world belief system and their interpersonal relationships with teachers, which in turn affected their sense of belonging and values in relation to their class. Thus, it is important for teachers to be aware that their injustice may negatively impact their relationships with students, students' belief systems, and their psychological engagement at school. There is a need to develop teacher-training programs to help teachers to establish classroom reward-punishment systems with the consideration of social justice, to communicate with students through an unbiased approach, and to increase student participation in the important decision making of the whole class.

Trajectory patterns of academic engagement among elementary school students: The implicit theory of intelligence and academic self-efficacy matters

Abstract: Background The dropout rate of Chinese elementary school students after 2007 rose again. Little research to date has identified individual differences in pathways of academic engagement to discern those at risk of disengagement and dropout from schools, as well as the longitudinal linkages between cognitive beliefs with academic engagement. Aims Examine the developmental trajectories of cognitive, emotional, and behavioural engagement, and assess relations between the implicit theory of intelligence and academic self-efficacy and the development of academic engagement. Sample and methods We recruited 532, 450, and 415 elementary students to rate on self-report scales in April 2016 (T1), October 2016 (T2), and April 2017 (T3), respectively. Trajectories of academic engagement were analysed by using a multiple-process growth mixture model, and levels of entity theory of intelligence and academic self-efficacy between engagement groups were compared by using analysis of variance. Results We categorized the students into four groups: persistent (71.24%), climbing (6.01%), descending (16.54%), and struggling engagement (6.20%) groups. Within each group, the levels of academic self-efficacy from T1 to T3 demonstrated a consistent trend with the engagement trajectory; the levels of the implicit theory of intelligence over time showed the reverse trend. Conclusions Attention should be given more on the students from the descending and struggling groups. The implicit theory of intelligence and academic self-efficacy showed different longitudinal associations with engagement trajectories.

Autonomy Need Dissatisfaction in Daily Life and Problematic Mobile Phone Use: The Mediating Roles of Boredom Proneness and Mobile Phone Gaming.

Abstract: Psychological needs dissatisfaction has been identified as hindering adaptive development, in which autonomy need dissatisfaction, as one core component, may be associated with adolescents' maladaptive online behaviors. Sporadic research has examined the association between autonomy need dissatisfaction and problematic mobile phone use (PMPU). Boredom proneness and mobile phone gaming were suggested to be linked to this association. This study aimed to examine the mediating effects of boredom proneness and mobile phone gaming in the association between autonomy need dissatisfaction and PMPU. A total of 358 secondary school students completed questionnaires at three waves; autonomy need dissatisfaction was measured in time 1 (T1); boredom proneness and mobile phone gaming were measured one year later (time 2, T2); PMPU was measured two years later (time 3, T3). The structural equation model results showed that T1 autonomy need dissatisfaction not only directly predicted T3 PMPU, but also exerted effects via the mediating role of T2 boredom proneness and the chain mediating role of T2 boredom proneness and T2 mobile phone gaming. These findings reveal the unique role of specific psychological need in engaging PMPU, which provides support to targeted interventions, such that promoting autonomy need satisfaction may be an instrumental procedure to prevent adolescents from addiction-like online behaviors.

When saying and doing diverge: The effects ofstereotype threat on self-reported versus nonverbal anxiety

Abstract: Abstract Although research has established that stigmatized individuals suffer impaired performance under stereotype threat conditions, the anxiety presumed to mediate this effect has proven difficult to establish. In the current investigation, we explored whether non-verbal measures would fare better than self-reports in capturing stereotype threat anxiety. Gay and heterosexual men interacted with preschool children under stereotype threat or control conditions. As predicted, stereotype-threatened gay men demonstrated more non-verbal anxiety, but not more self-reported anxiety, than non-threatened gays during these interactions. Furthermore, non-verbal anxiety appeared to mediate the effects of stereotype threat on the quality of participants’ childcare skills. We discuss how these findings advance stereotype threat research, and highlight their potential implications for gay childcare workers.

The Multipurpose Application WeChat: A Review on Recent Research.

Abstract: With currently over one billion monthly active users, the Chinese social media and multi-purpose application WeChat (微信,Wēixin, micro-message) has become one of the world’s most popular social media platforms. Despite its enormous number of users in Asia, WeChat is still not well-known in Western countries. Against this background, the present review aims to provide the reader with a comprehensive overview on the functionality of this application, comparison with other popular applications such as Facebook/WhatsApp and previous research. Although WeChat has become an integral part of everyday life for many users, research has only recently begun to examine the impact of this development on the societal and individual level. The present review summarizes literature on this topic with a focus on the motives to engage in using the app and potential detrimental effects of excessive use. In the context of the growing popularity and increasing usage times of the app – in particular in Asian countries – future research seems warranted to systematically examine how social media platforms such as WeChat will affect interpersonal communication behavior, well-being and mental health. Of high importance will be also the direct comparison of WeChat’s influence on the mentioned variables compared to its competitors Facebook and WhatsApp often used in Western countries.

Against the Odds

Abstract: The story of a woman's struggle to become a nurse amid family opposition has impressed judges in a national writing competition. Sabina Ahmed's account of 'dreams fulfilled' was among the winners in the Daily Telegraph competition and will be published in the newspaper. Ms Ahmed, pictured, grew up in India and was thrown out of her home because her family saw nursing as a profession for 'lower class' women. Now living in Taunton but currently not working in nursing, Ms Ahmed said: 'I hope I have inspired others.'