Yi Ding

TL;DR: In this article, a sample of 605 junior school students in China was examined by using a Basic Psychological Needs Satisfaction Scale, an Academic Self-efficacy Scale, academic emotions scale, and a Learning Engagement Scale to explore the relations among competence, autonomy, and relatedness satisfaction, academic selfefficacy, positive and negative academic emotions, and learning engagement.

TL;DR: This paper assessed 869 elementary school students in China using self-report questionnaires, to examine the multiple mediating effects of academic selfefficacy and positive academic emotio-graphs.

TL;DR: Findings suggest a possible underlying mechanism for the relationship between parents' phubbing and children's PMPU, and could thus inform interventions to prevent or decrease PMPU among adolescents.

TL;DR: The model results indicated that sleep quality partially mediated the association between MPA and daily cognitive failures, and high levels of trait self-regulation could attenuate the potential impact of MPA on daily Cognitive failures through sleep quality.

Abstract: This paper used meta-analysis to synthesize the relation between visual skills and Chinese reading acquisition based on the empirical results from 34 studies published from 1991 to 2011. We obtained 234 correlation coefficients from 64 independent samples, with a total of 5,395 participants. The meta-analysis revealed that visual skills as a global construct had a medium correlation effect size (r = 0.32) associated with Chinese reading acquisition. The various visual processing skills differed in their relation to Chinese reading acquisition in different stages. Visual perception, speed of processing visual information, and pure visual memory had low-to-moderate correlations with Chinese reading acquisition in the lower grades (i.e., below second grade), whereas these relations did not retain their magnitude for children in the higher grades (i.e., second through sixth grades). By contrast, visual–verbal association skill was found to account for 34 and 41 % of the variance in children’s Chinese reading acquisition in both lower and higher grade levels, respectively. Greater attention to this construct can significantly benefit reading research and instructional practice. No regional differences between studies in Mainland China and Hong Kong were found in the meta-analysis.