Vol 3 No 3 (2025)
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Pathways and Practical Exploration of the Impact of Parental Psychological Control and Coping Styles on Life Satisfaction Among High School Students
Yong Li, Jing-Hua Feng
To examine the impact of parental psychological control on high school students' life satisfaction and to test the mediating role of students' coping styles, this study surveyed first-year high school students (Class of 2024) at a high school in Tianjin using the Parental Psychological Control Scale, the Adolescent Coping Style Scale, and the Life Satisfaction Scale. The results revealed that: (1) Significant differences were found in dimensions of parental psychological control, coping styles, and life satisfaction across various demographic variables; (2) Parental psychological control negatively predicted students' life satisfaction; (3) Problem-focused coping styles negatively predicted life satisfaction, whereas emotion-focused coping styles positively predicted life satisfaction; (4) Both problem-focused and emotion-focused coping styles played mediating roles between parental psychological control and life satisfaction. The results show that parents' psychological control has a negative impact on the life satisfaction of high school students and regulates their life satisfaction through different coping styles of high school students.
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Practical Reflections on the Integration of Reading and Writing in Secondary School English Classrooms
Yun-Cheng Xue, Xia Jing
The integration of reading and writing in secondary school English classrooms carries significant pedagogical value. This paper first outlines the foundational aspects of practice, including student learning conditions, textbook analysis, and the principles of holism, progression, and practicality, along with the preparation required from both teachers and students as well as the teaching environment. It then introduces the practical pathways of "reading to promote writing" and "writing to enhance reading." Through case analyses, the paper discusses teaching models such as "reading for writing," "writing-driven reading," and "interactive promotion of reading and writing," as well as technology-empowered instruction. The aim is to improve students' English reading and writing abilities and foster their overall literacy.
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English Large Unit Instructional Design Oriented by Core Competencies
Wan-Fang Yang
English large unit instructional design guided by core competencies is an important direction in the current reform of basic education. This paper focuses on the design of English large unit teaching, analyzing progress in the transformation of teaching philosophy, the exploration of unit design, and the construction of evaluation systems. It points out key problems such as the disconnection between competency goals and teaching content, insufficient linkage among instructional activities, and weak support from evaluation approaches. To address these issues, the study proposes strategies including reconstructing the goal system, building an integrated design model, and establishing a diversified evaluation loop. Drawing on regional reform outcomes and classroom practice breakthroughs, it further explores future development pathways. The research aims to provide practical references for grassroots teachers, promote the implementation of the core competency concept in English teaching, and foster the coordinated development of students' language ability and comprehensive competencies.
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From Blurred Learning to Optimal Blended Learning – Finding the Right Balance Between Structure and Flexibility in Mixed Designs
Coyan Tromp
Following the exponential growth of online education during the recent pandemic, blended learning has become the standard at many institutions of Higher Education. At the University of Amsterdam, teachers are encouraged to strive for an optimal mix of on-site and online education. The focus on blended learning is motivated by the objectives of activating students, enhancing deeper learning, and introducing greater flexibility into the curriculum. This article examines whether the anticipated benefits of blended learning can be realized in practice within the bachelor Future Planet Studies. Recognizing the absence of a universal blueprint, it is explored which types of blends are most appropriate for various educational contexts. In addition, essential preconditions for a successful implementation of blended learning are identified, such as the need for efficient scaffolding and ensuring that students do not only make use of the offered flexibility, but of the provided structure as well.
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Fostering a Sense of Place: Planning Complementary Settings for Contemporary (Innovative) Learning Environments
Peter C. Lippman
Innovative Learning Environments (ILEs) are transforming the ways in which school design is being conceived by introducing the notion of integrated and flexible spaces that include both classrooms and common learning areas featuring informal or breakout spaces (Lippman, 2022). This article defines these essential informal or breakout areas as complementary settings, highlighting their critical role in the learning ecosystem (Lippman & Matthews, 2023). However, a significant challenge reigns: secondary school teachers and learners often struggle to effectively engage within these ILEs due to a disconnect between idealistic learning theories and practical design, where flexibility concepts lack clear pedagogical grounding (Lippman, 2022). This article argues that fostering a genuine sense of place within these complementary settings is fundamental for effective learning, transforming mere spaces into meaningful environments that promote participation, concentration, and belonging (Lippman, 2022; Altman, 1992). To address these issues, the article investigates the foundational role of educational theory, explores environmental perception to understand user experiences, discusses activity settings for purposeful design, and examines complementary settings as the physical manifestation of these concepts. By grounding these ideas in pedagogical theory, human behavior, and current research, this article proposes an alternative framework for intentionally and attentively designing school buildings where complementary settings enhance classroom activities. Lastly, it reviews ILE literature through the lens of educational theory and environmental perception, leading to the development of a sense of place, while also exploring current conceptualization limitations to provide a rationale for these settings' purpose and offering actionable design recommendations across architectural, educational, psychological, and evidence-based perspectives, including strategies to overcome challenges like alignment and the need for shared practical knowledge.
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Evaluating the Effectiveness of a Web-based Formative Assessment Tool on Academic Performance and Motivation in Workplace English Course
Lu Lin, Dan Lin
This study investigates the effectiveness of a web-based formative assessment tool, Classkick, in enhancing academic performance and motivation among junior university students in Workplace English course. The primary aim was to determine how Classkick impacts student engagement and language skill development, by addressing two key research questions: (1) What effect does Classkick have on students’ motivation and engagement in learning Workplace English? (2) How does its implementation affect students’ academic performance? Utilizing a pre-experimental, one-group pretest-posttest design, the study involved 33 participants from a university in Taiwan over a 14-week intervention period. Quantitative assessments were complemented by qualitative feedback from students regarding their experiences with Classkick. The results indicated significant improvements in academic performance, as evidenced by higher posttest scores. While intrinsic and extrinsic motivation did not show statistically significant changes, qualitative data revealed that students appreciated the immediate feedback and interactive nature of Classkick, which contributed to increased self-efficacy and a shift toward mastery goal orientation. These findings underscore the potential of technology-enhanced formative assessments to improve language learning outcomes.
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From Playgrounds to Screens: A Case Study on the Socio-Cultural and Environmental Factors Behind Children’s Cartoon Preferences in Northern Bangladesh
Farah Deba Keya, Dipok Choudhury
The growing interest in watching cartoons among children worldwide has raised concerns about its impact on their development, particularly in language, behavior, and physical activity. While extensive research has explored the influence of cartoons on children's behavior, there is a noticeable gap in understanding the socio-cultural and environmental factors contributing to children's preference for watching cartoons in Bangladesh. This study aims to fill this gap by analyzing the socio-cultural and ecological reasons behind children's increasing screen time. Using a qualitative research approach, data were collected through in-depth interviews, Focus Group Discussions (FGDs), casual observation, and storytelling. The findings reveal a complex interplay of socio-cultural and environmental factors, including the lack of outdoor play spaces, safety concerns, urbanization, and parental focus on career commitments. These all contribute to children's preference for watching cartoons over engaging in physical outdoor activities. Urban congestion and academic pressures further exacerbate this trend, with children spending more time indoors, often in front of screens. This research highlights the significant role of these socio-cultural and environmental influences in shaping children's media consumption patterns and calls for strategies to promote a balanced lifestyle, including screen time and physical activity. The study's insights have important implications for future policies and interventions to mitigate the adverse effects of excessive screen time and encourage healthier media consumption habits among children.
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Significant Development of Integral Performance Capacities
Rafael Rodriguez-Nieto
The objective of this study is to present a Model to obtain a Significant Development of Integral Performance Capacities. This concept has 12 advantages with respect to that called “Competencies”, which is usually applied. The method consists of applying an equation representing the process of Developing Significant Integral Performance Capacities. Some results and conclusions about applications of this study are: 1 The Decalogue of the Good Student of Petroleum Engineering, which can be applied almost directly to any engineering career. 2 The Proposal to improve academic activities at “Colegio Reims” is under consideration. 3 About a course-workshop at “Gnius Club”, it might be taught in October 2025. 4 The Proposal to improve Education in Mexico is included in the “Plan Nacional de Desarrollo 2025-2030”. 5 Proposal at “SOMECE & JISAE 2024”. 6 Cultivating Critical Thinking in English as a Foreign Language Learning. 7 Proposal to Improve Education, CDMX. 8 Development of Performance Capacities. 9 A New Way of Thinking in Petroleum Engineering Education.
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