The control-value theory (CVT) of achievement emotions posits that achievement emotions are significantly associated with the key indicators of academic outcomes, including academic motivation, engagement, and performance. Existing studies have tested the theoretical hypothesis of the CVT in a variety of cultures, disciplines, and samples. However, evidence is limited for whether there are gender and grade differences in achievement emotions, especially in the context of English as a Foreign Language (EFL). 1,460 Chinese secondary school students (male N = 671; female N = 789; seventh-graders N = 731; eighth-graders N = 729) took part in the study. Confirmatory factor analyses and multi-group analyses were conducted to explore the possible gender and grade differences in EFL-related achievement emotions. Results indicated that there are gender or grade differences in EFL-related enjoyment, anxiety, and boredom, while hope and pride did not. Both limitations and implications are discussed.

Learning engagement is an important factor to improve the quality of medical education. Exploring the level of medical students\' learning engagement and its internal mechanism is of practical significance to improve their academic achievement. The aims of this study were to investigate the relationship between achievement goal orientation, growth mindset and learning engagement of medical students, and explore the mediating effect of achievement goal orientation on growth mindset and learning engagement. A correlational cross-sectional study was performed using an online questionnaire. The study was conducted from February to March 2024 among 279 medical college students. General information questionnaire, the Mindsets Scale, Achievement Goal Orientation Scale and Learning Engagement Scale were used for investigation. Calculations were performed using Statistical Packages for Social Sciences 27.0 and Mplus 7.0. Descriptive statistics, correlation, and mediation effect analyses were used to analyze the data. A total of 279 valid questionnaires were finally recovered. The learning engagement score of medical students was (56.17 ± 13.01), growth mindset score was (11.26 ± 3.37). The approach goal orientation played a partial mediating role between growth mindset and learning engagement in medical college students. Growth mindset can influence learning engagement through achievement goal orientation. Medical college educators should pay attention to the cultivation of students\' growth mindset and enhance their learning engagement. The verification of the mediating effect of approach goal provides data support for formulating relevant intervention measures.

Learning management systems (LMSs) have received substantial global attention and have undergone extensive research, with most discussions focusing on users\' acceptance and continuation of LMS use in the higher education sector. However, research is scarce in terms of identifying the factors that are advantageous to K-12 students\' learning and satisfaction when using LMSs for language learning. This study aims to examine the impacts of internal and contextual factors on secondary students\' learning satisfaction and English achievement when using LMSs. Data were collected from 289 students through an online survey. The results of the structural equation modeling showed that satisfaction had the most significant impact on English achievement. Furthermore, both internal and contextual factors, including technology self-efficacy, interest, task value, teacher support, and technology facilitation, positively impacted learning satisfaction with LMSs. In addition, teacher support exerted the strongest impact on satisfaction, followed by interest and technology self-efficacy. However, only internal factors, such as interest and task value, were positively associated with English achievement. Neither teacher support nor technology facilitation significantly impacted English performance. Given the increasing availability of LMS usage, the findings of this study can facilitate the more effective implementation of LMSs in China and globally. The study contributes to the theory and practice of LMSs use in K-12 English education. The limitations and implications of the study were discussed as well.

Previous studies have fully discussed the relationship between family socioeconomic status (SES) and achievement, but few of them regarded urban-rural differences as the moderating factor, which is an essential issue in urban-rural educational equalization in terms of educational outcomes. This study discusses the urban-rural heterogeneous effect of family SES on achievement and manifests the mediating role of education-related cultural factors. Based on the China Education Panel Survey data of 18,672 junior high school students, this study found the following: (1) family SES had a weaker positive effect among rural children than among urban children; (2) the urban-rural heterogeneous effect could be mediated by education-related cultural factors, i.e., learning environments and beliefs; and (3) in this regard, contemporary China is experiencing cultural reproduction rather than a cultural mobility mode. In Conclusion, although the urban-rural achievement gap will be maintained or even expanded in China, improving rural children\'s learning environments and beliefs opens up the possibility of alleviating disadvantages in achievement resulting from family socioeconomic disadvantages. Therefore, narrowing down the urban-rural achievement gap from a cultural perspective provides policy implications for educational development in rural areas.

BACKGROUND: Socio-economic status is one of the most important factors shaping students\' motivation and achievement but has seldom been explored in relation to achievement goals.
OBJECTIVE: This study aimed to investigate whether mastery-approach goals explain the link between SES and key learning-related outcomes (mediation) and whether SES modifies the relationship between mastery-approach goals and these outcomes (moderation).
METHODS: Data came from 595,444 students nested in 21,322 schools across 77 countries.
METHODS: Data were analysed using multilevel-moderated mediation analyses.
RESULTS: We found significant mediation and moderation. In terms of mediation, mastery-approach goals mediated the association between family SES and learning-related outcomes. However, a different pattern emerged for school SES, as students in higher SES schools had lower mastery-approach goals. In terms of moderation, we found that family SES strengthened the association between mastery-approach goals and learning-related outcomes. However, the association between mastery-approach goals and learning-related outcomes was weaker in higher SES schools.
CONCLUSIONS: Theoretical and practical implications for the achievement goal approach to achievement motivation are discussed.

Life satisfaction is vital for a smooth transition to emerging adulthood. However, research on age and gender-related fluctuations in life satisfaction has yielded inconclusive and culture-specific results, which necessitates further investigation in more diverse contexts, including the Chinese culture. Despite the attribution theory and the value-as-a-moderator model highlighting the significance of achievement attribution in this period characterized by the pursuit of success, little is known about the specific impact of internal and external achievement attribution on the development of life satisfaction. This study examined life satisfaction trajectories from adolescence to emerging adulthood and explored the moderating effects of gender and achievement attribution, using five waves of data from the China Family Panel Studies (CFPS). The sample consists of 504 youth (52.2% female), whose life satisfaction was tracked from 2012 (Mage = 16.55, SD = 0.50) to 2020 (Mage = 24.56, SD = 0.50). The multilevel growth models revealed that life satisfaction increased from ages 16 to 18, peaked at age 18, fell until age 20, and then remained stable from ages 20 to 24. No significant association was found between gender or external achievement attribution and life satisfaction development. Youth with higher internal achievement attribution had a greater increase in life satisfaction from ages 16 to 18, but had a larger decrease from ages 18 to 20. Adjusting internal achievement attribution may help alleviate the vulnerability of youth experiencing declining life satisfaction when transitioning to adulthood.

OBJECTIVE: To analyze the influence path of the interaction between the unit environment, achievement transformation willingness, and achievement transformation cognition on achievement transformation output to provide a basis for optimizing the achievement transformation environment of medical and health institutions and improving the efficiency of scientific and technological achievements transformation.
METHODS: Through the questionnaire survey, 292 data points were obtained. SPSS20.0 was used to conduct cross-table chi-square analysis and binary logistic regression analysis on the willingness, cognition, and output of scientific and technological achievements transformation. The process 14.0 plug-in is used to analyze the mediating effect of transformation cognition and the moderating effect of the unit environment.
RESULTS: Achievement transformation willingness has a significant positive impact on achievement transformation cognition and achievement transformation output. Achievement transformation cognition has a positive impact on achievement transformation output, and the mediating effect of transformation cognition is significant and partial. The unit environment has a negative moderating effect on the influence of achievement transformation willingness on achievement transformation cognition, and a positive moderating effect on the influence of achievement transformation willingness on achievement transformation output.
CONCLUSIONS: Personal factors and unit achievement transformation environment have an obvious influence on the willingness and cognition of achievement transformation. It is necessary to optimize the environment of unit scientific and technological achievements transformation, improve the policy system of benefiting from the achievements of scientific and technological achievements transformation of medical and health personnel, implement the disposal right, income right and distribution right of scientific and technological achievements transformation of medical and health institutions, and stimulate the enthusiasm of scientific and technological achievements transformation of medical and health personnel.

The impact of a scientific publication is often measured by the number of citations it receives from the scientific community. However, citation count is susceptible to well-documented variations in citation practices across time and discipline, limiting our ability to compare different scientific achievements. Previous efforts to account for citation variations often rely on a priori discipline labels of papers, assuming that all papers in a discipline are identical in their subject matter. Here, we propose a network-based methodology to quantify the impact of an article by comparing it with locally comparable research, thereby eliminating the discipline label requirement. We show that the developed measure is not susceptible to discipline bias and follows a universal distribution for all articles published in different years, offering an unbiased indicator for impact across time and discipline. We then use the indicator to identify science-wide high impact research in the past half century and quantify its temporal production dynamics across disciplines, helping us identifying breakthroughs from diverse, smaller disciplines, such as geosciences, radiology, and optics, as opposed to citation-rich biomedical sciences. Our work provides insights into the evolution of science and paves a way for fair comparisons of the impact of diverse contributions across many fields.

This study, the first of the kind in the field of English for specific purposes, examined direct and indirect relationships among English language proficiency, English public speaking (EPS) motivation, motivational intensity, self-efficacy, and EPS achievement. The sample consisted of 189 non-English-major students. The final structural equation model yielded an acceptable fit to the data and explained 23.4% of the variance in EPS achievement. English language proficiency and EPS self-efficacy had both direct and indirect (via, respectively, self-efficacy and motivational intensity) impacts on EPS performance. Ought-to self emerged as the strongest contributor to explaining motivation (R2 = .90), followed by learning experience (R2 = .57), and ideal self (R2 = .32). Implications are discussed.

BACKGROUND: Mathematics homework is highly prevalent in East Asia. Teachers and parents expect mathematics homework to improve students\' performance; however, studies have not clearly defined the effectiveness of the assignment of different amounts of homework.
OBJECTIVE: This study analyses the differential effect of homework amount on various facets of Chinese students\' mathematics achievement using a longitudinal design. It aims, thereby, to contribute to the existing knowledge of homework effectiveness and mathematics learning and to provide insights for student development.
METHODS: The sample included 2383 grade 9 students from a mid-sized city with a moderate level of economic and educational development in central China.
METHODS: We administered a student-reported questionnaire, collected school reports of mathematics achievements to track retrospective longitudinal variations in mathematics over half a year and analysed the differential effectiveness of homework on mathematics achievement at four hierarchical cognitive levels with Hierarchical Linear Model.
RESULTS: The results indicated that assigning more homework at the class level could enhance students\' mathematics achievement at a low cognitive level, although this effectiveness tended to disappear when the set homework time reached about 1.5-2 h. We did not find evidence that assigning more homework enhances students\' mathematics achievement at higher cognitive levels.
CONCLUSIONS: Overall, this study provides evidence on the effectiveness of homework and offers implications for educational practice and future research.