Exploring Students’ Perceptions and Attitudes towards Genre-based Pedagogy Developed in Persuasive Writing Teaching: The Systemic Functional Linguistics Perspective

Previous studies in genre-based pedagogy mainly concerned with its teaching effects, few studies involved with students’ perceptions and attitudes which is actually playing a role in teaching and learning activities. The present study intends to make some explorations in this aspect. A quasi-experimental study to designed to answer the research question “What are students’ perceptions and attitudes towards the genre-based pedagogy developed in Chinese university students’ persuasive writings?” Thirty-four students participated in the study and a four-point Likert scale questionnaire and an interview were applied to collect the data. After the quantitative and qualitative analysis, the study find that most participants hold positive attitudes towards every item of the questionnaire and think highly of the genre-based teaching pedagogy from the following six aspects: the mastery of textual features, the genre-awareness of persuasion, confidence in writing an effective persuasion, attitudes towards group writing in the teaching instruction, interests in the application of the curriculum cycle to other genres and other program instruction related comments such as being difficult to master certain required language features and following the teaching patterns involved in the textual construction of persuasion. However, the general indication is that the curriculum cycle can help and enhance students’ understandings of each of the textual features of persuasion. Finally, the study provides implications for future teaching: the genre-based approach could be effectively and widely applied in Chinese university students’ genre writing as the apprenticeship involved allows the students to be more creative as their writing skills develop.

The Association of Smartphone Usage Duration with Physical Fitness among Chinese University Students

Background: The use of smartphones has become increasingly prevalent in recent years, especially among the youth. However, smartphone overuse has been reported to be related to several negative mental and physical health outcomes. Although the association between smartphone use and physical fitness has been investigated in several studies, these studies only focused on specific elements of physical fitness, such as grip strength. In addition, evidence on young adults is limited. Thus, this study aimed to examine the association between the duration of smartphone use and physical fitness among Chinese university students. Methods: A total of 11,242 university students volunteered to participate in the study. The duration of smartphone use was assessed using a self-reported questionnaire. Physical fitness tests consisted of a 50-m sprint and vital capacity tests for both sexes, a 1000-m run and pull-up test for male students, and an 800-m run and sit-up test for female students. Results: The duration of smartphone use among the participants was 5.4 h/day for male students and 6.1 h/day for female students on average. After adjusting for confounding factors, in male students, a long duration of smartphone use was significantly associated with a slow 50 m sprint and 1000 m run time, lower pull-up times, and poor vital capacity (p = 0.004, 0.002, 0.002 and 0.040, respectively). In female students, a long duration of smartphone use was associated with a slow 800 m run time (p < 0.001). Conclusion: This study found that longer duration of smartphone use was associated with lower physical fitness among Chinese university students. The duration of smartphone use may be an influencing factor for physical fitness.

Chinese University Students’ Perceptions of Implicit Altruism in a Time of COVID-19 Crisis

Drawing on the Associative Propositional Evaluation Model (APE), this study examined the influencing factors of Chinese university students' altruism and voluntary behaviors against the backdrop of global pandemic. A sample of 2172 Chinese university students answered the Self-developed University Students Implicit Altruism Situational Judgment Test (USIA-SJT) and The Self-report Altruism Scale (SRAS). Results show that gender, single child, years of enrollment, political status, parental education, personal/parental experiences and parental participation have statistically significant effects on the participants’ implicit and explicit altruism, which substantially impact their voluntary behaviors during the coronavirus crisis. Both EFA and CFA indicated the sound psychometric property of the Self-developed USIA-SJT, with the construction of the SIX C model, rendering it a robust measure to gauge Chinese university students’ implicit altruism as well as to predict their voluntary behaviors under serious public emergencies.

Exploring Students’ Perceptions and Attitudes towards Genre-based Pedagogy Developed in Persuasive Writing Teaching: The Systemic Functional Linguistics Perspective

Previous studies in genre-based pedagogy mainly concerned with its teaching effects, few studies involved with students’ perceptions and attitudes which is actually playing a role in teaching and learning activities. The present study intends to make some explorations in this aspect. A quasi-experimental study to designed to answer the research question “What are students’ perceptions and attitudes towards the genre-based pedagogy developed in Chinese university students’ persuasive writings?” Thirty-four students participated in the study and a four-point Likert scale questionnaire and an interview were applied to collect the data. After the quantitative and qualitative analysis, the study find that most participants hold positive attitudes towards every item of the questionnaire and think highly of the genre-based teaching pedagogy from the following six aspects: the mastery of textual features, the genre-awareness of persuasion, confidence in writing an effective persuasion, attitudes towards group writing in the teaching instruction, interests in the application of the curriculum cycle to other genres and other program instruction related comments such as being difficult to master certain required language features and following the teaching patterns involved in the textual construction of persuasion. However, the general indication is that the curriculum cycle can help and enhance students’ understandings of each of the textual features of persuasion. Finally, the study provides implications for future teaching: the genre-based approach could be effectively and widely applied in Chinese university students’ genre writing as the apprenticeship involved allows the students to be more creative as their writing skills develop.

Cyberbullying-Victimization Overlap Among Chinese University Students: Does Network Structure Matter?

With widespread internet and social media use among youngsters, cyberbullying has emerged as a novel form of bullying. According to the routine activity and lifestyle theories, cyberbullying and victimization overlap significantly. However, the nature and mechanism of the overlap is not yet adequately understood. This study contributes to extant literature by investigating the role of network structure in cyberbullying-victimization overlap. Participants included 520 residential students from a single department of a Chinese university. This study applied prevalent, bivariate, and social network approach to investigate the overlap. Linear regressions with interactive terms are applied to investigate the moderating effect of network structure. First, the results revealed that the overlap phenomenon is robust against different approaches. Second, the findings demonstrated that indegree significantly moderates the effect of victimization on the perpetration of cyberbullying. Third, for betweenness and closeness, neither direct effect nor moderating effect, is statistically significant. Overall, cyberbullying-victimization overlaps among surveyed Chinese university students and social network may moderate the relationship between cyberbullying and victimization.