Pub Date : 2022-02-08eCollection Date: 2022-07-01DOI: 10.1007/s41105-022-00375-8
Akiyoshi Shimura, Hideo Sakai, Takeshi Inoue
There are conflicting reports about the association between chronotype and academic achievement. Eveningness persons tend to have lower academic achievement, but have higher cognitive abilities. We hypothesized that sleep disturbance and daytime sleepiness, which are known to affect academic achievement, will interact with this association. To investigate the association, a sleep survey and covariance structure analysis was performed on high-school students. Among a total of 344 first-year high-school students, 294 students validly completed the questionnaire. The association between the recent change in their academic achievement, chronotype, daytime sleepiness, and sleep disturbance were analyzed. A simple comparison demonstrated that not chronotype but sleep disturbance and excessive daytime sleepiness were significant associated factors. Chronotype affects academic achievement through sleep disturbance and daytime sleepiness. Chronotype did not have a significant total effect on the reduction in academic achievement, whereas morningness had a significant direct effect and a significant indirect inverse effect through better sleep and less daytime sleepiness. This model accounted for 13.0% of the variance of the reduction in academic achievement. When discussing the association between chronotype and academic achievement, the effect of sleep disturbance and daytime sleepiness should be considered. Reducing sleep disturbance and daytime sleepiness with consideration to the chronotype of each person would be beneficial for the improvement of academic achievement.
{"title":"Paradoxical association between chronotype and academic achievement: eveningness reduces academic achievement through sleep disturbance and daytime sleepiness.","authors":"Akiyoshi Shimura, Hideo Sakai, Takeshi Inoue","doi":"10.1007/s41105-022-00375-8","DOIUrl":"10.1007/s41105-022-00375-8","url":null,"abstract":"<p><p>There are conflicting reports about the association between chronotype and academic achievement. Eveningness persons tend to have lower academic achievement, but have higher cognitive abilities. We hypothesized that sleep disturbance and daytime sleepiness, which are known to affect academic achievement, will interact with this association. To investigate the association, a sleep survey and covariance structure analysis was performed on high-school students. Among a total of 344 first-year high-school students, 294 students validly completed the questionnaire. The association between the recent change in their academic achievement, chronotype, daytime sleepiness, and sleep disturbance were analyzed. A simple comparison demonstrated that not chronotype but sleep disturbance and excessive daytime sleepiness were significant associated factors. Chronotype affects academic achievement through sleep disturbance and daytime sleepiness. Chronotype did not have a significant total effect on the reduction in academic achievement, whereas morningness had a significant direct effect and a significant indirect inverse effect through better sleep and less daytime sleepiness. This model accounted for 13.0% of the variance of the reduction in academic achievement. When discussing the association between chronotype and academic achievement, the effect of sleep disturbance and daytime sleepiness should be considered. Reducing sleep disturbance and daytime sleepiness with consideration to the chronotype of each person would be beneficial for the improvement of academic achievement.</p>","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"15 1","pages":"353-359"},"PeriodicalIF":1.1,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10900005/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53082816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-11DOI: 10.1007/s11516-021-0004-5
Dennis Fung, Weijun(Tim) Liang
In science, gravity refers to the universal force of attraction acting on and between all matter. No one on earth can escape the force of gravity. In a similar vein, the stringent requirements of publications, research grants, and research output in the academic world can be metaphorically described as “academic gravity,” the force of which pushes university academics to struggle and strive in pursuit of excellence just to survive in the changing landscape of higher education governed by neo-liberalism and managerialism. This article describes the journey of a junior academic staff member in an Asian university as he coped with various difficulties in establishing a collaborative culture in his department (i.e., the Faculty of Education). Working with a senior colleague (Sunshine-mother hereafter) in the same department, Author 1 began to recognize the importance of collegial collaboration in teacher education generally and in his academic life specifically. However, although he tried his utmost to develop a culture of collaboration amongst his colleagues, he struggled to cope with the tension and stress exerted by academic gravity (i.e., publication production and the pursuit of tenure). Drawing on data collected from a teaching development project and adopting a reflective autobiographic approach, this article delineates the collaborative relationship between Author 1 and Sunshine-mother, exemplifying the important roles that coaching and a free rein (i.e., weightlessness) play in the development of junior teacher-educators under the strong pressure of academic gravity.
{"title":"A Journey towards Collaborative Culture Development: How to Be Weightless Despite Academic Gravity","authors":"Dennis Fung, Weijun(Tim) Liang","doi":"10.1007/s11516-021-0004-5","DOIUrl":"https://doi.org/10.1007/s11516-021-0004-5","url":null,"abstract":"<p>In science, gravity refers to the universal force of attraction acting on and between all matter. No one on earth can escape the force of gravity. In a similar vein, the stringent requirements of publications, research grants, and research output in the academic world can be metaphorically described as “academic gravity,” the force of which pushes university academics to struggle and strive in pursuit of excellence just to survive in the changing landscape of higher education governed by neo-liberalism and managerialism. This article describes the journey of a junior academic staff member in an Asian university as he coped with various difficulties in establishing a collaborative culture in his department (i.e., the Faculty of Education). Working with a senior colleague (Sunshine-mother hereafter) in the same department, Author 1 began to recognize the importance of collegial collaboration in teacher education generally and in his academic life specifically. However, although he tried his utmost to develop a culture of collaboration amongst his colleagues, he struggled to cope with the tension and stress exerted by academic gravity (i.e., publication production and the pursuit of tenure). Drawing on data collected from a teaching development project and adopting a reflective autobiographic approach, this article delineates the collaborative relationship between Author 1 and Sunshine-mother, exemplifying the important roles that coaching and a free rein (i.e., weightlessness) play in the development of junior teacher-educators under the strong pressure of academic gravity.</p>","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"103 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2021-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.1007/s11516-021-0002-7
Aihui Peng, Li Cao
{"title":"How Chinese Teach Mathematics: Canadian Teachers’ Perspectives","authors":"Aihui Peng, Li Cao","doi":"10.1007/s11516-021-0002-7","DOIUrl":"https://doi.org/10.1007/s11516-021-0002-7","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"16 1","pages":"31 - 59"},"PeriodicalIF":2.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11516-021-0002-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44066720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.1007/s11516-021-0005-4
Peter Tze Ming Ng
{"title":"A Tribute to Two Humanistic Educators in China: Lu Jie and Tao Xingzhi","authors":"Peter Tze Ming Ng","doi":"10.1007/s11516-021-0005-4","DOIUrl":"https://doi.org/10.1007/s11516-021-0005-4","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"16 1","pages":"113 - 125"},"PeriodicalIF":2.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11516-021-0005-4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53124165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.1007/s11516-020-0032-6
Chi-Kong Lai, Kent Wan
{"title":"民国社会教育研究 [Research on social education during the Republican period]. 周慧梅 [Zhou, Huimei]","authors":"Chi-Kong Lai, Kent Wan","doi":"10.1007/s11516-020-0032-6","DOIUrl":"https://doi.org/10.1007/s11516-020-0032-6","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"15 1","pages":"680 - 683"},"PeriodicalIF":2.8,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11516-020-0032-6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48339644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.1007/s11516-020-0033-5
Yuning Liu
{"title":"John Dewey’s democratic education and its influence on pedagogy in China 1917–1937. Lei Wang","authors":"Yuning Liu","doi":"10.1007/s11516-020-0033-5","DOIUrl":"https://doi.org/10.1007/s11516-020-0033-5","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"15 1","pages":"683 - 685"},"PeriodicalIF":2.8,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11516-020-0033-5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41346689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.1007/s11516-020-0030-8
Jiehui Zhao, Katerina Bodovski
{"title":"The Effect of Family Background and Parental Expectations on Eighth Graders’ Academic Achievement in Rural and Urban China","authors":"Jiehui Zhao, Katerina Bodovski","doi":"10.1007/s11516-020-0030-8","DOIUrl":"https://doi.org/10.1007/s11516-020-0030-8","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"15 1","pages":"647 - 677"},"PeriodicalIF":2.8,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11516-020-0030-8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48665524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.1007/s11516-020-0029-1
Xin Zhang, W. Admiraal, Nadira Saab
{"title":"University-School Partnership in China: Teachers’ Personal Factors, Working Conditions, and Principal Leadership That Explain Their Development in Teaching","authors":"Xin Zhang, W. Admiraal, Nadira Saab","doi":"10.1007/s11516-020-0029-1","DOIUrl":"https://doi.org/10.1007/s11516-020-0029-1","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"15 1","pages":"621 - 646"},"PeriodicalIF":2.8,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11516-020-0029-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49637750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.1007/s11516-020-0027-3
Baoyan Cheng, Donghui Zhang
{"title":"Cultivating Citizens with Confucian Cosmopolitanism: Defining the Purpose of Liberal Arts Education in the Asian Context","authors":"Baoyan Cheng, Donghui Zhang","doi":"10.1007/s11516-020-0027-3","DOIUrl":"https://doi.org/10.1007/s11516-020-0027-3","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"15 1","pages":"564 - 587"},"PeriodicalIF":2.8,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11516-020-0027-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49134556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.1007/s11516-020-0034-4
Weidong Tao
{"title":"The philosophy of Chinese moral education: A history. Zhuran You, Anthony Gordon Rud, & Yingzi Hu","authors":"Weidong Tao","doi":"10.1007/s11516-020-0034-4","DOIUrl":"https://doi.org/10.1007/s11516-020-0034-4","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"15 1","pages":"686 - 688"},"PeriodicalIF":2.8,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11516-020-0034-4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45720405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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