To promote the art of calligraphy and inherit the excellent traditional Chinese culture, it is necessary to strengthen calligraphy education in primary and secondary schools, expand the influence of Chinese character writing education, and comprehensively improve students' writing literacy. However, studies have found that primary and secondary school students' ability to write Chinese characters has weakened, which is naturally related to the weakening of pen-and-paper writing in the information age, but also to the insufficient understanding of calligraphy education in school education and the lack of effective guidance from teachers for students. Teachers' writing level has a profound impact on students, and the demand for teachers to teach calligraphy in basic education poses a challenge to the writing skills of teacher trainees in colleges and universities. However, the current writing skills courses for teachers in colleges and universities have problems such as unclear positioning of the curriculum, the overall quality level of teachers needs to be improved, the skills training of the courses is not prominent enough, and the assessment system is not sound. Accordingly, the path of teaching reform of teachers' writing skills course is proposed: first, adjusting teaching objectives; second, reconstructing teaching modules; third, improving assessment methods; and fourth, carrying out diversified teaching activities.
{"title":"A study on the teaching reform of the course of teacher writing skills for teacher trainees in colleges and universities","authors":"Zhen Li","doi":"10.55014/pij.v6i4.454","DOIUrl":"https://doi.org/10.55014/pij.v6i4.454","url":null,"abstract":"To promote the art of calligraphy and inherit the excellent traditional Chinese culture, it is necessary to strengthen calligraphy education in primary and secondary schools, expand the influence of Chinese character writing education, and comprehensively improve students' writing literacy. However, studies have found that primary and secondary school students' ability to write Chinese characters has weakened, which is naturally related to the weakening of pen-and-paper writing in the information age, but also to the insufficient understanding of calligraphy education in school education and the lack of effective guidance from teachers for students. Teachers' writing level has a profound impact on students, and the demand for teachers to teach calligraphy in basic education poses a challenge to the writing skills of teacher trainees in colleges and universities. However, the current writing skills courses for teachers in colleges and universities have problems such as unclear positioning of the curriculum, the overall quality level of teachers needs to be improved, the skills training of the courses is not prominent enough, and the assessment system is not sound. Accordingly, the path of teaching reform of teachers' writing skills course is proposed: first, adjusting teaching objectives; second, reconstructing teaching modules; third, improving assessment methods; and fourth, carrying out diversified teaching activities.","PeriodicalId":513043,"journal":{"name":"Pacific International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139455417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study intends to examine the relationship between meta-emotions and subjective well-being of higher vocational students through an actual survey of higher vocational students, aiming to provide a basis for enhancing the mental health of higher vocational students and improving their subjective well-being. Three hundred and eighty-seven higher vocational students were selected as subjects, and their meta-emotions and subjective well-being were investigated by questionnaire method. The results showed that: (1) there were two significant positive correlations between emotion attention, emotion discrimination and emotion recovery and subjective well-being. (2) There were significant differences in the levels of emotional attention by gender and being an only child; there were significant differences in emotional discrimination and subjective well-being by subject; and there were significant differences in the three factors of meta-emotions and subjective well-being by grade level, with freshman year being significantly lower than other grades. (3) Meta-emotions are positively predictive of subjective well-being. This study not only explores the relationship between meta-emotions and subjective well-being, but also provides empirical support and theoretical guidance for more targeted guidance to enhance subjective well-being of higher vocational students.
{"title":"A study of the relationship between meta-emotions and subjective well-being among higher vocational students","authors":"Jihu Lu","doi":"10.55014/pij.v6i4.479","DOIUrl":"https://doi.org/10.55014/pij.v6i4.479","url":null,"abstract":"This study intends to examine the relationship between meta-emotions and subjective well-being of higher vocational students through an actual survey of higher vocational students, aiming to provide a basis for enhancing the mental health of higher vocational students and improving their subjective well-being. Three hundred and eighty-seven higher vocational students were selected as subjects, and their meta-emotions and subjective well-being were investigated by questionnaire method. The results showed that: (1) there were two significant positive correlations between emotion attention, emotion discrimination and emotion recovery and subjective well-being. (2) There were significant differences in the levels of emotional attention by gender and being an only child; there were significant differences in emotional discrimination and subjective well-being by subject; and there were significant differences in the three factors of meta-emotions and subjective well-being by grade level, with freshman year being significantly lower than other grades. (3) Meta-emotions are positively predictive of subjective well-being. This study not only explores the relationship between meta-emotions and subjective well-being, but also provides empirical support and theoretical guidance for more targeted guidance to enhance subjective well-being of higher vocational students.","PeriodicalId":513043,"journal":{"name":"Pacific International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139394681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The significance of teacher-student relationships in shaping the learning experience and teacher job satisfaction is increasingly recognized. This paper studies this phenomenon within the unique context of Xianning Vocational Technical College in Hubei, China. The college's cultural backdrop, characterized by reverence for authority and evolving pedagogical approaches, adds complexity to the dynamics of teacher-student interactions. A qualitative research design involving 50 participants, including teachers and students, sheds light on this intricate relationship. Key findings reveal that positive teacher-student interactions significantly influence teacher job satisfaction. Teachers who establish rapport with students and enjoy teaching autonomy report higher job satisfaction. Professional development, recognition, and support systems also play pivotal roles. Comparisons with other educational settings highlight vocational colleges' distinctive characteristics, such as the emphasis on practical skills and smaller class sizes, fostering closer relationships and enhancing job satisfaction. Implications for educational practices underscore the importance of promoting positive teacher-student relationships, balancing teaching autonomy, and recognizing and supporting educators. Recommendations include mentoring programs, student feedback mechanisms, and inclusive classroom activities. Additionally, policy considerations advocate for supporting vocational colleges to create a conducive teaching and learning environment.
{"title":"The Impact of Teacher-Student Relationships on Teachers’ Job Satisfaction in a Vocational College in Hubei, China","authors":"Rui Luo","doi":"10.55014/pij.v6i4.478","DOIUrl":"https://doi.org/10.55014/pij.v6i4.478","url":null,"abstract":" The significance of teacher-student relationships in shaping the learning experience and teacher job satisfaction is increasingly recognized. This paper studies this phenomenon within the unique context of Xianning Vocational Technical College in Hubei, China. The college's cultural backdrop, characterized by reverence for authority and evolving pedagogical approaches, adds complexity to the dynamics of teacher-student interactions. A qualitative research design involving 50 participants, including teachers and students, sheds light on this intricate relationship. Key findings reveal that positive teacher-student interactions significantly influence teacher job satisfaction. Teachers who establish rapport with students and enjoy teaching autonomy report higher job satisfaction. Professional development, recognition, and support systems also play pivotal roles. Comparisons with other educational settings highlight vocational colleges' distinctive characteristics, such as the emphasis on practical skills and smaller class sizes, fostering closer relationships and enhancing job satisfaction. Implications for educational practices underscore the importance of promoting positive teacher-student relationships, balancing teaching autonomy, and recognizing and supporting educators. Recommendations include mentoring programs, student feedback mechanisms, and inclusive classroom activities. Additionally, policy considerations advocate for supporting vocational colleges to create a conducive teaching and learning environment. ","PeriodicalId":513043,"journal":{"name":"Pacific International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139392322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines the relationship between interactive teaching methods and academic motivation among students in a secondary vocational school in China. A survey was conducted with 310 students to assess their perspectives on the extent of interactive teaching and their own academic motivation. Results showed that students experienced interactive techniques to a high degree and demonstrated strong intrinsic and internalized extrinsic motivation. A significant positive correlation was found between interactive teaching and academic motivation. Students assessed both first-year level and the Electronics department as having higher interactivity and motivation than other groups. The findings highlight the motivational advantages of student-centered interactive instructional approaches within vocational education. Further expansion of interactive methods is recommended along with additional research.
{"title":"Interactive Teaching and Its Influence on Academic Motivation of Students in a Selected Secondary Vocational School in China","authors":"Xiani Liu","doi":"10.55014/pij.v6i4.481","DOIUrl":"https://doi.org/10.55014/pij.v6i4.481","url":null,"abstract":"This paper examines the relationship between interactive teaching methods and academic motivation among students in a secondary vocational school in China. A survey was conducted with 310 students to assess their perspectives on the extent of interactive teaching and their own academic motivation. Results showed that students experienced interactive techniques to a high degree and demonstrated strong intrinsic and internalized extrinsic motivation. A significant positive correlation was found between interactive teaching and academic motivation. Students assessed both first-year level and the Electronics department as having higher interactivity and motivation than other groups. The findings highlight the motivational advantages of student-centered interactive instructional approaches within vocational education. Further expansion of interactive methods is recommended along with additional research.","PeriodicalId":513043,"journal":{"name":"Pacific International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139395576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined how university climate impacts teacher motivation at Qilu University of Technology in China. Motivation theories highlight drives to satisfy needs and internal cognitions. University climate factors like supportive leadership, collegial relationships, professional development, and adequate resources are found to enhance teacher motivation. However, climate-motivation links are understudied in China's centralized education context. This correlational study surveyed 168 faculty on their perceptions of university climate dimensions (leadership support, collegial relationships, professional development, resources) and motivation levels (intrinsic - achievement, relationships, autonomy; extrinsic - compensation, security, reputation, pressure) using researcher-developed questionnaires. Data analysis determined profile, climate and motivation levels, differences based on demographics, and their relationships using descriptive and inferential statistics. Results revealed moderately positive climate perceptions, with peer support viewed most favorably. Motivation was consistently high, especially intrinsic motivation. All climate dimensions positively correlated with motivation, particularly intrinsic motivation. A supportive climate fulfilling needs was significantly associated with heightened motivation. Findings imply administrators should strengthen leadership, peer collaboration, professional development and resources to enhance teacher motivation and performance.
{"title":"University Climate Affecting the Teachers’ Motivation Towards Improvement of Teachers’ Classroom Performance in Shandong Qilu University of Technology","authors":"Yanling Guo","doi":"10.55014/pij.v6i4.482","DOIUrl":"https://doi.org/10.55014/pij.v6i4.482","url":null,"abstract":"This study examined how university climate impacts teacher motivation at Qilu University of Technology in China. Motivation theories highlight drives to satisfy needs and internal cognitions. University climate factors like supportive leadership, collegial relationships, professional development, and adequate resources are found to enhance teacher motivation. However, climate-motivation links are understudied in China's centralized education context. This correlational study surveyed 168 faculty on their perceptions of university climate dimensions (leadership support, collegial relationships, professional development, resources) and motivation levels (intrinsic - achievement, relationships, autonomy; extrinsic - compensation, security, reputation, pressure) using researcher-developed questionnaires. Data analysis determined profile, climate and motivation levels, differences based on demographics, and their relationships using descriptive and inferential statistics. Results revealed moderately positive climate perceptions, with peer support viewed most favorably. Motivation was consistently high, especially intrinsic motivation. All climate dimensions positively correlated with motivation, particularly intrinsic motivation. A supportive climate fulfilling needs was significantly associated with heightened motivation. Findings imply administrators should strengthen leadership, peer collaboration, professional development and resources to enhance teacher motivation and performance. \u0000 ","PeriodicalId":513043,"journal":{"name":"Pacific International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139395522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Music, often described as the universal language of emotions, transcends cultural boundaries and speaks to the deepest recesses of the human soul. Among the myriad of musical instruments, the piano holds a special place, capable of conveying a vast range of emotions and moods. Central to the art of piano playing are the techniques employed by pianists to bring forth both technical brilliance and profound emotional expression. This paper delves into the intricate relationship between piano performance techniques and the art of conveying musical expressiveness. By examining the synergy between these two elements, this study aims to unravel the nuances that govern piano performance and explore how musicians imbue their interpretations with personal creativity and sentiment.
{"title":"Piano Performance Techniques and Musical Expressiveness","authors":"Haiyang Jia","doi":"10.55014/pij.v6i4.461","DOIUrl":"https://doi.org/10.55014/pij.v6i4.461","url":null,"abstract":"Music, often described as the universal language of emotions, transcends cultural boundaries and speaks to the deepest recesses of the human soul. Among the myriad of musical instruments, the piano holds a special place, capable of conveying a vast range of emotions and moods. Central to the art of piano playing are the techniques employed by pianists to bring forth both technical brilliance and profound emotional expression. This paper delves into the intricate relationship between piano performance techniques and the art of conveying musical expressiveness. By examining the synergy between these two elements, this study aims to unravel the nuances that govern piano performance and explore how musicians imbue their interpretations with personal creativity and sentiment.","PeriodicalId":513043,"journal":{"name":"Pacific International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139456677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the realm of competitive sports, athletes face a complex landscape that extends beyond physical demands. The dynamics of athlete-coach relationships, peer interactions, and societal expectations shape their experiences, especially for new athletes. This study delves into the intricate interplay between two fundamental constructs: domination and courage in the context of coaching programs. Domination in sports manifests through coach-athlete power dynamics, peer pressure, and societal expectations. Coaches wield significant influence, impacting athletes' autonomy and decision-making. Peer interactions exert unspoken pressures to conform to team norms, while external societal expectations, such as academic success and career prospects, add further complexity to athletes' pursuits. Courage emerges as a critical attribute, enabling athletes to confront challenges, embrace uncertainties, and persevere in adversity. Athletes exhibit courage by asserting individuality, challenging established norms, and demonstrating resilience. This courage serves as a mechanism for resilience and empowerment, allowing athletes to navigate and transcend domination. Holistic athlete development is emphasized, extending beyond physical training to encompass mental and emotional empowerment. Coaching programs should create supportive and empowering environments, prioritizing athlete autonomy, mental resilience, and well-being. This study provides valuable insights into the experiences of new athletes, highlighting the pivotal role of courage in mitigating domination and fostering comprehensive athlete development.
{"title":"Multidimensional Spot of Domination and Courage Among New Athletes Towards a Coaching Program","authors":"攀攀 何","doi":"10.55014/pij.v6i4.476","DOIUrl":"https://doi.org/10.55014/pij.v6i4.476","url":null,"abstract":"In the realm of competitive sports, athletes face a complex landscape that extends beyond physical demands. The dynamics of athlete-coach relationships, peer interactions, and societal expectations shape their experiences, especially for new athletes. This study delves into the intricate interplay between two fundamental constructs: domination and courage in the context of coaching programs. Domination in sports manifests through coach-athlete power dynamics, peer pressure, and societal expectations. Coaches wield significant influence, impacting athletes' autonomy and decision-making. Peer interactions exert unspoken pressures to conform to team norms, while external societal expectations, such as academic success and career prospects, add further complexity to athletes' pursuits. Courage emerges as a critical attribute, enabling athletes to confront challenges, embrace uncertainties, and persevere in adversity. Athletes exhibit courage by asserting individuality, challenging established norms, and demonstrating resilience. This courage serves as a mechanism for resilience and empowerment, allowing athletes to navigate and transcend domination. Holistic athlete development is emphasized, extending beyond physical training to encompass mental and emotional empowerment. Coaching programs should create supportive and empowering environments, prioritizing athlete autonomy, mental resilience, and well-being. This study provides valuable insights into the experiences of new athletes, highlighting the pivotal role of courage in mitigating domination and fostering comprehensive athlete development.","PeriodicalId":513043,"journal":{"name":"Pacific International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139393813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the application of ecological linguistics to English teaching, highlighting its significance in enhancing language learning and promoting a deeper understanding of the interconnectedness between language, culture, and the environment. Ecological linguistics recognizes that language is inseparable from its social, cultural, and ecological contexts, emphasizing the role of context in language teaching. By incorporating ecological perspectives, English language educators can help learners comprehend how language usage varies across different contexts and how ecological factors influence linguistic choices, thereby improving learners' ability to communicate effectively in real-world situations. Additionally, ecological linguistics promotes the use of authentic language materials and real-world contexts, exposing learners to diverse linguistic practices and cultural diversity. It also acknowledges language variation and diversity, fostering tolerance, inclusivity, and intercultural competence. Furthermore, the integration of language and culture is emphasized, promoting cultural awareness and sensitivity among learners. The paper proposes strategies for English teaching within the Ecological Linguistics Dynamic Mode, such as establishing clear and adaptive teaching objectives, utilizing diverse teaching approaches, and implementing dynamic assessment. By adopting these strategies, educators can create a comprehensive and meaningful learning experience that extends beyond language structures, equipping learners with the necessary linguistic and cultural tools to navigate a diverse and rapidly changing world.
{"title":"A Study on the Application of Ecological linguistics to English Teaching","authors":"Lingdan Kong","doi":"10.55014/pij.v6i4.480","DOIUrl":"https://doi.org/10.55014/pij.v6i4.480","url":null,"abstract":"This paper explores the application of ecological linguistics to English teaching, highlighting its significance in enhancing language learning and promoting a deeper understanding of the interconnectedness between language, culture, and the environment. Ecological linguistics recognizes that language is inseparable from its social, cultural, and ecological contexts, emphasizing the role of context in language teaching. By incorporating ecological perspectives, English language educators can help learners comprehend how language usage varies across different contexts and how ecological factors influence linguistic choices, thereby improving learners' ability to communicate effectively in real-world situations. Additionally, ecological linguistics promotes the use of authentic language materials and real-world contexts, exposing learners to diverse linguistic practices and cultural diversity. It also acknowledges language variation and diversity, fostering tolerance, inclusivity, and intercultural competence. Furthermore, the integration of language and culture is emphasized, promoting cultural awareness and sensitivity among learners. The paper proposes strategies for English teaching within the Ecological Linguistics Dynamic Mode, such as establishing clear and adaptive teaching objectives, utilizing diverse teaching approaches, and implementing dynamic assessment. By adopting these strategies, educators can create a comprehensive and meaningful learning experience that extends beyond language structures, equipping learners with the necessary linguistic and cultural tools to navigate a diverse and rapidly changing world.","PeriodicalId":513043,"journal":{"name":"Pacific International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139395754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Shuaishuai Zhang, Zhengyi Song, Xuan Li, Luzhen Li
This paper explores the crucial role of physical education (PE) in fostering students' physical fitness and overall development, with a focus on the teaching behaviors of physical education teachers. These behaviors encompass a wide range of actions and activities that occur before, during, and after class, aiming to achieve effective teaching objectives. The connotation of PE teachers' teaching behavior is categorized into speech acts and activity acts, encompassing both verbal and non-verbal actions. This study delves into the challenges faced by physical education teachers and proposes strategies for optimizing their teaching behaviors to cater better to students' interests and aptitudes. It highlights the significance of teachers' reflective behaviors in improving teaching quality and emphasizes the need for evaluating PE teachers' teaching behavior to enhance overall teaching quality and students' all-round development. By considering existing literature and potential areas for improvement, this study seeks to contribute to the advancement of physical education practices and the development of well-rounded students in the modern education system.
{"title":"Physical Education and Health Teaching Behavior Realistic Dilemma and Optimization Path Research","authors":"Shuaishuai Zhang, Zhengyi Song, Xuan Li, Luzhen Li","doi":"10.55014/pij.v6i4.432","DOIUrl":"https://doi.org/10.55014/pij.v6i4.432","url":null,"abstract":"This paper explores the crucial role of physical education (PE) in fostering students' physical fitness and overall development, with a focus on the teaching behaviors of physical education teachers. These behaviors encompass a wide range of actions and activities that occur before, during, and after class, aiming to achieve effective teaching objectives. The connotation of PE teachers' teaching behavior is categorized into speech acts and activity acts, encompassing both verbal and non-verbal actions. This study delves into the challenges faced by physical education teachers and proposes strategies for optimizing their teaching behaviors to cater better to students' interests and aptitudes. It highlights the significance of teachers' reflective behaviors in improving teaching quality and emphasizes the need for evaluating PE teachers' teaching behavior to enhance overall teaching quality and students' all-round development. By considering existing literature and potential areas for improvement, this study seeks to contribute to the advancement of physical education practices and the development of well-rounded students in the modern education system.","PeriodicalId":513043,"journal":{"name":"Pacific International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139393701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the relationship between value identification and governance structures at a private Chinese university. A quantitative correlational research design was utilized. The sample consisted of 313 faculty members from Weifang University, selected through proportionate stratified sampling. A questionnaire measured demographics, value identification, and governance structures. Data were analyzed using correlation, ANOVA, and t-tests. Results showed significant positive correlations between value identification and governance structure subscales. No significant demographic differences emerged except for academic rank affecting value identification. These findings contribute to theory and knowledge on aligning values and governance in higher education. Further research across institutional types is recommended.
本研究调查了一所中国私立大学的价值认同与治理结构之间的关系。研究采用了定量相关研究设计。样本由潍坊学院的 313 名教师组成，通过比例分层抽样法选出。调查问卷测量了人口统计学、价值认同和治理结构。数据分析采用了相关分析、方差分析和 t 检验。结果显示，价值认同和治理结构分量表之间存在明显的正相关。除了学术排名会影响价值认同外，其他人口统计学差异并不明显。这些研究结果对高等教育价值观与治理结构相一致的理论和知识有所贡献。建议进一步开展跨机构类型的研究。
{"title":"Value Identification on The Internal Governance Structure of A Selected Private University in China","authors":"Jingmei Liu","doi":"10.55014/pij.v6i4.491","DOIUrl":"https://doi.org/10.55014/pij.v6i4.491","url":null,"abstract":"This study investigated the relationship between value identification and governance structures at a private Chinese university. A quantitative correlational research design was utilized. The sample consisted of 313 faculty members from Weifang University, selected through proportionate stratified sampling. A questionnaire measured demographics, value identification, and governance structures. Data were analyzed using correlation, ANOVA, and t-tests. Results showed significant positive correlations between value identification and governance structure subscales. No significant demographic differences emerged except for academic rank affecting value identification. These findings contribute to theory and knowledge on aligning values and governance in higher education. Further research across institutional types is recommended.","PeriodicalId":513043,"journal":{"name":"Pacific International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139394547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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