Teachers’ emotions may be affected by structural reforms of education that emphasizes performance-based accountability (PBA) and by individual psychological processes like thinking style, but there is a lack of research concerning the relationship between the three factors. In this study, thus, we attempted to test the influence of PBA on teacher emotions and to examine whether the relationship was moderated by a zhongyong thinking (ZYT) style in a Chinese context. A sample of 402 primary and secondary schoolteachers from Hubei, Liaoning, and Beijing in China participated in this study. Structural equation modeling was applied to develop moderation models. The results demonstrated that PBA is a singificant factor with respect to teachers’ joy, sadness/frustration, anger, and fear, as related to their job of teaching, but not love of their profession. Moreover, the ZYT style may moderate the relationship between PBA and joy.

Introduction The relationship between reading and writing has been comprehensively explored from different perspectives. The following three theories and hypothesis could elucidate the relationship: reading→writing, writing→reading; and reading↔writing. In China, the teaching models of school influence the Chinese language learning of students in ethnic minority areas. Although language teaching can take various forms, this study selects two teaching models (S1: the traditional teaching model; S2: the complete Chinese teaching model) that can broadly represent Chinese minority schools. Primarily, this study aims to investigate the impact of different teaching models on the interplay between Chinese reading and writing ability of China’s minority students. Second, this study aims to explore gender differences in the relationship between reading and writing in two different teaching models.

Three personality types (resilient, overcontrolled, and undercontrolled) have been repeatedly verified across different languages and cultures, different personality models, and different stages of development. Undercontrollers are socially maladapted types with high impulsivity and low self-control. Research shows they are at risk for externalizing problems, such as aggressiveness, impulsivity, and antisocial behavior. The aim of this study was to develop an intervention to reduce externalizing problems of undercontrolled personality types in primary school students. Participants were 69 undercontrolled primary school students from two primary schools in North China. The experimental group underwent 14 weeks of systematic experiential mental health activities, while the control group performed typical daily classroom activities. Personality and externalizing problem behaviors were measured before the intervention, at the end of the intervention, and 4 months post-intervention. The results showed that the intervention significantly reduced the level of externalizing problems of undercontrolled primary school students. The effects of the intervention were maintained at the 4-month follow-up. This study provides some reference and suggestions on how to intervene in the externalizing problem behaviors of undercontrolled primary school students.

IntroductionThe relationship between reading and writing has been comprehensively explored from different perspectives. The following three theories and hypothesis could elucidate the relationship: reading→writing, writing→reading; and reading↔writing. In China, the teaching models of school influence the Chinese language learning of students in ethnic minority areas. Although language teaching can take various forms, this study selects two teaching models (S1: the traditional teaching model; S2: the complete Chinese teaching model) that can broadly represent Chinese minority schools. Primarily, this study aims to investigate the impact of different teaching models on the interplay between Chinese reading and writing ability of China’s minority students. Second, this study aims to explore gender differences in the relationship between reading and writing in two different teaching models.MethodsAs the cross-lagged model is suitable for a longitudinal study of the data collected from multiple time waves and explore the causal relationship between variables. We enrolled 3869 Chinese ethnic minority fourth- to sixth- grade students from 126 schools and collected data for three waves. This study mainly achieves the two aims mentioned above through the cross-lagged design.ResultsResults reveal that: (1) the complete Chinese teaching model is more effective than the mixed teaching model in stimulating the interaction relationship between reading and writing; (2) in the mixed teaching model, boys did not exhibit a significant effect of reading on writing, but only the effect of writing on reading, whereas girls exhibited the interaction between reading and writing; in the complete teaching model, there are gender differences in the relationship between reading and writing, however, with the development of time, the interaction between boys and girls in reading and writing becomes more robust, demonstrating that similar development trend in boys’ and girls’ interaction between reading and writing.ConclusionThe implication of these results is that: (1) the interactive relationship between reading and writing is developed in both teaching models; (2) there are some gender differences in the relationship between reading and writing in each teaching model.