Multi-layered e-feedback anxiety: An action research study among Chinese learners using peer feedback activities in an academic writing course.

There is a gradual increase in the use of e-feedback in higher education, but issues regarding learners' anxiety remain unresolved. In light of the learners' anxiety, e-feedback would essentially become a formality if they are not proactive in providing constructive feedback. This action research examines three cycles of e-feedback activities performed by 12 doctoral students in an academic writing course in a public university in Macau, China. Specifically, the e-feedback activity involved a comprehensive use of various new educational technology tools, namely Moodle, WeChat and Rain Classroom. This study reveals that the causes of students' anxiety when using e-feedback are multi-layered, mainly from the use of smartphones as a communication medium for conducting formal learning activities and the lack of interpersonal and English skills for conveying their thoughts when providing e-feedback. The traditional Chinese culture about the importance of "face" and interpersonal harmony also has impacts on learners' e-feedback delivery. These findings shed new lights on pedagogical practice in higher education.

Learners' perceived advantages and social-affective dispositions toward online peer feedback in academic writing.

Peer feedback is widely acknowledged for its advantages and benefits in improving students' learning in writing classes. Although the integration of online platforms has been found to impact peer feedback, research on second language learners' perceived advantages of social affective disposition to using multiple platforms for delivering peer feedback is limited. To address the aforementioned research gap, we conducted this 12-week action research to explore how 12 doctoral students at a university in Macau perceived their experience of using multiple online feedbacks in an academic writing course. To integrate the various advantages of different online platforms, we adopted three tools including Moodle, Rain Classroom, and WeChat for the delivery of peer feedback. The results demonstrated learners' perceived advantages and disadvantages of online peer feedback and how the different online peer feedback can be combined to magnify their benefits for academic writing. It also revealed that the use of emojis, memes, and one-to-one conversation window on WeChat can foster students' positive emotions. However, the ubiquitous connection by WeChat Moments increased their emotional load and undermined peer trust.

Effects of goal orientation on environment management in technology-based physics learning.

The purpose of the current study is to propose and examine a comprehensive model that uses motivational and self-regulated variables to explain factors affecting environment management in technology-based physics learning among Chinese secondary school students. Data were collected from 726 grade-eight secondary school students in Southeast China, who were learning physics. Structural equation modeling was used to analyze the relationships among students' goal orientations, environment management, and time management. Results suggest that students were more likely to manage their environment if they had learning-oriented goals and if they managed their time, but they were less likely to do so if they had social-oriented goals. Implications for teachers' technology integration in physics class were discussed.

Treatment of Left Ventricular Circulation Disorder: Application of Echocardiography Information Data Monitoring.

BACKGROUND: Cardiac hypertrophy induced by pressure overload is one of the important causes of heart failure and sudden cardiac death. At present, there are few studies on the outcome of left ventricular hypertrophy and left ventricular function after complete pressure load removal. OBJECTIVE: This study aims to better simulate the changes of left ventricular structure and function during the process of left ventricular pressure overload and deloading, and to explore the application of echocardiography in it. METHODS: In this study, healthy male (BALB/C) mice were used as research objects to establish an ascending aorta constriction model, to carry out echocardiographic and hemodynamic examinations, to establish an ascending aorta deconstriction model in mice, and to carry out echocardiographic and hemodynamic examinations. RESULTS: Compared with the sham operation group, the left ventricular end-systolic diameter (LVESD), left ventricular end-diastolic diameter (LVEDD), interventricular septal (IVS), and left ventricular posterior wall (LVPW) in the constriction operation group were significantly increased (P=.02, P=.02, P=.02, and P=.02, respectively). LVESD, LVEDD, IVS, and LVPW in the early and late constriction groups were significantly decreased, and the degree of decrease in the early group was greater than that in the late group; compared with the sham operation group, left ventricular diastolic pressure in the constriction operation group increased significantly at 9 and 15 weeks after operation (P=.03). Left ventricular systolic pressure at 15 weeks after operation decreased to a certain extent but was higher than that of the sham operation group (P=.02). The maximal rate of the increase of left ventricular pressure at 3 weeks, 9 weeks, and 15 weeks after operation decreased significantly (P=.03, P=.02, and P=.02, respectively). CONCLUSIONS: In this study, the ascending aorta coarctation model and descending aorta coarctation model were successfully established, which verifies the value of echocardiography information data monitoring in the treatment of left ventricular circulation disorders and the evaluation of surgical treatment.

Reciprocal Effects Among Parental Homework Support, Effort, and Achievement? An Empirical Investigation.

The present study investigates reciprocal influences of parental homework support, effort, and math achievement, using two waves of data from 336 9th-graders. Results revealed that higher prior autonomy-oriented support and homework effort resulted in higher subsequent achievement. Higher prior content-oriented support led to higher subsequent effort, but lower subsequent achievement. Additionally, higher prior effort led to higher subsequent autonomy-oriented support. Furthermore, our results supported the structural path invariance over gender. The current investigation advances extant research, by differentiating two forms of parental homework support (autonomy- and content-oriented support), and by showing their respective influences on subsequent homework effort and math achievement.