X. Lin

Reason: The article ‘Innovation in ideological and political education in higher education institutions for student development’ by Xiaohui Lin and Caiying Zhong has been retracted by AOSIS, as publisher, following an investigation undertaken by the publisher. This investigation has uncovered evidence of systematic manipulation of the publication and peer-review process. We cannot, therefore, vouch for the reliability or integrity of this article. Please note that this notice is intended solely to alert readers that the peer-review process of this article has been compromised. AOSIS regret that the usual quality checks did not identify these issues before publication and has since put additional measures in place to safeguard research integrity. The corresponding author, as the representative of all authors, has been given the opportunity to register their agreement or disagreement with this retraction. We have kept a record of any response received.

In the present study, we tested the effectiveness of color coding on the programming learning of students who were learning from video lectures. Effectiveness was measured using multimodal physiological measures, combining eye tracking and electroencephalography. Using a between-subjects design, 42 university students were randomly assigned to two video lecture conditions. The participants’ eye tracking and EEG signals were recorded while watching the assigned video, and their learning performance was subsequently assessed. The results showed that the color-coded design was more beneficial than the grayscale design, as indicated by smaller pupil diameter, shorter fixation duration, higher EEG theta and alpha band power, lower EEG cognitive load, and better learning performance. The present findings have practical implications for designing slide-based programming learning video lectures; slides should highlight the format of the program code using color coding.

In previous studies, as an important object of inheritance and promotion of Chinese culture in Chinese colleges and universities, the psychological change mechanism of college students in the process of receiving cultural identity education has not attracted widespread attention. This study focuses on ideological and political education in colleges and universities, and innovatively believes that in order to improve college students’ identification with Chinese culture, and make them consciously “internalize in mind and externalize in practice,” it is necessary to explore their psychological structure and mechanism of action in the process of accepting identity education and take measures to actively intervene. The study employs the method of questionnaire investigation, acquiring 1,119 effective samples from 30 universities in Fujian province. By establishing the theoretical framework of “cognitive identity—emotional identity—ideological identity—behavioral identity,” analyzing and examining the data, it is found out that: cognitive identity affecting behavioral identity positively in a noticeable way; by raising individual emotional identity, cognitive identity strengthening university students’ behavioral identity; cognitive identity inspiring behavioral identity with benefits of ideological identity; it being verified that there exists an intermediary chain reaction between emotional identity, ideological identity, cognitive identity, and behavioral identity. As a result, the followings are proposed: further integrating the worthy Chinese traditional culture into university curriculum and developing students’ cognitive education of traditional culture; exploring the aesthetic dimension of worthy Chinese traditional culture and deepening the students’ emotional identity of traditional culture; demonstrating the essence of the worthy Chinese traditional culture and advancing the students’ ideological identity of traditional culture; and intensifying the practice of the worthy Chinese traditional culture and motivating the students’ behavioral identity of traditional culture.

Greenway is a kind of corridors in the city that takes natural elements as the main constituent foundation and connects open spaces with functions such as leisure and recreation. The assessment of the built greenway is a review of the past construction experiences, and it is also a supplement and improvement to the future greenway planning concept system, which has important academic and application value. This study will explore how greenway design factors influenced the local cyclists’ perception of the landscape using on-site questionnaire and photo rating method. The results indicated that greenways with continuous cycling paths, high security awareness, open landscapes, and rich human activities evoke positive perceptions. Among the visual elements, natural elements such as plants and sky are more favorable than artificial elements. The research results show that the formation of greenway cyclists’ landscape imagery is affected by visual perception elements, which suggests that special consideration should be given to the laws of cyclists’ mental perception when designing greenways.

Gender bias in artificial intelligence (AI) applications has recently gained increasing attention in academia. While some studies have explored gender disparities in specific contexts, there is a lack of comprehensive analysis on how AI-driven gender biases impact female learners across different educational settings worldwide. This systematic review examines research on gender bias in AI applications used in education across various global regions, following PRISMA guidelines. It synthesizes findings from 23 empirical and conceptual papers published between 2019 and 2024—a period marked by the rapid integration of AI technologies in education. The review reveals that research on AI gender bias in educational contexts remains limited, with most studies originating from North America and Western regions. At the same time, South Asia, South America, and Africa receive comparatively little attention. Second, the focus of existing studies is on higher education, neglecting other educational levels. Third, the review found several methodological gaps in the reviewed literature that need improvement. Lastly, the results highlight persistent gender biases in AI tools, particularly in content generation, assessments, and feedback systems. The presence of these biases in the educational context discourages female participation and poses a significant challenge to achieving gender equality in education. The review emphasizes the need for more research in the neglected regions and educational levels to highlight the female issues with AI usage in general. The review also recommends inclusive AI development to foster equitable educational practices and mitigate gender bias in AI-driven learning environments.

This study offers a comprehensive textual analysis comparing the mathematical curriculum objectives across the International Baccalaureate Diploma Programme (IBDP), China's Ordinary High School Mathematics Curriculum Standards, and the Common Core State Standards Initiative. Using an analytic comparison methodology, the mathematical knowledge and competencies imparted by each curriculum were measured and contrasted. The findings reveal that, when advanced placement courses are excluded, students in China are exposed to the highest number of mathematical knowledge points. However, when including advanced placement courses, the Common Core marginally surpasses the others in the density of mathematical content. Notably, across all three curricula, there's a limited emphasis on technological applications, leading to a stronger focus on computational mathematics and scientific calculations. Methods such as variation and optimization are scarcely touched upon in these curricula.

This study investigated the influence of emotional prosody on memory within a dual-process recognition framework. While emotional events are generally better remembered, it remains unclear if emotional prosody specifically enhances memory during recognition. In Experiment 1, a modified Remember/Know paradigm assessed the emotional enhancement of memory effect of emotional prosody and its role in dual-process recognition. Experiment 2 utilised a divided attention task paradigm to explore whether this memory enhancement stems from regulation of attentional resources. Results from Experiment 1 and single-task conditions of Experiment 2 revealed an emotional enhancement of memory for happy and sad prosodies. Specifically, emotional prosodies (i.e. happy and sad tones paired with neutral words) led to recollection, but not familiarity. However, under divided attention task conditions in Experiment 2, the memory enhancement effect of happy and sad prosodies disappeared, suggesting that this effect is dependent on the attentional resources available at encoding. This study confirms emotional enhancement of memory effect of emotional prosody during recollection retrieval and reveals this effect originates from increased attentional resources allocation to emotional stimuli during encoding.

Previous scholars agree that the two truths, i.e., saṃvṛtisatya and paramārthasatya, in the Abhidharmakośabhāṣya and the Nyāyānusāra are not only semantic and epistemological but also ontological, as the two truths can also refer to different types of existents (saṃvṛtisat and paramārthasat, respectively). Through examining the definitions of the two truths in Sarvāstivāda texts and related Abhidharma works preceding the Abhidharmakośabhāṣya and the Nyāyānusāra, this paper argues that the equalization of satya and sat has a two-phase history in the Sarvāstivāda tradition. In the first phase, as presented in earlier versions of the Vibhāṣā, the idea of corresponding types of existents had not emerged in the context of two truths. In the second phase, as presented in the latest version of the Vibhāṣā, *Saṃyuktābhidharmahṛdaya, *Tattvasiddhi, and Śrīlāta’s view cited in the Nyāyānusāra, the two truths are increasingly identified with two types of existents; and then, in the Abhidharmakośabhāṣya and the Nyāyānusāra, the two truths and the two types of existents become completely interchangeable, both philosophically and terminologically. This paper further suggests that the equivalence between satya and sat in the later phase may relate to the intent of demonstrating existence through cognitive activities and to the nomenclature tradition of treating causes and effects as interchangeable in the Sarvāstivāda tradition.

Research investigating the underlying mechanisms and boundary conditions under which leader humility influences employee voice remains underdeveloped. Drawing from approach–inhibition theory of power and leader humility literature, we developed a moderated-mediation model in which personal sense of power was theorized as a unique mechanism underlining why employees feel motivated to speak up under the supervision of humble leaders. Additionally, the cultural value of power distance was proposed to be a relevant boundary condition to influence such relationship. We tested the model using time-lagged supervisor–subordinate matched data. Results of mixed models analyses provided support for our hypotheses confirming that employees’ personal sense of power mediates the relationship between leader humility and employee voice, and such relationship was found to be stronger when employees’ power distance was lower rather than higher.

Instructional interactions, which includes student–student interaction, student–teacher interaction, and student–content interaction, are crucial factors affecting the learning outcomes in online education. The current study aims to explore the effects of instructional interactions on individuals’ learning outcomes based on the Interactive Equivalence Theory by conducting two empirical studies. In Study 1, we explored the direct relationships between instructional interactions and learning outcomes. A quasi-experimental design was used to manipulate the two groups of subjects, and the results show that not all of the three types of interaction can significantly positively predict learning satisfaction, among which ST cannot significantly predict learning satisfaction. When the total amount of instructional interactions is constant, adjusting the relative level of the three types of instructional interactions can effectively improve the learning outcomes to some extent. We further probed into the mediating effects of task value and self-regulated learning on the relationships between instructional interactions and learning outcomes in Study 2. We conducted an online survey and collected 374 valid data. The results showed that task values mediated the relationship between SS and learning satisfaction. In addition, SC can not only directly affect learning satisfaction, but also affect it through task value and self-regulated learning respectively, or via chain mediations of both task value and self-regulated learning. Our findings enrich the previous instructional interactions research and provide reference for online education curriculum design.

In sprint track events, the starting reaction time is an important professional capacity of the athletes, and it is closely related to their performance. This study examines the reaction time and the results of the male and female sprinters participating in the World Athletics Championships from 2011 to 2019 in the 100 m, 200 m, 100 m, and 110 m hurdles. The researchers used least squares estimation, multivariate analysis of variance, and other methods and theories to construct a double logarithmic model and a multivariate analysis of a variance model. The researchers used Econometrics Views and SPSS software programs to analyze the correlation between the performance and the starting reaction time, as well as the patterns in the changes of the reaction time of athletes of both genders in different types of and rounds in the competitions. Research results show that there is a direct correlation between the reaction time and the performance, and the degrees of correlation vary depending on the gender of the athlete, year of competition, type of competition, and round of competition. There is a correlation between the foul types and the type of competition, but there is no correlation between foul types and the gender of the athlete. The research results are science-based and are of practical value and thus can be used as a reference by coaches in sprint running to offer more professional guidance to the athletes.

Despite chatbots’ increasing popularity, firms often fail to fully achieve their benefits because of their underutilization. We argue that ethical concerns dealing with chatbot-related privacy and security may prevent firms from developing a culture of embracing chatbot use and fully integrating chatbots into their workflows. Our research draws upon the stimulus-organism-response theory (SOR) and a study by Floridi et al. (Minds and Machines, 28:689–707, 2018) on the ethical artificial intelligence framework to investigate how chatbot affordances can foster employees’ positive perceptions of privacy protection and security, which may increase perceived ethics in beneficence and ultimately support recommendation intentions. To validate our proposed research model and provide a robust understanding of chatbot-related ethics, we conducted two studies following a mixed-methods design. We used Study 1 as the quantitative phase to collect survey data from full-time marketing employees, and the results provided strong support for our research model based on the relevant theory and literature. We used Study 2 as the qualitative phase to collect interview data to further validate our research model, and the results confirmed Study 1’s quantitative findings and provided complementary insights into the phenomenon of interest. Our studies contribute to the literature by providing initial insights into chatbot-related ethics through the exploration of chatbot affordances, security, and privacy protection as the antecedents and through depictions of how these variables foster employees’ perceived ethics in beneficence and recommendation intention. Our results can inform practitioners how to develop ethics involving chatbots and promote a chatbot-friendly culture such that firms can fully achieve chatbots’ benefits and can thus increase their competitive advantages in emerging chatbot marketing.

Philosophical ideas infused with traditional Chinese culture improve the accuracy and compatibility of English translations. “Compatibility” is a very important concept in English translation. Cultural compatibility of language is a factor that cannot be ignored due to language habits and cultural differences. Therefore, this paper presented a study of the accuracy and compatibility of philosophical and cultural thought to English translation. This article mainly analyzed the accuracy and compatibility of philosophical and cultural thoughts to English translation, and combined the existing problems and shortcomings to propose some solutions. The paper aimed to improve the level of English translation, promote communication between different cultures and enhance China’s overall cultural soft power. This article found that adhering to cultural compatibility and adopting both stable and appropriate flexible methods to guide different cultures have a positive impact on promoting cultural exchange.

This study utilized a combination of questionnaires and computational modeling to investigate age-related differences in moral judgments and the underlying cognitive mechanisms among the Chinese population. Study 1 employed the Oxford Utilitarianism Scale to investigate impartial beneficence and instrumental harm across different age groups. Results indicated that older adults scored significantly higher than younger adults on both dimensions even after controlling for level of education and gender. Study 2 utilized the CNI (consequences, norms, inaction) model to gain a more nuanced understanding of age differences in moral judgments. Findings indicated that older adults exhibited less sensitivity to moral norms when forming moral judgments. This implies that older individuals psychologically lean toward utilitarianism and are less influenced by prevailing norms in their moral decision-making.

BackgroundLeft-behind children in China have aroused widespread concern in society and the academic field because they have a high risk of psychological problems. For left-behind children, depression is the most serious problem. Bullying victimization has been evidenced as one of the most common causes of children’s depression. However, less is known about its longitudinal association and the process for how bullying victimization influences depression among left-behind children. Thus, the presentation aims to explore the mechanisms underlying by considering the roles of left-behind children’s negative thoughts and self-compassion.MethodsThe 3-wave longitudinal data were collected from a sample of 605 aged 8–11 from central China. We used the Olweus bully and victimization questionnaire, the children’s automatic thoughts scale, the depression scale, and the self-compassion scale.ResultsBullying victimization positively predicted the depression level of left-behind children. Negative thoughts and self-compassion mediate the relationship between bullying victimization and depression. In the mechanism of bullying victimization on depression exists gender differences among left-behind children.ConclusionThe present study suggested the association between bullying victimization and left-behind children’s depression and revealed the internal mechanism of negative thoughts and self-compassion. These findings provide a new perspective for left-behind children’s mental health education and intervention.

This study, which considers the exchange that occurs between civilisations, attempts to re-examine the question pertaining to the authenticity of sutra. The Guanjing [ Guan Wulingshou jing 觀無量壽經 Skt. Amitāyur Dhyāna Sūtra ; Contemplation Sūtra], which is an influential Buddhist text, immensely facilitated the first transmission of Zen Buddhism that occurred during the Middle Ages, and it promoted the spread of the Pure Land thought. Because of the modern academic research on the Chinese Buddhist Apocrypha, the discussion pertaining to the authenticity of the Guanjing has become prominent, and for more than half a century, issues pertaining to the place in which it was compiled, the time of its establishment and the absence of the Sanskrit and Tibetan texts have received research attention. Buddhist texts have spread from India to China. If a general literature and linguistics perspective is adopted, the availability of a sutra in the original Indian language becomes a criterion for determining its reliability and authenticity. In addition, the translator, the place in which the translation occurred, the time of translation and the relationship with similar scriptures are all significant factors that can determine whether a sutra is an allegedly forged manuscript. Contribution: This article contributes to the understanding of the authenticity and counterfeit nature of Guanjing through a civilisational exchange perspective. This study differs from previous thinking only in terms of Sinicized sects, and the article analyses the possible Indian and Central Asian sources of the text, pointing out the forms in which the Guanjing and Ajātaśatru are reflected.

This study aims to explore the promoting effect of the combination of mental health education and ideological and political education for college students on improving their comprehensive psychological quality and ideological and political theoretical level. The research adopts a combination of system analysis methods, experimental methods and clustering algorithms, and conducts course experiments through experimental methods, providing basic data. In the process of the experiment, from the perspective of educational psychology theory, the systematic analysis method is used to distinguish subject and object, and functional analysis is carried out. At the same time, clustering algorithms are used to classify the mental health problems of different students. The research results indicate that in terms of subjectivity, teachers’ psychological communication ability, psychological understanding ability and psychological guidance ability have a significant positive impact on students’ psychological state. The level of ideological and political theory and psychological strain ability also have a significant positive impact on students’ psychological state. Intervention on students’ values and personality psychological issues is also effective. These findings provide an important basis and guidance for further carrying out higher education reform. Contribution: With the development of society, students need to face more and more external concepts during their growth. Students whose mental growth is not mature are likely to have certain psychological problems in this process. This research can be utilised by scholars in the field of youth ministry and religious educational studies.