As a primary limiting factor in arid and semiarid regions, precipitation strongly influences soil microbial properties. However, the patterns and mechanisms of soil microbial responses to precipitation have not been well documented. In this study, changes in soil microorganisms along an experimental precipitation gradient with seven levels of precipitation manipulation (i.e., ambient precipitation as a control, and ±20%, ±40%, and ±60% of ambient precipitation) were explored in a semiarid temperate steppe in northern China. Soil microbial biomass carbon and respiration as well as the ratio of fungal to bacterial biomass varied along the experimental precipitation gradient and peaked under the +40% precipitation treatment. The shifts in microbial community composition could be largely attributable to the changes in soil water and nutrient availability. The metabolic quotient increased (indicating reduced carbon use efficiency) with increasing precipitation due to the leaching of dissolved organic carbon. The relative contributions of microbial respiration to soil and ecosystem respiration increased with increasing precipitation, suggesting that heterotrophic respiration will be more sensitive than autotrophic respiration if precipitation increases in the temperate steppe as predicted under future climate-change scenarios.

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This study aimed to explore the effect of parents’ education anxiety on children’s academic burnout, and the mediation effect of parental burnout and the moderating effect of family function. A total of 259 paired parents and children from two middle schools in central China participated in the survey. The questionnaire was conducted using the Educational Anxiety Scale, Parental Burnout Scale, Adolescent Student Burnout Inventory, and Family APGAR Index. Our results indicated that parental education anxiety had a positive predictive effect on children’s academic burnout. Moreover, parental burnout played a complete mediating role between parents’ education anxiety and children’s academic burnout. Finally, the relationship between education anxiety and parental burnout was moderated by family function, and higher family function buffered the effect of education anxiety on parental burnout. The results suggest the mechanism of parental education anxiety on children’s academic burnout, and the role of family function in alleviating parental burnout.