This study proposes a structural model for the online studying adaptability of college students during the global pandemic based on a questionnaire survey. A total of 1367 college students from H University in Fujian province participated in the study. Study items were evaluated and verified using item analysis, exploratory factor analysis, reliability analysis, confirmatory factor analysis, convergence validity analysis, and discriminant validity analysis. The scale that includes four dimensions namely: attitude towards study, auto-didactic ability, studying and communication, and the study environment, had a good reliability and validity. There was a significant difference between students’ adaptability by grade and major but not by gender. Thus the scale can be used as a tool to evaluate the adaptability of college students to online studying in a global pandemic and to lay the foundation for future research in this area.
In this work, a novel process integration scheme for p-MTJ devices’ passivation and contacting was proposed. The method can efficiently protect the ferromagnetic metals and the magnesium oxide which are the key building block of p-MTJs, and effectively make electrical contact with the interconnect metals for p-MTJs. The scheme consists of passivation of p-MTJs with dual dielectrics - silicon nitride and silicon oxide, followed by planarization and selective wet etch. The proposed integration scheme was successfully demonstrated with 80 nm size p-MTJ devices.
In this study, we investigated the mediating effects of classroom silence and academic self-efficacy on the relationship between English classroom climate and learned helplessness among vocational college students. A total of 501 students from 5 postsecondary vocational colleges in Fujian Province, China, were assessed using the Classroom Climate Scale, Classroom Silence Scale, Learning Self-Efficacy Scale, and English Learned Helplessness Scale. Structural equation modelling was used to evaluate the mediating effects of classroom silence and academic self-efficacy on the relationship between classroom climate and learned helplessness. We found that perceived classroom climate negatively affected students’ learned helplessness. In addition, classroom silence and academic self-efficacy fully mediated the relationship between perceived classroom climate and learned helplessness. This study provides relevant recommendations for educational administrators, English teachers, and students.
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