We investigated the relationship between teachers' emotional intelligence (EI) and self-efficacy, and tested whether this relationship was mediated by teaching performance. Participants were 467 Chinese middle school teachers (312 women; 66.8%). They completed 3 questionnaires relating to EI, self-efficacy, and teaching performance. The results showed that the total effect of EI on self-efficacy was .61, indicating that higher EI is positively correlated with a higher level of self-efficacy. This relationship was partially mediated by teaching performance. In the mediating model for teaching performance, the direct effect of EI on teachers' self-efficacy was .23 and the mediating effect of teaching performance on the relationship between EI and teachers' self-efficacy was .45. In addition, both the direct and mediating effects were invariant across gender and teaching experience. These results indicate that an increase in EI largely enhances teachers' self-efficacy only when emotional skills are successfully used to improve teachers' performance.

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The purpose of this study is to test the gender differences in learning values, abilities, emotions, and behaviors for Chinese undergraduates. A total of 3, 827 Chinese undergraduates were recruited from nine universities in China.Eight measures were used to assess students' learning values, abilities, emotions, and behaviors. Results showed that Chinese female undergraduates performed better than male undergraduates in these four aspects of learning psychology. Specifically, (1) Females paid more attention to learning value; (2) Females showed greater self-perceptions of abilities in learning self-regulation, learning strategy, and the use of learning conditions; (3) Females showed more creative learning emotion; and (4) Females were more engaged in learning and demonstrated less learning procrastination than did males. It is suggested that the superiority of learning mentalities for Chinese female undergraduates may be a state rather than a trait, and it may result from the gender differences in social development.

How frequently a character appears in a word (positional character frequency) is used as a cue in word segmentation when reading aloud in the Chinese language. In this study we created 176 sentences with a target word in the center of each. Participants were 76 college students (mature readers) and 76 third-grade students (beginner readers). Results show an interaction effect of age and positional frequency of the initial character in the word on gaze duration. Further analysis shows that the third-grade students' gaze duration was significantly longer in high, relative to low, positional character frequency of the target words. This trend was consistent with refixation duration, and there was a marginally significant interaction between age and total fixation time. Overall, positional character frequency was an important cue for word segmentation in oral reading in the Chinese language, and third-grade students relied more heavily on this cue than did college students.