This study aimed to develop the Social Media Engagement Scale for Adolescents (SMES-A), and evaluate its reliability and validity. The initial items were collected via open-ended questions, a literature review, and suggestions from psychological experts. A total valid sample of 2519 adolescents participated in this study. The results of the exploratory factor analysis (EFA) indicated that this scale was composed of three factors named affective engagement, behavioral engagement, and cognitive engagement, accounting for 56.01% of the total variance. The confirmatory factor analysis (CFA) confirmed the three-factor model. The affective engagement, behavioral engagement, and cognitive engagement were positively correlated with the criterion variables of objective social media use. The mean intra-correlation coefficients of the three factors were 0.523, 0.451, and 0.512. The Cronbach's alpha coefficients of the affective engagement, behavioral engagement, and cognitive engagement were from 0.709 to 0.804. Their McDonald's omega were 0.805, 0.805, and 0.712, which showed high reliability of this three-factor structure. The test-retest reliability of the three factors were all above 0.68 8 weeks later. Overall, our findings suggested that the SMES-A is a reliable and valid measurement to evaluate social media engagement among Chinese adolescents.
Primary undifferentiated cardiac sarcomas are rare. The literature demonstrated that 81% of primary cardiac undifferentiated sarcomas arose in the left atrium. We reported herein a case of 56-year-old male farmer with a primary pericardial undifferentiated sarcoma, which was revealed only on echocardiography but not computed tomography. The tumor, which invaded the right atrium and superior vena cava, was not completely resected.
The deepening reform of engineering education and the building of a strong country in engineering education in the new era have put forward new requirements for the cultivation of compound application-oriented talents. On the basis of analyzing the current problems in the teaching mode of China's road and bridge majors, a new teaching mode that deeply integrates the theoretical teaching and "AllTrue" engineering field training of road bridge and river crossing engineering for engineering professional certification was explored. This in-depth integration teaching mode was applied to the major of road, bridge and river crossing engineering of Inner Mongolia Agricultural University, and the training activities were carried out on the infrastructure construction projects of Hai Liu Tu practice base. The practice has proved that this brand-new teaching mode with deep integration of theory and practice has effectively improved the engineering practice ability of students majoring in road bridge and river crossing engineering. It also enhanced the employment competitiveness of graduates and opened up a new situation for graduates' employment.
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