A revisit of ‘moral and character education’ subject in junior-high school in China

Liang, Jianqiang

doi:10.1080/17525098.2016.1231254

Cited by 11 publications

(5 citation statements)

References 7 publications

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“…These findings were in line with value‐environment fit theory, which suggests that individuals will enjoy higher satisfaction and better psychological adjustment when personal values are congruent with those prevailing values in environmental context (Sagiv & Schwartz, ). Given the fact that egalitarianism and harmonious cooperation instead of personal competition and wining are highly normative in Chinese culture and school education (Liang, ; Oyserman et al, ), Chinese adolescents who demonstrate high dominant and competitive attitude in daily life might be not accordant with the cultural values and social expectation, which might generate teacher–student and peer conflicts, and thereby might undermine the sense of support and well‐being (Armsden & Greenberg, ). We postulate that cultural differences could exist in the impact of SDO on subjective well‐being, and studies in more diverse samples are needed to address this possibility.…”

Section: Discussionmentioning

confidence: 99%

“…Research has shown that power value is unhealthy and harmful for individual's subjective well‐being, especially when the environment is not supportive of the value (Sagiv & Schwartz, ). Chinese culture and the moral educational system highly encourage the spirit of cooperative harmony and egalitarianism (Liang, ; Oyserman et al, ), whereas orientations achieving a dominant social position and believing in dog–eat–dog competition might be inconsistent with such cooperative culture values. Thus Chinese adolescents with higher SDO might experience lower levels of subjective well‐being, since the Chinese cultural environment discourages their emphases on competition and dominance.…”

Section: Sdo and Subjective Well‐beingmentioning

confidence: 99%

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Chinese adolescents with higher social dominance orientation are less prosocial and less happy: A value‐environment fit analysis

Yang

Sheldon

et al. 2018

Int J Psychol

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This study aims to investigate the relationship between social dominance orientation (SDO) and subjective well-being among Chinese adolescents (N = 4246), and to examine the mediating role of prosocial behaviour in this relationship. The structural equation model's results showed that SDO was negatively associated with prosocial behaviour and subjective well-being, that prosocial behaviour was positively associated with subjective well-being, and also that (low) prosocial behaviour partially mediated the negative relationship between SDO and subjective well-being. Multi-group analyses showed that the mediation model was generally similar between boys and girls, but that the negative relationship between SDO and prosocial behaviour was somewhat stronger among girls than boys. This study sheds light on how SDO is associated with positive outcomes among Chinese adolescents and highlights the mediating role of prosocial behaviour as an underlying mechanism between SDO and subjective well-being. Future studies are needed to further discover the role of culture values in the association between SDO and subjective well-being.

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Section: Discussionmentioning

confidence: 99%

Section: Sdo and Subjective Well‐beingmentioning

confidence: 99%

Chinese adolescents with higher social dominance orientation are less prosocial and less happy: A value‐environment fit analysis

Yang

Sheldon

et al. 2018

Int J Psychol

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“…In general, this character education programme has a significant effect on teacher self-assessment, which includes the level of motivation, enjoyment of teaching, interaction with students, support from superiors, support from parents, support from work colleagues and level of trust in students. In addition to having an impact on the competence of teachers, the character education programme also makes a significant contribution to the character of students (Leming, 2000;Liang, 2016;Martinson, 2003). It was found that this character education programme made the class atmosphere change to a level of autonomy, and the influence of classmates, as well as the level of concern for mutual support between friends, increased.…”

Section: Discussionmentioning

confidence: 99%

The role of character education programme in developing students’ cognitive and non-cognitive abilities and teachers’ competencies

Giwangsa

Maftuh

Supriatna

et al. 2022

CJES

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At present, research on the character of students and their academic and social abilities has attracted the attention of researchers. The Ministry of Education has included character education in every lesson in order to develop students' academic and social abilities. This study aims to examine the role of character education programmes on the teacher's self-assessment ability to improve self-quality, perceptions and attitudes of students in socialising with school personnel and students' cognitive and non-cognitive abilities. This study uses a quasi-experimental method to pilot the character education programme designed by the researcher. Evaluation was conducted through self-assessment of the attitudes and academic abilities of teachers and students. The results show that the character education programme can improve students' social and cognitive abilities and can also increase the teacher's self-assessment ability to develop their professional competencies. The implication is that the programme of character education can be an alternative for schools to develop the social and academic abilities of teachers and students. Keywords: Character education programme, cognitive and non-cognitive abilities, teacher competencies

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“…Example (2d), posted in July, consists of the full post cited in the title of this article. Opening with a scalar inquiry that deploys a widely promoted, state‐supported formulation of China as “my China” (我的中国 wode Zhongguo ) (Liang 2016), they ask, “What's going on with my China?” Alongside previous examples, the question underscores how Li's death was only the beginning of an ongoing series of events that continually moved citizens to question their relationship to the society emerging around them. The author then offers a richly spatial and chronotopic casting that contrasts China's “glorious surface” with a more troubling reality that seems to continually emerge.…”

Section: Interrogating the Presentmentioning

confidence: 99%

“What's going on with my China?”: Political subjectivity, scalar inquiry, and the magical power of Li Wenliang

Pritzker

2023

American Anthropologist

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This article examines how the death of Li Wenliang, in February 2020, served as an affordance for Chinese netizens to engage with their intimate sense of themselves as political subjects through the interrogative process of scalar inquiry. Li, an ophthalmologist at Wuhan Central Hospital who was sanctioned by Chinese authorities in 2019 for warning friends about the virus, was also an eminently normative and successful Han Chinese citizen who many saw as a reflection of themselves. His persecution, public humiliation, and death thus indexed the vulnerability of even the most compliant subjects and triggered an unprecedented public response that included both grief and outrage. Although largely censored within hours, this response continued to emerge throughout the year in a public mega-thread on his Weibo "Wailing Wall." This article draws on an alternative archive of censored messages on Li's Weibo page-usually described as an affective, apolitical space-to demonstrate how the Wailing Wall also becomes a unique sociomoral space in which people collaboratively reflect upon their sense of themselves as embodied subjects. Scalar inquiry, I suggest, thus emerges as a continual, collaborative, and simultaneously personal and political process of interrogating citizenship and nationhood vis-à-vis the remembered past, the experienced present, and the anticipated future.

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A revisit of ‘moral and character education’ subject in junior-high school in China

Cited by 11 publications

References 7 publications

Chinese adolescents with higher social dominance orientation are less prosocial and less happy: A value‐environment fit analysis

Chinese adolescents with higher social dominance orientation are less prosocial and less happy: A value‐environment fit analysis

The role of character education programme in developing students’ cognitive and non-cognitive abilities and teachers’ competencies

“What's going on with my China?”: Political subjectivity, scalar inquiry, and the magical power of Li Wenliang

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