Chinese students’ perspectives on learner identity

Abstract

To gain insight into Chinese students' perspectives on their education, this study examines how they construct their learner identities by navigating multiple subject positions both at school and in their families. Drawing on the frame of learner identity formation and the concepts of Western and Confucian ways of being, thematic analysis is applied to analyse the educational experiences of final-year students (N = 479) at a public middle school in China. The analysis shows the push and pull between various subject positions, such as the exam-oriented self, the enterprising self, the familial self and the free and happy self, around the theme of competition. It highlights the multiplicity and complexities of Chinese students' identification. This study illustrates the value of Western and Confucian ways of being as conceptual tools in identity studies and initiates a discussion on redefining Chinese education through students' identity-formation experiences.

The Mediating Effect of Students Engagement on Leadership Skills of Full-Time Teachers' Teaching Strategies on Students' Achievement with Financial Difficulties

“…The provision of encouragement, comprehension, and faith in the student's aptitude can significantly enhance morale and motivation, both of which are imperative for the attainment of academic triumph. Universities have the potential to augment this support by duly recognising the pivotal role that families assume and cultivating an atmosphere that places significant emphasis on the preservation of emotional well-being (Wang, 2023, Li, 2022. The active involvement of families in their child's education has been shown to have a substantial influence on academic performance.…”

“…Furthermore, an increase in financial assistance is anticipated to significantly boost the chance of students achieving great grades (Wang, 2023, Li, 2022. The current research compares the chance of students receiving financial help getting outstanding or high marks in their particular courses versus those who do not receive financial aid.…”

“…Therefore, it is imperative for educators to acknowledge that students who encounter approaches to bolster the academic endeavours of these individuals (Wang & Wang, 2023, Xue & Li, 2023. The symbiotic relationship between universities and families can be harnessed to engage in concerted long-term planning endeavours, encompassing multifaceted aspects such as career progression and post-graduation aspirations (Gao et.…”

Full-Time Teachers' Teaching Strategies and the role of Universities and Families on Students' Achievement with Financial Difficulties

“…Additionally, it is noted that an increase in financial aid is likely to substantially augment the likelihood of students attaining outstanding grades (Wang, 2023, Li, 2022. The present study examines the likelihood of students receiving financial aid achieving excellent or good grades in their respective courses, in comparison to their counterparts who do not receive financial assistance.…”

“…al., 2023). The psychological viewpoint on student engagement posits that engagement can be understood as a multifaceted construct encompassing affective, cognitive, and behavioural dimensions (Wang et. al., 2023, Nam et.…”