Experiencing the Change and Continuity of the College Entrance Examination

Wang, Yimin; Ross, Heidi

doi:10.2753/ced1061-1932430407

Cited by 17 publications

(11 citation statements)

References 4 publications

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“…In fact, for students in poor rural areas, the gaokao is almost their only opportunity to obtain college education, gain city residency, find a white-collar job, and realize upward social mobility (Wang & Ross, 2010). As China wrestles with an educational system that is still highly vulnerable to institutional corruption, the gaokao is considered by most people in China to be a relatively objective and fair selection system.…”

Section: Difficulty Of Changing the Gaokao Systemmentioning

confidence: 99%

Academic stress in Chinese schools and a proposed preventive intervention program

2015

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While American educators fret about the mediocre educational performance of American students in international contests (e.g. the Program for International Student Assessment) and wonder why the Chinese education system produces such high-achieving students, educators, journalists, and public officials in China want to know what causes and how to prevent the high levels of academic stress that Chinese students, their families, and their school systems experience. So far, much of the blame for these toxic levels of stress has been directed to the Gaokao, the Chinese national college entrance exam that takes place in June each year. But to date, top-down Chinese educational reforms have been ineffective in reducing the problem. In this article, we build a case for strengthening bottom-up efforts at the school level in China and propose an evidence-based approach for addressing the challenge of academic stress experienced by Chinese students.

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Section: Difficulty Of Changing the Gaokao Systemmentioning

confidence: 99%

Academic stress in Chinese schools and a proposed preventive intervention program

2015

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“…As mentioned earlier, Chinese cultures acknowledge both intrinsic and utility values of study. Although the education system in China has been criticized for the examination orientation, it is still perceived as the most accessible and fair approach for disadvantaged students to beat the odds and seek academic access ( Wang and Ross, 2010 ). For these students, schooling means much more than individual interests or satisfaction but “a future of comfort and dignity, a family responsibility and collective investment, and a path toward individual freedom and actualization” ( Xiang, 2018 , p. 81).…”

Section: Discussionmentioning

confidence: 99%

“…In contemporary Chines societies, “an official career” may no longer be the ultimate goal of studying. However, the value of education still receives great recognition among the public despite the development of ideology and philosophy in China ( Wang and Ross, 2010 ). At the national level, China’s Education Modernization 2035 plan sets the direction for developing the education sector to strengthen its overall capacity and international influence and makes China a powerhouse of education, human resources, and talents.…”

Section: Introductionmentioning

confidence: 99%

Predictive Effect of Internet Addiction and Academic Values on Satisfaction With Academic Performance Among High School Students in Mainland China

Dou

Shek

2021

Front. Psychol.

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Academic performance occupies an important role in adolescent development. It reflects adolescents’ cognitive ability and also shapes their academic and career paths. Students who are satisfied with their school performance tend to show higher self-esteem, confidence, and motivation. Previous research has suggested that students’ problem behaviors, such as Internet Addiction (IA), and academic values, including intrinsic and utility values, could predict satisfaction with academic performance. However, the influence of IA and academic values has not been thoroughly explored in Chinese contexts where the pressure for academic success is heavy. This study examined the relationships between IA, academic values (intrinsic and utility value), and satisfaction with academic performance using two waves of data collected from secondary school students in four cities in mainland China. The matched sample included a total of 2,648 Grade 7 or 8 students (57.1% were boys with a mean age of 13.1 years at Wave 1). Participants completed the same questionnaire containing validated measures at both waves with a 1-year interval. In line with the hypotheses, multiple regression analyses showed that Wave 1 IA was a significant negative predictor of Wave 2 intrinsic value, utility value, and satisfaction with academic performance and their changes. Results of mediation analyses revealed that only intrinsic value, but not utility value, positively predicted satisfaction with academic performance. Structural equation modeling (SEM) analyses also showed similar findings. Two observations are concluded from the present findings: IA impaired students’ intrinsic value, utility value, and perceived satisfaction with academic performance; two aspects of academic values demonstrated different influences on satisfaction with academic performance. These findings provide implications for the promotion of academic satisfaction experienced by students and the prevention of negative effects of IA.

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“…Competition plays out predominantly on the terrain of the centralised national college entrance exam, 高考(gaokao). Gaokao scores are used to evaluate student performance, teacher efficacy, and even the administrative performance of school principals and local government officials (Kirkpatrick & Zang, 2011;Wang & Ross, 2010;Zhang & Yang, 2003). Behind this Gaokao-centred mode of competition is the potential value of the individual's upward social mobility (Shangguan & Zimu, 2009;H.…”

Section: Chinese High School Educationmentioning

confidence: 99%

Learning to orient toward Myanmar: ethnic Chinese students from Myanmar at a university in China

Han

2020

Language, Culture and Curriculum

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In recent years, China has become increasingly popular as a destination for international students. Given the increasing prominence of China's economy and China's soft power projection in the world, it is of significance to understand the educational experiences of international students in China. Situated in the context of China's rise and its expansion into ASEAN, this study explores the learning experiences of a group of Burmese students at a border high school in Yunnan province in Southwest China.Adopting a critical sociolinguistic ethnography, the study focuses on the intersection of language practices and ideologies by examining Burmese students' pre-migration educational trajectories, the institutional practices affecting their school integration and their interactions with their teachers and peers. Data were collected through participant observation, video/audio-recordings of interactions inside and outside the classroom, individual and focus group interviews, the collection of documents and online interactions.

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Experiencing the Change and Continuity of the College Entrance Examination

Cited by 17 publications

References 4 publications

Academic stress in Chinese schools and a proposed preventive intervention program

Academic stress in Chinese schools and a proposed preventive intervention program

Predictive Effect of Internet Addiction and Academic Values on Satisfaction With Academic Performance Among High School Students in Mainland China

Learning to orient toward Myanmar: ethnic Chinese students from Myanmar at a university in China

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