This paper offers theoretical-cum-practical analyses and reflections on neo-Aristotelian character education, which has gained considerable momentum and popularity in the Western moral education arena in the last 15 years, yet is not attracting much interest in Chinese academia. Based on a literature review of some of the most representative works of neo-Aristotelian character education, such as those of the Jubilee Centre, in combination with the authors’ observations and reflections on Chinese moral education, this paper presents ten possible reasons to explain (...) the ‘unpopularity’ of neo-Aristotelian character education in China. Five out of the ten reasons are theoretical, including the misalignments of educational goals, educational content, virtue thinking styles, expectations/assumptions of moral development and conceptual issues; two reasons are mostly practical, including educational strategies and practical challenges regarding the actualisation and prioritisation of moral education in schools. We also mention one general language-barrier reason, one cultural reason and one disciplinary reason. (shrink)

Temporary international mobility is an increasingly relevant practice amongst academics. However, current literature lacks understanding on whether such mobility influences the individual academics’ entrepreneurial knowledge. This paper hypothesizes that temporary international academic mobility is conducive to the academic’s entrepreneurial knowledge and that interpersonal social networks play a crucial role in the transfer of this knowledge through their strength and size properties. We perform a Partial Least Squares - Structural Equation Model and build upon an original survey data set collected amongst (...) 281 Chinese academics. We find that the size of one’s interpersonal social network fully mediates the relationship between international academic mobility and entrepreneurial knowledge. This result points to the importance of a structurally broad - rather than a relationally strong - international social network in the academic’s accumulation of entrepreneurial knowledge abroad. (shrink)

The number of cellular events identified as being directly or indirectly modulated by phosphoinositides dramatically increased in the recent years. Part of the complexity results from the fact that the seven phosphoinositides play second messenger functions in many different areas of growth factors and insulin signaling, cytoskeletal organization, membrane dynamics, trafficking, or nuclear signaling. PtdIns(3,4)P2 is commonly reported as a product of the SH2 domain‐containing inositol 5‐phosphatases 1/2 (SHIP1 and SHIP2) that dephosphorylate PtdIns(3,4,5)P3 at the 5‐position. Here we discuss recent (...) interest in PtdIns(3,4)P2 signaling highlighting its involvement in key cellular mechanisms such as cell adhesion, migration, and cytoskeletal regulation. We question and discuss the involvement of SHIP2 either as a PI 5‐phosphatase or as a scaffold protein in insulin signaling, cytoskeletal dynamics, and endocytosis of growth factor receptors. (shrink)

ObjectiveTo explore the relationship between adolescents’ social mobility belief and their learning engagement, as well as the mediating effect of achievement goal orientation and the moderating effect of psychological capital.MethodA sample of 895 adolescents from Hunan, Jiangxi, Hainan, Henan, and Guangdong provinces were assessed using the social mobility belief questionnaire, the achievement goal orientation questionnaire, the adolescents’ psychological capital questionnaire, and the adolescents’ learning engagement questionnaire.ResultsFirst, adolescents’ social mobility belief was positively related to their learning engagement ; Second, the two (...) achievement goal orientations-mastery goal orientations and performance goal orientations-had mediating effects between social mobility belief and learning engagement ; Third, the relationship between achievement goal orientation and learning engagement was regulated by psychological capital. Adolescents with high psychological capital had higher learning engagement.ConclusionAdolescents’ social mobility belief can directly affect their learning engagement, and it can also indirectly affect their learning engagement through achievement goal orientation moderated by their level of psychological capital. Our findings highlighted the importance of providing adolescents with guidance in setting up positive social values and definitions of success while stimulating their psychological capital as a part of the teaching process. (shrink)

Some previous studies have explored the impact of family function on school belonging. However, little is known about the parallel mediating relationship underlying them. This study aims to investigate the formation mechanism of school beginning in a sample of Chinese adolescents and examined the parallel mediating role of interpersonal self-support and individual self-support in the link between family function and school belonging. A cross-sectional study was conducted in four schools of the district of Hunan province in China, and 741 students (...) were surveyed using cluster sampling. Family cohesion and adaptability scale (FACES), Adolescent students self-supporting personality scale (SSPS-AS), School belonging scale were applied. The results indicated that interpersonal self-support and individual self-support, together, and uniquely, parallel mediated the relationship between family function and school belonging. It can be concluded that family function not only has direct effects on school belonging but also has indirect effects through interpersonal self-support and individual self-support. (shrink)