Maizura Yasin

Left-behind children in rural China are minors who remain in their rural hometowns under the care of their grandparents or other relatives while one or both parents migrate to urban areas for employment, face an elevated risk of online moral deviance amid near-universal internet access, prolonged parental absence, and caregiving by grandparents with limited digital competence. Existing prevention strategies, however, were developed for general populations and typically presuppose co-resident parents and well-resourced schools, conditions that left-behind families rarely enjoy. This qualitative study explored prevention strategies that the adults closest to these children perceive as feasible and effective. Semi-structured interviews with seven teachers and seven guardians at two rural schools in Sichuan Province were analyzed thematically and triangulated with document analysis of the Chinese Ministry of Education's Implementation Manual of the Guidelines for Moral Education in Primary and Secondary Schools. Five interlocking strategies emerged: ensuring adequate teacher provision and professional curriculum instruction; embedding prevention in daily school practices as micro-preventive mechanisms; enhancing guardians' supervisory competence; strengthening school–family collaboration and guardian accountability; and building a protective external ecology through government, community, and platform support. The findings portray prevention as a layered, context-embedded system whose effectiveness depends on enabling the adults, institutions, and environments surrounding the child rather than on changing the child alone. The study extends research on preventing online deviance to an overlooked population and offers practical implications for rural schools, guardian training, community provision, and platform regulation.

This study examines the relationships between authoritative parenting or keibubapaan autoritatif (KA), parents’ reading attitudes or sikap membaca Ibu Bapa (SMIB), early literacy activities or aktiviti literasi awal (ALA), and students’ reading comprehension which measured by skor kefahaman membaca (SKORKM), focusing on the role of ALA as a mediator. Utilizing cross-sectional surveys in a quantitative approach, data were collected from 393 year-5 pupils and their parents across 15 primary schools in Kelantan, Malaysia. Participants were selected through a multilevel random sampling method. The research design incorporated both descriptive statistics and inferential analysis using structural equation modeling. The structural path analysis revealed that only ALA had a significant direct influence on SKORKM. Moreover, ALA fully mediated the relationships between KA and SKORKM, as well as between SMIB and children’s reading comprehension. These findings suggest that KA and positive parental reading attitudes impact SKORKM primarily through the practice of ALA at home. The study successfully developed a new structural equation model that elucidates how family contextual factors, including KA, SMIB, and ALA, are associated with SKORKM achievement.

The use of learning management systems (LMS), such as Moodle, for personalized mathematics learning (PML) is successful; nonetheless, its performance depends on several factors. This study investigates the factors influencing the utilization of LMS for PML at the Maldives National University (MNU). A correlational study was conducted involving 120 randomly selected pre-university students using an online questionnaire to measure performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), and student commitment (SC) toward LMS usage behavior (UB). Data analysis with IBM statistical package for the social sciences (SPSS) statistics version 25.0 revealed significant positive relationships between LMS UB and PE (r=0.624**), EE (r=0.644**), FC (r=0.533**), and SC (r=0.696**), with SC being the strongest predictor. SI showed a weaker positive relationship (r=0.204). The study also discovered a multiple correlation (R) value of 0.807 and an analysis of variance (ANOVA) (F (5, 114)=42.497, p=0.000). The study’s findings underscore the significance of these factors in promoting LMS adoption and effective use concluding that focusing on these key predictors can enhance PML and improve student engagement and performance.

Reading comprehension is a foundational skill that underpins many aspects of learning, communication, problem solving, and personal development. This study investigates the relationship between parents’ reading attitudes, early literacy activities and students’ reading comprehension as well as examines the influence of early literacy activities as a mediator. It is a quantitative study using a cross-sectional survey approach. The study sample consisted of 393 year five students and their respective parents from fifteen primary schools in Kelantan. The participants were selected using a multi-level random sampling method. The analysis of the study involves descriptive tests and inferential analysis involving structural equation modelling. The finding shows that there is a moderate direct effect of parents’ reading attitudes on early literacy activities and moderate direct effect of early literacy activities on students’ reading comprehension. There is no direct influence of parents’ reading attitudes on students’ reading comprehension. The indirect effects of parents’ reading attitudes on students’ reading comprehension exist significantly through early literacy activities which act as a full mediator to the relationship between parents’ reading attitudes and students’ reading comprehension. The results of this study provide practical implications in empowering parents to provide a learning environment at home.

Chinese boys and girls manifest distinct sharing behavior compared with children of other nationalities following different cross-national pathways. Undoubtedly, the Chinese traditional culture projects distinct expectations of female and male roles. Kindergarten teachers are responsible for delivering cultural norm knowledge to children and shaping their behaviors and beliefs. This study aims to provide an insight into how kindergarten teachers cultivate preschoolers’ sharing behavior considering the traditional gender-role culture in China. This study adopted the multiple case study approach and involved six participants working in a Chinese public provincial kindergarten in Hebei Province. The data collection techniques used comprise semi-structured interviews and document analysis. This study’s findings showed teachers develop both boys’ and girls’ sharing awareness through an other-oriented strategy. They also elicit sharing practices through benefits-oriented and habits-forming strategies. However, different treatments of boys and girls could be observed in some respects. These findings demonstrate that children’s sharing behaviors are shaped through the same strategy with a subtle gender bias. They further imply that the gender-role knowledge of Chinese kindergarten teachers impacts how they cultivate preschoolers’ sharing behavior.