Barry Bai

Learning motivation and engagement are critical factors influencing language proficiency, but previous research has primarily focused on these aspects from a monolingual perspective. The present study adopted a bilingual lens to simultaneously examine motivation and engagement in learning both Chinese and English among students in Chinese-English bilingual education programmes at non-traditional international schools in Mainland China.

ABSTRACT Children's school readiness is widely recognized as a critical foundation for successful school adjustment. However, there has been considerable debate about what abilities are most influential and how they interact. To address this, the present study explored six domains of school readiness, including self-regulation (SR), social emotions (SE), mathematics, teacher–child relationships, approaches to learning, and social behaviours, and used network analysis to map their interconnections.

Ayuda Buscar en la ayuda Buscar en la ayuda Classroom relationships and self-regulated learning strategy use among EFL students: the mediating role of emotions Qingyao Dan [1] ; Barry Bai [1] [1] The Chinese University of Hong Kong Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol.