The COVID-19 pandemic caused school closures and social isolation, which created both learning and emotional challenges for adolescents. Schools worked hard to move classes online, but less attention was paid to whether students were cognitively and emotionally ready to learn effectively in a virtual environment. This study focused on online learning readiness and emotional competence as key constructs to investigate their implications for students’ academic performance during the COVID-19 period. Two groups of students participated in this study, with 1,316 high school students ( Mean age = 16.32, SD = 0.63) representing adolescents and 668 college students ( Mean age = 20.20, SD = 1.43) representing young adults. Structural equation modeling was conducted to explore the associations among online learning readiness, emotional competence, and online academic performance during COVID-19 after controlling for pre–COVID-19 academic performance. The results showed that, for high school students, both online learning readiness and emotional competence were positively associated with online academic performance during COVID-19. However, for college students, only online learning readiness showed a significant positive relationship with online academic performance during COVID-19. These results demonstrated that being ready to study online and having high emotional competence could make adolescents more resilient toward COVID-19–related challenges and help them learn more effectively online. This study also highlighted different patterns of associations among cognitive factors, emotional factors, and online academic performance during COVID-19 in adolescence and young adulthood. Developmental implications were also discussed.

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Summary Limited number of labeled data of surveillance video causes the training of supervised model for pedestrian re‐identification to be a difficult task. Besides, applications of pedestrian re‐identification in pedestrian retrieving and criminal tracking are limited because of the lack of semantic representation. In this paper, a data‐driven pedestrian re‐identification model based on hierarchical semantic representation is proposed, extracting essential features with unsupervised deep learning model and enhancing the semantic representation of features with hierarchical mid‐level ‘attributes’. Firstly, CNNs, well‐trained with the training process of CAEs, is used to extract features of horizontal blocks segmented from unlabeled pedestrian images. Then, these features are input into corresponding attribute classifiers to judge whether the pedestrian has the attributes. Lastly, with a table of ‘attributes‐classes mapping relations’, final result can be calculated. Under the premise of improving the accuracy of attribute classifier, our qualitative results show its clear advantages over the CHUK02, VIPeR, and i‐LIDS data set. Our proposed method is proved to effectively solve the problem of dependency on labeled data and lack of semantic expression, and it also significantly outperforms the state‐of‐the‐art in terms of accuracy and semanteme.

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Teaching and learning the theory of relation normalization in a database course is a nontrivial work. Although this theory and the related concepts and algorithms have been clearly stated in authoritative texts, suitable CAIs have not been found to our best knowledge. This paper reports a CAI tool, RDBNorm, the authors designed and implemented to facilitate both teachers' classroom teaching and students' home practicing of the theory of relation normalization. RDBNorm demonstrates relation normalization associated algorithms step by step to make them easy to understand, as well as a theory tutorial presenting the key points of the theory.