Dishonest academic behavior (DAB) by students in Chinese higher education institutions has become a significant concern. However, the related study of academic dishonesty in mainland China is very limited. This study fills this gap by examining the theory of planned behavior and its three extended versions, validating the effectiveness of predicting DAB among Chinese undergraduates, and testing 11 developed hypotheses. This study uses a quantitative research design, and responses are collected online from 525 undergraduate students from five disciplines in the second to fourth year at a public university in China. The results reveal the proposed models have good fitting indices and support 10 hypothetical relationships. These relationships demonstrate that attitudes, norms and control beliefs significantly impact intentions and justifications. Meanwhile, behavioral control, intentions, and justifications significantly influence DAB. Notably, this study found a direct and significant effect of MO on justifications. Therein, Model four best explains the variance in DAB and provides practical support for the expanded TPB models’ application in China.

College students, especially those majoring in STEM related fields do take fairly large numbers of mathematical courses as part of their tertiary requirement and do indeed construct a variety of numerous algorithms in order to continue to achieve good results in their examination transcripts. However, what is the quality of this mathematical knowledge in relation to their mathematical thinking development? Secondly, does self-regulated learning (SRL) and the attitude formed towards math learning bear a significant correlation to the achievement of students' in mathematics. Based on these questions, a total of one hundred and sixty-four randomly selected final year undergraduates majoring in Science field were involved in this descriptive-correlational design study. The research findings depict that solving some of the most fundamental and basic math problems served as an obstacle to the college students. Students seem to rely a great deal on the numerical computation aspect, notwithstanding that this confers an adverse effect upon their abilities to think and perform problem solving operations. The findings also portray an absence of a significant relationship between the student's self-regulated learning and the attitude towards mathematical thinking attainment. This showcases that whilst students are perceived to have the ability to direct their learning process and do have fun in the math classroom, this has not translated into their cognitive processes in developing their mathematical thinking.

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Associations between the nature of Mandarin Classroom Environments and Malaysian Chinese Independent High school students' motivation to learn Mandarin was investigated using a perceptual measure approach. A sample of 460 grade 8 students from 4 Independent Chinese High schools were involved in the study. The Mandarin Classroom Environment Inventory (CLCEI) (Chua, 2004) was used to investigate teachers' and students' perceptions towards their Mandarin classroom learning environments in six dimensions, namely 'Student Cohesiveness', 'Teacher Support', 'Involvement', 'Cooperation', 'Task Orientation' and 'Equity'. Students' motivation to learn Mandarin was examined using the Chinese Language Motivation Scale (CLMOTS) (Soh, 1993). Two statistical procedures, simple correlational analysis and multiple regression analysis, were used to examine the relationships between students' motivation to learn Mandarin and the nature of their Mandarin classroom learning environments. The results show that students' motivation to learn Mandarin was positively correlated with all the six learning environment dimensions. Multiple regression analysis show that students' motivation to learn Mandarin was associated with three dimensions of the learning environments, 'Teacher Support', 'Task Orientation', and Equity. Task Orientation had the most significant association with students' motivation to learn Mandarin.