School belonging is of great significance to students' physical and mental health development, especially academic improvement. However, the mechanism of the influence of school belonging on student academic achievement should be further explored, especially reading performance. Based on ecological systems theory and self-determination theory, the present research constructs a multilevel design to examine a moderated mediation model in which school belonging as a level-1 predictor, mastery goal orientation as a level-1 mediator and school disciplinary climate as a level-2 moderator jointly impact reading literacy. Results of the study were based on the questionnaires from 11,364 (5,455 girls and 5,909 boys) 15-year-olds nested in 332 schools in mainland China that participated in PISA 2018. The cross-sectional analysis indicated that: (1) school belonging had a direct and positive effect on student reading literacy; (2) the relationship between school belonging and reading literacy was prominently mediated by mastery goal orientation; (3) both school disciplinary climate level and strength could negatively moderate the latter half path of “school belonging → mastery goal orientation → reading literacy.” Implications, limitations, and future research directions are discussed.

The global health care industry faces several challenges, such as an aging population, insufficient medical resources, and uneven allocation of high-quality medical resources. These challenges impede the development of a sustainable medical care system. Connected health aims to relieve these challenges by deploying information technology in healthcare. However, there is a lack of research on adoption of connected health and as a result, its acceptance rate is still low. This study summarized 25 potential factors that may affect its acceptance, and ranked their importance by performing a best–worst scaling experiment. Fifteen important factors were distinguished, which included nine technological factors, five individual factors, and one environmental factor. To explore how these factors affect individuals’ acceptance of connected health, this study conducted a qualitative study based on grounded theory. We coded the contents collected in a semi-structural interview by applying open coding, axial coding, and selective coding techniques. Finally, nine core categories were distinguished, and a conceptual model was proposed to explain how these core categories affect individuals’ acceptance of connected health. This study deepens our understanding of factors affecting the acceptance of connected health and helps build a sustainable medical care system.

The current study investigated how and when two different aspects of teacher-student relationship (TSR; closeness and conflict) influence students’ mathematical problem solving ability. Participants were 9163 eighth-grade Chinese adolescents (53.5% male) nested in 908 schools, who took part in a standard mathematics assessment and survey using student questionnaires that were all developed by the Collaborative Innovation Center of Assessment toward Basic Education Quality (CICA-BEQ) in China in 2015. The results indicated that (a) after controlling the factors of gender and SES, teacher-student closeness had a significant and positive effect on mathematical problem solving, while teacher-student conflict did not, (b) the mediating role of mathematical self-efficacy in the relationships of TSRs and mathematical problem solving was confirmed, and (c) school climate negatively moderated the indirect relationships between TSRs and mathematical problem solving.