Research on the Influence of Inspirational Video Mobile Sharing on the Ideal Beliefs and Academic Achievements of Chinese College Students

Abstract

At present, Chinese college students are Internet natives. Many people are addicted to online games and short videos all day long, unwilling to read books, lack lofty career ideals, and have negative learning attitudes. In order to improve this situation, this research carried out a 6-month motivational film and television education experiment among 375 college students. The experiment found that nearly 90% of the 186 students in the experimental group who participated in the "mobile appreciation + discussion and sharing" motivational film and television activity recognized and affirmed the education model, and their life beliefs, career ideals, postgraduate entrance plans, and learning enthusiasm have been significantly improved. However, 189 students in the control group who did not participate in the activity to maintain their original learning and living conditions had no significant changes in the above test indicators. At the same time, the final exam scores of the four major courses in the experimental group were also 11% higher than those in the control group. It can be seen that appreciation and sharing of inspirational videos have a very positive impact on improving students' ideal beliefs and academic performance.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0966/a.php" alt="Hit counter" /></p>

Academic Self-Concept Wins the Race: The Prediction of Achievements in Three Major School Subjects by Five Subject-Specific Self-Related Variables

“…A few examples of the many redundancies include the meta-analysis that was conducted by Credé et al [106], which revealed strong associations of CSN with POE and COI (r = 0.83 and r = 0.61, respectively) and of POE with COI (r = 0.60). These high correlations were subsequently confirmed through several studies [111,112,120,130,131]. Medium-to-low correlations have been reported for the association between ASC with CSN and NFC, but only small correlations have been uncovered between NFC and CSN [14,75,[132][133][134].…”

“…Subsequent studies also showed that the POE construct was significantly more strongly correlated with academic achievement than the COI construct, although the magnitude of the correlation coefficients varied substantially across samples. Therefore, the global cross-domain grit construct, and thus its global score, was predominantly abandoned in favor of using the two primary factors, POE and COI, separately [111][112][113][114][115][116][117][118][119][120].…”

“…Thus, the same item stem was the basis for three items formulated in parallel, each relating to a different school subject. The usefulness of a grid design for the fast and efficient measurement of self-variables has been demonstrated in many studies [12,13,[38][39][40][41]50,111,112,132,142,169,[184][185][186][187].…”

“…To measure the ASC, CSN, POE, and COI variables, we used items that had already been shown to be appropriate for Chinese adolescents. [12,13,111,112]. The NFC items were translated into Chinese.…”