Jinjing Fang
Biographic Data
| ID | 3655886 |
|---|---|
| NAME | Jinjing Fang |
| GIVEN NAMES | Jinjing |
| FAMILY NAME | Fang |
| SIGNATURE | FANG J |
| AFFILIATIONS | University of Canterbury |
| ORCID | 0000-0002-1132-1673 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Perfectionistic profiles, achievement goal orientations, and academic performance among first-year university students in New Zealand
This study examined the associations between perfectionism, achievement goal orientations, and academic performance among 1,028 first-year university students in New Zealand. Using latent profile analysis, four distinct perfectionistic profiles were identified: (1) High-Range Mixed Perfectionists with High Family Pressure (high Personal Standards Perfectionism [PSP], high Evaluative Concerns Perfectionism [ECP]), (2) Mid-Range Mixed Perfectionist…
The Influence of Basic Psychological Need Satisfaction and Self‐Determined Motivation on Plagiarism Attitudes in Online Learning Environments
Guided by self‐determination theory, this study examined how the online learning climate, university students' satisfaction with basic psychological needs, self‐determined motivation and plagiarism attitudes interrelate in an online setting. A total of 990 university students from 30 provinces in China participated in the survey. The findings suggest that a supportive online classroom climate enhances satisfaction with autonomy, competence and re…
Influences of school climate and social-emotional characteristics on adolescent wellbeing in New Zealand
This study aimed to identify how school climate shapes adolescent wellbeing, and the extent to which social–emotional characteristics (SECs) explain these associations, using nationally representative data from New Zealand secondary schools (N = 3,575 students; 168 schools) in the 2022 Programme for International Student Assessment (PISA) linked with school-level administrative indicators. A two-level multilevel structural equation model (MSEM) w…
Rethinking Student Wellbeing in Higher Education
The increasing prevalence of psychological distress among students has prompted global concern about how educational systems might promote student wellbeing [...]
Reading self‐efficacy and behaviour profiles of beginning readers and the relationship with literacy development
Background Children who experience difficulties developing early literacy skills have been of major concern because of the broader effect on subsequent literacy development. Addressing the needs of learners also requires understanding distal variables that influence the development of early literacy skills. Two distal variables implicated in developing literacy skills include reading self‐efficacy and behaviour. Method The current paper explored …
Decoding Chinese undergraduates’ conceptions of assessment
How students understand the nature and purpose of assessment can be evaluated with the Chinese Student Conceptions of Assessment (C-SCoA) inventory, developed for the Chinese context. To date, surveyed samples have not included undergraduate bachelor’s degree students, nor has test–retest reliability been demonstrated. The present study provides partial validation evidence of the C-SCoA for research purposes by surveying 448 undergraduate student…
Academic Success at Social Costs
In universities that require students to reside in dormitories, there are two types of social networks—study/classroom-based and social/dorm room-based. The academic streaming system may disrupt study/classroom connections, but its impact on students’ social networks is unknown. Using self-reported surveys, this study examines ego network measures of network sizes, turnover, multiplexity, and diversity among 382 students (44% female, 56% male). S…
Changes in Chinese students' academic emotions after examinations
BackgroundSeveral attempts have been made to examine students' academic emotions (AEs) in Western contexts, but less is known about how students' self-reported emotions vary over time.AimsThe study aimed to understand Chinese students' emotional responses to academic events and the impact of high-stakes testing on their AEs in the first year with a repeated-measures survey after the Semester 1 and Semester 2 mid-term examinations.Samples351 first…
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Changes in Chinese students' academic emotions after examinations
BackgroundSeveral attempts have been made to examine students' academic emotions (AEs) in Western contexts, but less is known about how students' self-reported emotions vary over time.AimsThe study aimed to understand Chinese students' emotional responses to academic events and the impact of high-stakes testing on their AEs in the first year with a repeated-measures survey after the Semester 1 and Semester 2 mid-term examinations.Samples351 first…
Decoding Chinese undergraduates’ conceptions of assessment
How students understand the nature and purpose of assessment can be evaluated with the Chinese Student Conceptions of Assessment (C-SCoA) inventory, developed for the Chinese context. To date, surveyed samples have not included undergraduate bachelor’s degree students, nor has test–retest reliability been demonstrated. The present study provides partial validation evidence of the C-SCoA for research purposes by surveying 448 undergraduate student…
Academic Success at Social Costs
In universities that require students to reside in dormitories, there are two types of social networks—study/classroom-based and social/dorm room-based. The academic streaming system may disrupt study/classroom connections, but its impact on students’ social networks is unknown. Using self-reported surveys, this study examines ego network measures of network sizes, turnover, multiplexity, and diversity among 382 students (44% female, 56% male). S…
Rethinking Student Wellbeing in Higher Education
The increasing prevalence of psychological distress among students has prompted global concern about how educational systems might promote student wellbeing [...]
Reading self‐efficacy and behaviour profiles of beginning readers and the relationship with literacy development
Background Children who experience difficulties developing early literacy skills have been of major concern because of the broader effect on subsequent literacy development. Addressing the needs of learners also requires understanding distal variables that influence the development of early literacy skills. Two distal variables implicated in developing literacy skills include reading self‐efficacy and behaviour. Method The current paper explored …
Perfectionistic profiles, achievement goal orientations, and academic performance among first-year university students in New Zealand
This study examined the associations between perfectionism, achievement goal orientations, and academic performance among 1,028 first-year university students in New Zealand. Using latent profile analysis, four distinct perfectionistic profiles were identified: (1) High-Range Mixed Perfectionists with High Family Pressure (high Personal Standards Perfectionism [PSP], high Evaluative Concerns Perfectionism [ECP]), (2) Mid-Range Mixed Perfectionist…
The Influence of Basic Psychological Need Satisfaction and Self‐Determined Motivation on Plagiarism Attitudes in Online Learning Environments
Guided by self‐determination theory, this study examined how the online learning climate, university students' satisfaction with basic psychological needs, self‐determined motivation and plagiarism attitudes interrelate in an online setting. A total of 990 university students from 30 provinces in China participated in the survey. The findings suggest that a supportive online classroom climate enhances satisfaction with autonomy, competence and re…
Influences of school climate and social-emotional characteristics on adolescent wellbeing in New Zealand
This study aimed to identify how school climate shapes adolescent wellbeing, and the extent to which social–emotional characteristics (SECs) explain these associations, using nationally representative data from New Zealand secondary schools (N = 3,575 students; 168 schools) in the 2022 Programme for International Student Assessment (PISA) linked with school-level administrative indicators. A two-level multilevel structural equation model (MSEM) w…
Education, Achievement, and Giftedness (3 works) · Mathematics education (3 works) · Psychology (3 works) · Mathematics (2 works) · Social Psychology (2 works) · Statistics (2 works) · Structural equation modeling (2 works) · Academic achievement (1 work) · Academic integrity and plagiarism (1 work) · Applied Psychology (1 work)