Xiaoshu Xu
Biographic Data
| ID | 4613774 |
|---|---|
| NAME | Xiaoshu Xu |
| GIVEN NAMES | Xiaoshu |
| FAMILY NAME | Xu |
| SIGNATURE | XU X |
| AFFILIATIONS | Wenzhou University |
| ORCID | 0000-0002-0667-4511 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Contextualized guided interventions to enhance EFL undergraduates’ writing self-efficacy: Insights from the Situated Academic Writing Self-Efficacy Scale
This study examines the effectiveness of a contextualized intervention guided by the Situated Academic Writing Self-Efficacy Scale (SAWSES) in enhancing writing self-efficacy among English as a foreign language (EFL) undergraduates. Employing a mixed-methods design, the research involved 81 first-year students from a comprehensive university in Southeast China. Participants were divided into an experimental group ( n = 41), which engaged in a SAW…
The impact of transport network improvements in inter-provincial border counties on county centrality under local protectionism: Breaking barriers or reinforcing the siphon effect?
From novice to expert: Developing a descriptive competence framework guiding the mastery of large language models in education
This study introduces and validates the LLMs Expert User Competence Framework, a model for developing expertise in the educational use of Large Language Models (LLMs). Grounded in the Knowledge, Skills, and Attitudes (KSA) model, the framework outlines five progressive levels – Novice, Beginner, Competent, Proficient, and Expert – capturing the trajectory of user development. A multi-phase validation process included expert panel review (n = 8), …
The Dual Role of Stress in Learning: Exploring the Interplay Between Motivation, Stress Perception, and Mental Well‐Being Among Chinese Middle School Students
This study examines the intricate relationships between learning motivation, stress perception, and mental well‐being among 302 Chinese middle school students, shedding light on the dual role of stress—where it can function either as a challenge that enhances motivation and resilience or as a threat that undermines mental health. Grounded in Self‐Determination Theory (SDT) and Cognitive Appraisal Theory (CAT), partial least squares–structural equ…
Investigating AI competence among Chinese secondary school teachers: Insights from the Unesco framework
This study adopts a quantitative research design employs the UNESCO Teacher AI Competency Framework to assess and validate the artificial intelligence (AI) competencies of secondary school teachers in China. A questionnaire was developed based on the framework's five dimensions, and administered to 248 teachers. Exploratory and confirmatory factor analyses confirmed the instrument's reliability and structural validity. Structural equation modelin…
Exploring AI competency in Chinese undergraduates through the Unesco framework
Despite China's strategic emphasis on AI education, gaps remain in evaluating undergraduates' competencies and applying international frameworks in this context. The UNESCO AI Competency Framework for Students lacks empirical validation, especially in non-Western settings. This study validates it using survey data from 583 undergraduates across 13 institutions in 9 Chinese cities. We examined four dimensions: Human-centered mindset, Ethics of AI,…
Exploring the impact of family cultural capital on undergraduates’ critical thinking: The mediating role of EFL teachers’ feedback literacy
In southwestern China, where educational resources are relatively scarce and cultural traditions emphasize students’ exam performance and teachers’ authority, developing critical thinking poses a particular challenge. The research assessed the influence of family cultural capital and EFL teachers’ feedback literacy on undergraduates’ critical thinking. It also investigated the potential mediating role of students’ perception of EFL teachers’ feed…
Special economic zones and inter-prefecture collaborative innovation: Evidence from China
This paper studies whether and how the establishment of new special economic zones (SEZs) following a regulatory policy on SEZ construction can affect inter-prefecture collaborative innovation in China. This policy required SEZs to develop leading industries reflecting the local region’s comparative advantage, and to improve the business environment. We find new SEZs established after this policy increased inter-prefecture joint applications for …
AI adoption in Chinese universities: Insights, challenges, and opportunities from academic leaders
Learners' perception of data privacy when using AI language models: Reflective diary analysis of undergraduates in China
The rapid advancement of AI language models in education-exemplified by tools such as ChatGPT-has highlighted their transformative potential alongside pressing ethical concerns, particularly regarding data privacy. This study explores undergraduate' perceptions of data privacy at a comprehensive university in China, using reflective diaries based on five open-ended prompts derived from a literature review. Grounded in Lazarus's Cognitive and Affe…
Personal learning environment-supported group academic writing: Chinese postgraduates' experiences and evaluation
Development and implementation of personal learning environment-based writing for publication scaffolding platform for Ph.D. Students
This research tackles the challenges Ph.D. students face in academic publishing, which are not fully addressed by existing support systems. It introduces the personal learning environment-based writing for publication (PLE-WfP) platform, created to offer extensive support in academic writing and publication. Developed and tested over ten months with thirteen Year 1 Ph.D. Chinese students at a Thai university, the platform uses a mixed-methods app…
Exploring the impact of artificial intelligence application in personalized learning environments: Thematic analysis of undergraduates’ perceptions in China
The burgeoning integration of Artificial Intelligence (AI) technology within educational settings, particularly in personalized learning environments, has garnered significant interest. This paper delves into the perceptions and experiences of undergraduate students in Chinese universities concerning AI’s application in personalized learning. The study surveyed 48 undergraduates from a comprehensive Chinese university who had utilized generative …
Looking back to move forward: Comparison of instructors’ and undergraduates’ retrospection on the effectiveness of online learning using the nine-outcome influencing factors
This study delves into the retrospections of undergraduate students concerning their online learning experiences after the COVID-19 pandemic, using the nine key influencing factors: behavioral intention, instruction, engagement, interaction, motivation, self-efficacy, performance, satisfaction, and self-regulation. 46 Year 1 students from a comprehensive university in China were asked to maintain reflective diaries throughout an academic semester…
The impact of a Personal Learning Environment on Chinese postgraduates’ online self-regulated learning skills / Impacto de un Entorno Personal de Aprendizaje en las aptitudes de aprendizaje autorregul…
This study investigated the impact of Personal Learning Environments (PLE) on the development of self-regulated learning (SRL) skills among postgraduate learners in China. 213 participants, divided into an experimental group ( n = 113) using a researcher-designed PLE platform and a control group ( n = 100) employing face-to-face instruction, joined a course on International English Language Testing Systems (IELTS). A mixed-methods approach was ad…
Validation and application of the human aspects of information security questionnaire for undergraduates: Effects of gender, discipline and grade level
In recent years, information security has gained significant academic attention. The present research sought to examine shifts in undergraduates' Information Security Awareness (ISA) as they advanced in their academic pursuits. Comprising two distinct phases, the initial phase involved adapting the Human Aspects of Information Security Questionnaire (HAIS-Q) to fit the context of Chinese tertiary institutions, a process overseen by five eminent I…
System design of Pintrich's SRL in a supervised-PLE platform: A pilot test in higher education
Personal Learning Environment (PLE) represents a shift of learning paradigm towards learner-centered pedagogy, where users become masters of their own learning. PLEs are best used by learners with Self-regulated Learning (SRL) abilities. Previous research showed that learners felt lost or socially isolated in PLEs due to their limited SRL abilities. To increase the accessibility of the PLEs, this research used IDEF0 to analyze the system design o…
Investigating the impact of increased student feedback literacy level on their expectations on university teachers’ feedback
This study investigates two research questions: 1) do senior university students change their expectations on teacher feedback in comparison with their junior counterparts? and 2) to what extent can these new expectations be explained by the changing student feedback literacy level? Survey (n = 427) and interview data (n = 11) were collected from English major students from one of the largest universities in East China. Three lessons are learned …
AI adoption in Chinese universities: Insights, challenges, and opportunities from academic leaders
Learners' perception of data privacy when using AI language models: Reflective diary analysis of undergraduates in China
The rapid advancement of AI language models in education-exemplified by tools such as ChatGPT-has highlighted their transformative potential alongside pressing ethical concerns, particularly regarding data privacy. This study explores undergraduate' perceptions of data privacy at a comprehensive university in China, using reflective diaries based on five open-ended prompts derived from a literature review. Grounded in Lazarus's Cognitive and Affe…
Investigating the impact of increased student feedback literacy level on their expectations on university teachers’ feedback
This study investigates two research questions: 1) do senior university students change their expectations on teacher feedback in comparison with their junior counterparts? and 2) to what extent can these new expectations be explained by the changing student feedback literacy level? Survey (n = 427) and interview data (n = 11) were collected from English major students from one of the largest universities in East China. Three lessons are learned …
System design of Pintrich's SRL in a supervised-PLE platform: A pilot test in higher education
Personal Learning Environment (PLE) represents a shift of learning paradigm towards learner-centered pedagogy, where users become masters of their own learning. PLEs are best used by learners with Self-regulated Learning (SRL) abilities. Previous research showed that learners felt lost or socially isolated in PLEs due to their limited SRL abilities. To increase the accessibility of the PLEs, this research used IDEF0 to analyze the system design o…
Development and implementation of personal learning environment-based writing for publication scaffolding platform for Ph.D. Students
This research tackles the challenges Ph.D. students face in academic publishing, which are not fully addressed by existing support systems. It introduces the personal learning environment-based writing for publication (PLE-WfP) platform, created to offer extensive support in academic writing and publication. Developed and tested over ten months with thirteen Year 1 Ph.D. Chinese students at a Thai university, the platform uses a mixed-methods app…
Exploring the impact of artificial intelligence application in personalized learning environments: Thematic analysis of undergraduates’ perceptions in China
The burgeoning integration of Artificial Intelligence (AI) technology within educational settings, particularly in personalized learning environments, has garnered significant interest. This paper delves into the perceptions and experiences of undergraduate students in Chinese universities concerning AI’s application in personalized learning. The study surveyed 48 undergraduates from a comprehensive Chinese university who had utilized generative …
Looking back to move forward: Comparison of instructors’ and undergraduates’ retrospection on the effectiveness of online learning using the nine-outcome influencing factors
This study delves into the retrospections of undergraduate students concerning their online learning experiences after the COVID-19 pandemic, using the nine key influencing factors: behavioral intention, instruction, engagement, interaction, motivation, self-efficacy, performance, satisfaction, and self-regulation. 46 Year 1 students from a comprehensive university in China were asked to maintain reflective diaries throughout an academic semester…
The impact of a Personal Learning Environment on Chinese postgraduates’ online self-regulated learning skills / Impacto de un Entorno Personal de Aprendizaje en las aptitudes de aprendizaje autorregul…
This study investigated the impact of Personal Learning Environments (PLE) on the development of self-regulated learning (SRL) skills among postgraduate learners in China. 213 participants, divided into an experimental group ( n = 113) using a researcher-designed PLE platform and a control group ( n = 100) employing face-to-face instruction, joined a course on International English Language Testing Systems (IELTS). A mixed-methods approach was ad…
Validation and application of the human aspects of information security questionnaire for undergraduates: Effects of gender, discipline and grade level
In recent years, information security has gained significant academic attention. The present research sought to examine shifts in undergraduates' Information Security Awareness (ISA) as they advanced in their academic pursuits. Comprising two distinct phases, the initial phase involved adapting the Human Aspects of Information Security Questionnaire (HAIS-Q) to fit the context of Chinese tertiary institutions, a process overseen by five eminent I…
Exploring the impact of family cultural capital on undergraduates’ critical thinking: The mediating role of EFL teachers’ feedback literacy
In southwestern China, where educational resources are relatively scarce and cultural traditions emphasize students’ exam performance and teachers’ authority, developing critical thinking poses a particular challenge. The research assessed the influence of family cultural capital and EFL teachers’ feedback literacy on undergraduates’ critical thinking. It also investigated the potential mediating role of students’ perception of EFL teachers’ feed…
Special economic zones and inter-prefecture collaborative innovation: Evidence from China
This paper studies whether and how the establishment of new special economic zones (SEZs) following a regulatory policy on SEZ construction can affect inter-prefecture collaborative innovation in China. This policy required SEZs to develop leading industries reflecting the local region’s comparative advantage, and to improve the business environment. We find new SEZs established after this policy increased inter-prefecture joint applications for …
AI adoption in Chinese universities: Insights, challenges, and opportunities from academic leaders
Learners' perception of data privacy when using AI language models: Reflective diary analysis of undergraduates in China
The rapid advancement of AI language models in education-exemplified by tools such as ChatGPT-has highlighted their transformative potential alongside pressing ethical concerns, particularly regarding data privacy. This study explores undergraduate' perceptions of data privacy at a comprehensive university in China, using reflective diaries based on five open-ended prompts derived from a literature review. Grounded in Lazarus's Cognitive and Affe…
Personal learning environment-supported group academic writing: Chinese postgraduates' experiences and evaluation
Contextualized guided interventions to enhance EFL undergraduates’ writing self-efficacy: Insights from the Situated Academic Writing Self-Efficacy Scale
This study examines the effectiveness of a contextualized intervention guided by the Situated Academic Writing Self-Efficacy Scale (SAWSES) in enhancing writing self-efficacy among English as a foreign language (EFL) undergraduates. Employing a mixed-methods design, the research involved 81 first-year students from a comprehensive university in Southeast China. Participants were divided into an experimental group ( n = 41), which engaged in a SAW…
The impact of transport network improvements in inter-provincial border counties on county centrality under local protectionism: Breaking barriers or reinforcing the siphon effect?
From novice to expert: Developing a descriptive competence framework guiding the mastery of large language models in education
This study introduces and validates the LLMs Expert User Competence Framework, a model for developing expertise in the educational use of Large Language Models (LLMs). Grounded in the Knowledge, Skills, and Attitudes (KSA) model, the framework outlines five progressive levels – Novice, Beginner, Competent, Proficient, and Expert – capturing the trajectory of user development. A multi-phase validation process included expert panel review (n = 8), …
The Dual Role of Stress in Learning: Exploring the Interplay Between Motivation, Stress Perception, and Mental Well‐Being Among Chinese Middle School Students
This study examines the intricate relationships between learning motivation, stress perception, and mental well‐being among 302 Chinese middle school students, shedding light on the dual role of stress—where it can function either as a challenge that enhances motivation and resilience or as a threat that undermines mental health. Grounded in Self‐Determination Theory (SDT) and Cognitive Appraisal Theory (CAT), partial least squares–structural equ…
Investigating AI competence among Chinese secondary school teachers: Insights from the Unesco framework
This study adopts a quantitative research design employs the UNESCO Teacher AI Competency Framework to assess and validate the artificial intelligence (AI) competencies of secondary school teachers in China. A questionnaire was developed based on the framework's five dimensions, and administered to 248 teachers. Exploratory and confirmatory factor analyses confirmed the instrument's reliability and structural validity. Structural equation modelin…
Exploring AI competency in Chinese undergraduates through the Unesco framework
Despite China's strategic emphasis on AI education, gaps remain in evaluating undergraduates' competencies and applying international frameworks in this context. The UNESCO AI Competency Framework for Students lacks empirical validation, especially in non-Western settings. This study validates it using survey data from 583 undergraduates across 13 institutions in 9 Chinese cities. We examined four dimensions: Human-centered mindset, Ethics of AI,…
Psychology (8 works) · Mathematics education (6 works) · Computer Science (5 works) · Online Learning and Analytics (5 works) · Higher education (4 works) · Innovative Teaching and Learning Methods (4 works) · Artificial Intelligence in Healthcare and Education (3 works) · Medical education (3 works) · Pedagogy (3 works) · Political science (3 works)