Cui-Hong Cao
Biographic Data
| ID | 5675459 |
|---|---|
| NAME | Cui-Hong Cao |
| GIVEN NAMES | Cui-Hong |
| FAMILY NAME | Cao |
| SIGNATURE | CAO C |
| AFFILIATIONS | Qufu Normal University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Longitudinal Associations between Mattering Dimensions and Loneliness in Adolescents
How novice teacher identity affects student psychological resilience
The roles of general mattering, anti-mattering, psychological distress, and mistake tolerance in teacher turnover
Despite increasing recognition of general mattering (GM) and anti-mattering (AM) as crucial psychological constructs in workplace well-being, gaps exist in understanding their mechanisms in educational settings, and longitudinal evidence examining these relationships is also lacking. This two-wave longitudinal study explores how GM and AM influence psychological distress (PD) and turnover intentions (TI) among Chinese teachers, while examining th…
The associations between three mattering measures and exhaustion, loneliness, self-esteem, and hope across different educational levels
General mattering (GM), anti-mattering (AM), and fear of not mattering (FNM) are three critical mattering constructs that significantly impact students’ mental health. Previous studies have explored the associations between these constructs and variables such as exhaustion, loneliness, self-esteem, and hope among primary, middle school, high school, or university student samples. However, no single study has compared the three mattering construct…
Comparing the psychometric evidence of the Depression, Anxiety, and Stress Scale-21 (Dass-21) between Spanish and Chinese primary schoolteachers
The DASS-21 exhibits commendable psychometric properties, rendering it a suitable instrument for evaluating the mental illness of primary schoolteachers in both Spain and China
Psychometric evaluation of Dass versions among Spanish and Chinese teachers using exploratory structural equation modeling (Esem)
BACKGROUND: Teachers in demanding work environments are prone to anxiety, depression, and stress. Validated measures across different cultural contexts are required. The present study evaluated the psychometric properties of the 21-item Depression, Anxiety and Stress Scale (DASS-21) and DASS-12 and DASS-8 among Spanish and Chinese primary school teachers. METHODS: A total of 3930 primary school teachers were recruited, comprising samples from Spa…
Latent profile analysis of psychological needs thwarting in Chinese school teachers
Introduction: In light of the significant impact that teachers have on education quality and student growth, their mental health warrants special attention. With the increasing popularity of Information and Communication Technology (ICT) and the rise of online teaching during the pandemic, teachers have become a group prone to developing problematic smartphone use (PSU). Psychological need thwarting (PNT) has been shown to be closely related to P…
Exploring Relationship Among Self-Regulated Learning, Self-Efficacy and Engagement in Blended Collaborative Context
Collaboration proves to be an effective way to facilitate students’ engagement and solve the mostly-mentioned problems of blended learning (BL). For collaborative BL, self-regulated learning (SRL), self-efficacy and engagement are frequently referred to in BL studies and represent key elements of effective BL. Furthermore, the interaction of these elements correlates closely with the performance of students. There have been few research attempts …
Psychometric evaluation of the depression, anxiety, and stress scale-21 (Dass-21) among Chinese primary and middle school teachers
The DASS-21 was found to be a reliable and valid tool for measuring the mental health of teachers over time. To assess the instrument's psychometric properties, a combination of confirmatory factor analysis, Rasch analysis, and network analysis was utilized, which proved effective and is recommended for evaluating contentious instruments. Based on the results of the study, researchers and healthcare professionals are recommended to use the DASS-2…
Latent profile analysis of psychological needs thwarting in Chinese school teachers
Introduction: In light of the significant impact that teachers have on education quality and student growth, their mental health warrants special attention. With the increasing popularity of Information and Communication Technology (ICT) and the rise of online teaching during the pandemic, teachers have become a group prone to developing problematic smartphone use (PSU). Psychological need thwarting (PNT) has been shown to be closely related to P…
Exploring Relationship Among Self-Regulated Learning, Self-Efficacy and Engagement in Blended Collaborative Context
Collaboration proves to be an effective way to facilitate students’ engagement and solve the mostly-mentioned problems of blended learning (BL). For collaborative BL, self-regulated learning (SRL), self-efficacy and engagement are frequently referred to in BL studies and represent key elements of effective BL. Furthermore, the interaction of these elements correlates closely with the performance of students. There have been few research attempts …
Psychometric evaluation of the depression, anxiety, and stress scale-21 (Dass-21) among Chinese primary and middle school teachers
The DASS-21 was found to be a reliable and valid tool for measuring the mental health of teachers over time. To assess the instrument's psychometric properties, a combination of confirmatory factor analysis, Rasch analysis, and network analysis was utilized, which proved effective and is recommended for evaluating contentious instruments. Based on the results of the study, researchers and healthcare professionals are recommended to use the DASS-2…
Psychometric evaluation of Dass versions among Spanish and Chinese teachers using exploratory structural equation modeling (Esem)
BACKGROUND: Teachers in demanding work environments are prone to anxiety, depression, and stress. Validated measures across different cultural contexts are required. The present study evaluated the psychometric properties of the 21-item Depression, Anxiety and Stress Scale (DASS-21) and DASS-12 and DASS-8 among Spanish and Chinese primary school teachers. METHODS: A total of 3930 primary school teachers were recruited, comprising samples from Spa…
The roles of general mattering, anti-mattering, psychological distress, and mistake tolerance in teacher turnover
Despite increasing recognition of general mattering (GM) and anti-mattering (AM) as crucial psychological constructs in workplace well-being, gaps exist in understanding their mechanisms in educational settings, and longitudinal evidence examining these relationships is also lacking. This two-wave longitudinal study explores how GM and AM influence psychological distress (PD) and turnover intentions (TI) among Chinese teachers, while examining th…
The associations between three mattering measures and exhaustion, loneliness, self-esteem, and hope across different educational levels
General mattering (GM), anti-mattering (AM), and fear of not mattering (FNM) are three critical mattering constructs that significantly impact students’ mental health. Previous studies have explored the associations between these constructs and variables such as exhaustion, loneliness, self-esteem, and hope among primary, middle school, high school, or university student samples. However, no single study has compared the three mattering construct…
Comparing the psychometric evidence of the Depression, Anxiety, and Stress Scale-21 (Dass-21) between Spanish and Chinese primary schoolteachers
The DASS-21 exhibits commendable psychometric properties, rendering it a suitable instrument for evaluating the mental illness of primary schoolteachers in both Spain and China
Longitudinal Associations between Mattering Dimensions and Loneliness in Adolescents
How novice teacher identity affects student psychological resilience
Psychology (6 works) · Social Psychology (4 works) · Structural equation modeling (4 works) · Psychiatry (3 works) · Anxiety (2 works) · Clinical Psychology (2 works) · Clinical Psychology (2 works) · Computer Science (2 works) · COVID-19 and Mental Health (2 works) · DASS (2 works)