Xiantong Yang
Capital Normal University
17 Papers
1 Citations
Xiantong Yang is an academic researcher from Capital Normal University. The author has contributed to research in topics: Medicine & Computer science. The author has an hindex of 1, co-authored 1 publications.
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Papers
The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the "Question-Observation-Doing-Explanation" Model during School Disruption in COVID-19 Pandemic.
TL;DR: A model of Question-Observation-Doing-Explanation based on smart phones was constructed and applied to science learning during school disruption in COVID-19 pandemic and it is pointed out that the QODE model is suitable for implementing smart mobile devices to students’ science learning.
Relationship between Creative Thinking and Experimental Design Thinking in Science Education: Independent or Related༟
TL;DR: In this article , a structural equation model was constructed to verify the hypothesis of experimental design thinking and creative thinking based on the thinking classification theory and creative problem-solving model, which showed that there is a positive correlation between fluency in creative thinking and experimental design, but variable thinking and reflective thinking are negatively related to creative thinking.
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The relationship between teacher's gender and deep learning strategy: The mediating role of deep learning motivation
Xinmin Song,Xiantong Yang,Yu Su,Jon-Chao Hong +3 more
TL;DR: In this article , the authors explored the relationship between teacher gender and deep learning strategies, as well as the mediating role of teachers' deep learning motivation, and found that male teachers are more likely to adopt deep learning strategy and deeper learning motivations than female teachers.
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Relation between Shyness and Music Academic Engagement: The Mediation of Achievement Goals—A Cross-Sectional Survey Study
TL;DR: Wang et al. as mentioned in this paper found that shyness is negatively associated with musical academic engagement, and that music mastery goals and the music performance avoidance goals partially mediated the association between shyness and music academic engagement in music learning.