Background: Attachment patterns and personality traits are becoming more widely acknowledged as being the determinants of the ways individuals cope with emotions, their relations with others, and how they will react to therapy. However such factors are frequently studied individually and it is, therefore, more difficult to determine how they co-exist in clinical practice. The review is dedicated to the interaction between the two systems and its importance in the problem of supporting emotional autonomy in adults. Approach: The literature published in 2020-25 was reviewed in the areas of counseling psychology, emotion science, and psychotherapy research. The comparison of the findings was done in terms of experimental work, clinical samples and qualitative reports. The overlap of attachment-based needs, personality-driven tendencies, and therapeutic processes was considered in a particular way. Findings: Insecure attachment, regardless of the studies, had been associated with heightened emotional responsiveness, dependence on others, or automatic emotional avoidance. Such patterns were more significant in combination with other personality characteristics particularly, high emotional sensitivity or low interpersonal flexibility. It was also revealed that instilling in clients the aspect of an attachment history alongside dispositional tendencies resulted in the greatest benefit outcomes. The experiential techniques aided clients to have access to deep emotions, cognitive techniques enabled them to achieve changes in beliefs that they had held for a long time and the relational work provided the stability that they required to revise their old relational expectations. Collectively, these results point to the possibility of enhancing emotional autonomy through an integrated approach and help to take on the functions of a healthier, more robust, and resilient functioning.

Presently, China’s educational evaluation reform has entered a critical phase transitioning from policy advocacy to in-depth implementation. Since the promulgation of the Overall Plan for Deepening Educational Evaluation Reform in the New Era, the concept centered on the “Four Evaluations” has been explored across all levels and types of education. This exploration aims to break the entrenched issues of the “Five-Only” approach and construct a new scientific, diversified and developmental evaluation system. This research systematically reviews the correlation between the increasingly diversity-oriented educational evaluation reform and human resource allocation. It reveals that the reform, via initiatives including the “Strong Foundation Program”, core competency evaluation, and the integration of industry and education in vocational education, facilitates a more holistic identification and cultivation of students’ diverse potentialities. This, in turn, optimizes the talent structure, enhances the quality of human capital and underpins the development of new quality productive forces. However, the reform also faces challenges related to equity and risks of technicism. The successful implementation of educational evaluation reform requires systemic coordination across policy, culture, technology and resources.

The styles of parenting are a determining factor in how individuals grow emotionally, attach as well as the ability to establish intimacy in their lives. The paper will address the role of various parenting styles, including authoritative, authoritarian, and permissive, in the mediation of intimate relationships in adulthood in relation to their attachment. It builds on the developmental and cross-cultural approaches and explores the impact of emotional responsiveness, discipline and communication in the family set up on emotion regulation, trust and relationship expectations by children. Theoretical and practical research findings imply that authoritative parenting with warm and consistent structure ensures secure attachment and emotional stability, and as such, relationship satisfaction and stability in adulthood. On the other hand, authoritarian or neglectful parenting is more likely to result in anxious or avoidant attachments that are likely to damage future relationships in terms of emotional intimacy and communication. The cultural contexts especially the collectivist and individualist orientations also influence the interpretations and internalizations of parenting behaviors. Finally, the paper highlights that although early childhood experiences have a significant impact on the nature of intimacy among adults, the patterns of attachment can be changed based on the emotional intuition, reflection as well as supportive social relationships.

Entering a fast developing era, technologies have taken an important role in many different fields. In addition to medical and engineering, innovative technologies also influenced education with the creation of digital online classes. Using these technologies, gaps in regional educational inequalities are considered to become minor. This article aims to analysis the effectiveness of livestream classroom in China in reducing the regional gaps of educational inequality. Through reviewing literature already in the field of education and identifying the gaps, this research used both qualitative and quantitative data to analyze the effectiveness.

Ethnic minority women in China occupy a unique social position shaped by the combined forces of gender, ethnicity and regional development disparities. Although national efforts in poverty alleviation, ethnic education reform and labour market expansion have improved overall conditions, minority women continue to face unequal access to educational resources, limited employment mobility and deeply embedded cultural expectations that restrict their life choices. This study examines these challenges through the analytical perspectives of Gender Role Theory and Connell’s gender and power framework, with the aim of identifying the structural mechanisms that shape women’s opportunities and constrain their social mobility. Drawing on secondary data and two illustrative case studies, Huaping Girls’ High School in Yunnan and the employment experiences of Mongolian women in Inner Mongolia, the study explores how educational interventions, community perceptions, local labour markets and cultural norms interact to influence women’s trajectories. The findings show that targeted educational support can significantly enhance minority girls’ access to higher education and long-term development, while rapid socio-economic transitions may intensify tensions between modern labour demands and traditional gender expectations. The study concludes that meaningful progress in promoting gender equality among ethnic minority women requires coordinated policy interventions, community engagement and culturally informed strategies that address both structural inequities and local social norms.

With the development of AI, intelligent teaching in China is playing an increasingly important role. However, the importance of personalized mathematics learning is widely acknowledged intelligence era, but traditional mathematics teaching can hardly cater to the differences in students' individual needs, which leads to a series of problems, such as the decline of students' interest in learning and the unbalanced development of students' abilities. This article aims to study the status quo, problems, and difficulties of implementing personalized mathematics learning in the AI era. This study proposes corresponding solutions to each problem. It is expected that these solutions can promote the development of personalized mathematics learning in the AI era and facilitate sustainable and sound development of the human-machine collaborative education paradigm, thereby creating a more inclusive and efficient educational ecosystem that balances technological innovation with student-centered pedagogy.

Psychological well-being (PWB) may be interpreted differently across age groups, cultural contexts, and social populations, including Chinese university students. The present study aims to investigate Chinese college students’ PWB using a mixed-methods Q-methodology approach to understand how different aspects of PWB are prioritized within this population. The present study recruited 18 participants aged 18 to 22 from various universities in China. Participants were asked to rank 33 statements adapted from Ryff’s six-factor model of PWB, followed by qualitative explanations of their ranking decisions. Factor analysis revealed four distinct viewpoints of PWB, accounting for 58% of the total variance: mastery-stability orientation, autonomy-growth orientation, efficiency-purposefulness orientation, and relationship-connectedness orientation. Despite the diversity of viewpoints, environmental mastery emerged as the most highly valued dimension of PWB across all factors, whereas self-acceptance was consistently rated as the least important. The findings suggest that PWB among Chinese college students is not driven by a single dominant value. Instead, it reflects a combination of personal developmental priorities and culturally shaped values during a rapid transitional life stage. These results highlight the importance of future-oriented striving and competence in managing one’s environment. Accordingly, universities may consider developing programs that support students’ purpose formation and environmental mastery to enhance psychological well-being.

The study investigated how the severity of ADHD symptoms relates to the severity of depressive symptoms in children aged 7 to 9, while also looking at how parental care and management behaviors, as well as parents' own mental health history, might influence this link. Participants included 73 second graders and their primary guardians from a public primary school in Beijing. We gathered data via electronic questionnaires measuring children's ADHD and depressive symptoms, caregivers' management and support behaviors, and the parents' mental health history. Moderation analysis was performed in R. The findings revealed a strong positive association between ADHD and depressive symptoms. Although parental care and management displayed a weak moderating influence, parents' mental health history was a robust and significant predictor of the children's depressive severity. These results highlight the potential of strengthening parental support strategies in non-pharmacological interventions for children struggling with ADHD.

With the continuous advancement of Sino-Russian scientific and technological cooperation, the demand for translating specialized texts such as technical literature and reports has surged, making it difficult for traditional human translation to meet the requirements for efficiency and scale. The current accuracy of Chinese-Russian Neural Machine Translation (NMT) systems in handling specialized scientific and technical texts remains suboptimal, exhibiting significant issues particularly in terminology, consistency, and structural conversion. The innovations of this paper are twofold: first, the construction of a Chinese-Russian parallel corpus covering domains such as mechanical engineering and computer science, addressing the limitations of general-domain corpora; second, the adoption of a multi-system comparative framework to conduct quantitative evaluation and qualitative analysis of the Chinese-to-Russian translation performance of three mainstream NMT systems. This study constructs a parallel corpus encompassing both scientific/technical and general domains, evaluates the Russian-to-Chinese translation performance of three mainstream NMT systems, and performs error type statistics and analysis based on BLEU scores and manual annotation. The results show that the average BLEU score for scientific and technical texts is 0.19 points lower than that for general texts, with terminology mistranslation, word order errors, and semantic confusion identified as the primary error types.

This study aims to investigate the prevalence of rumination, perfectionism, and academic self-handicapping among college students, analyze demographic differences across gender and grade levels, and examine the interrelationships among these three constructs. This study employed a questionnaire survey method to assess 166 college students (70 males, 96 females). Independent samples t-tests and one-way ANOVA were employed to examine gender and grade differences in rumination, perfectionism, academic self-handicapping, and their respective dimensions.Pearson correlation analysis was employed to examine the correlations among rumination, perfectionism, academic self-handicapping, and their dimensions. Bootstrap sampling (5,000 repetitions) was employed to determine the significance of perfectionism's mediating effect between rumination and academic self-handicapping. The results indicate: 1) No significant gender or grade differences exist in rumination, perfectionism, academic self-handicapping, or their respective dimensions. 2) Negative perfectionism shows significant positive correlations with academic self-handicapping, total rumination scores, and all rumination dimensions. Positive perfectionism showed no significant correlations with academic self-handicapping, rumination, or its dimensions (except parental expectations, personal standards, and negative perfectionism). 3) Academic self-sabotage was significantly positively correlated with rumination. 4) Negative perfectionism partially mediated the relationship between rumination and academic self-handicapping; the mediating effect of positive perfectionism was not significant. Conclusion: College students' rumination, perfectionism, and academic self-handicapping levels are relatively stable and unaffected by gender or grade level. Rumination not only directly promotes academic self-handicapping but also indirectly increases the likelihood of students engaging in such behaviors by elevating negative perfectionism levels.