With the rise of short videos platforms, such as TikTok, Instagram and Youtube, short-form videos have become an indispensable part of daily life. Although it has an extremely high transmission efficiency and due to it is entertainment it can provide people with a way to relax, academic community still hold the view that it may has negative impacts on cognitive competence. This essay aims to discuss how the duration of short video usage and addiction tendency influences the attention and cognitive function of university students, including duration allocation and watchfulness, and further analysis the impacts on scholastic attainment. This essay will adapt mixed research methods. Firstly, using questionnaire survey to analyses the correlation between duration of short video usage and academic performances, and then exam the relationship between Prefrontal Theta power and addiction tendency through electroencephalography technology (EEC) and attention net test. The results are that it shows that students who spend more than 3-4 hours watching short videos every day have significantly lower university GPA compared to those with lower usage levels. Besides according to EEG data, the greater the short-video addiction tendency, the lower the Prefrontal Theta power when they faced cognitive conflictions, and self-control ability will reduce. Overall, prolonged consumption of short videos can lead to "chronic dopamine depletion" and fragmented attention, thereby damaging the brain's executive control network. This neurological damage directly translates into poor academic performance.

This qualitative study examined five White American adopted Chinese women through semi-structured interviews using an inductive analysis. Three patterns have emerged from the data: (1) permanent disconnection between internal American identity and external Asian appearance, leaving participants permanently situated between two cultures without fully belonging to either; (2) active harm from colorblind parenting, as dismissal of racism invalidated children's experiences and exacerbated identity confusion; (3) agentic coping strategies including community-seeking, cognitive reframing, language learning, and selective disclosure (deliberately withholding feelings to avoid managing parental guilt). Findings validate existing research on prolonged identity crisis and cumulative microaggressions within the literature on American adopted Chinese women. In the meantime, it challenges the assumptions that microaggressions inevitably cause lasting damage and that colorblind parenting is benign. This study centers adoptees' voices, offers critical implications for culturally competent adoption practice and mental health support, and provides contemporary data on COVID-19 racialization and online community-building.

This paper presents a hypothetical experimental design intended to investigate the interactive impact of music type (calm music vs. obnoxious music) and grade consequences (grade-relevant vs. grade-irrelevant) on test anxiety and academic performance of college students. The experimental design will be 2x2 between-subjects, with the target participants being the college students. Test anxiety will be measured through a combination of physiological indicators (systolic blood pressure, diastolic blood pressure, heart rate) and self-report scales (State-Trait Anxiety Inventory, Form Y1, STAI-Y1), while academic performance will be evaluated through a standardized subject test. The research aims to confirm that calm music can help to reduce test anxiety and improve academic performance more effectively than obnoxious music, and whether this effect is more prominent under grade-relevant conditions. This hypothetical design offers a framework that can be used in future empirical studies to gain further insights into the regulatory role of music in test anxiety under different pressure scenarios, and offers potential practical strategies for students to cope with test anxiety.