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.

Against the backdrop of the "Healthy China" strategy, enhancing residents' well-being has become one of the core objectives of public policy. Drawing on the latest data from the 2023 China General Social Survey (CGSS2023), this paper employs a logit regression model to examine in depth the impact of residents' physical activity participation on subjective well-being and the significance of this relationship. The study found that, after controlling for sociodemographic variables such as gender, age, educational attainment, economic status, and political affiliation, physical exercise has a significant positive predictive effect on residents' well-being. Empirical results show that residents who actively engage in physical exercise are 1.564 times more likely to feel happy than those who do not exercise; when residents who were previously inactive become active participants, their absolute probability of experiencing a sense of fulfillment increases by 7.9%. This conclusion indicates that physical exercise is not only a means of improving physical fitness but also a vital resource for enhancing individual psychological resilience, alleviating social stress, and strengthening a sense of fulfillment in life. The study recommends that future public service systems should shift from a focus on mere "facility coverage" to "health ecosystem management." By lowering participation barriers and enriching social sports activities, the "dividends of exercise" can be transformed into a sense of well-being that benefits the entire population, thereby providing micro-psychological support for building a "Happy China."

Cultural inherent biases are the cultural roots of gender discrimination in the workplace, systematically hindering the career development of women returning to the workforce. This article conducts a structured analysis of the multiple impacts of cultural biases from three dimensions: job resources, psychological experiences, and family life. This paper analyzes the literature, reviews organizational culture theory, gendered organization theory, and patriarchal theory, and combines empirical research from both China and other countries to explore the formation mechanisms, manifestations, and impacts of cultural bias. The research results show that cultural bias operates at multiple levels, intertwined with organizational culture, the assumption of the "ideal employee," the reproduction of gender beliefs in social culture, and the cultural conflict between traditional and modern concepts in the Chinese context, collectively constituting systematic obstacles for women returning to the workforce. Explicit and implicit discrimination coexist and reinforce each other, with the former directly denying women employment opportunities and the latter continuously creating barriers in the workplace. Cultural biases undermine women's job resources (income, job stability, promotion opportunities) ,simultaneously cause psychological trauma (fear of seeking help, identity conflict, self-attribution cycles) and negatively impact family life through a pressure transmission chain. The most prominent manifestation within the system is "soft discipline," and the most prominent manifestation outside the system is "hard exclusion," yet both share the same essence. This paper provides a reference for understanding the "motherhood penalty" and offers reasonable suggestions for policy formulation, enterprise management, and the improvement of women's employability to combat discrimination.

In the digital and intelligent age, early childhood education is increasingly integrated with digital technologies. As a result, boundary-crossing learning has become a key pathway for the professional development of early childhood teachers. Using theoretical synthesis and logical deduction, and drawing on boundary-crossing learning theory and expansive learning theory as analytical frameworks, this study defines the meaning of boundary-crossing learning for early childhood teachers in the digital era. It analyses the core value of such learning from three perspectives: knowledge, practice, and identity. The study finds that teachers face practical difficulties, including delays in institutional evaluation and a lack of incentives, as well as cultural challenges such as rigid role perceptions and fear of difference, and technical issues such as the superficial use of technology and imitative learning. Therefore, this paper proposes targeted enabling pathways from institutional, cultural, and technical dimensions. These pathways aim to help overcome the challenges early childhood teachers face in boundary-crossing learning and to support the digital transformation of early childhood education. The study also contributes to enriching teacher education research and improving the quality of early childhood education.

Modern secondary education faces practical challenges, including excessive academic pressure, insufficient learning motivation, and significant variations in student motivations. Consequently, students' academic development and mental health have garnered considerable attention. Academic performance, as the core indicator of learning outcomes, has long been a focal point of research in educational psychology due to its numerous influencing factors. This study employs a literature review to systematically examine the impact of learning motivation on academic performance across different educational stages. It aims to elucidate the current state of this relationship, identify influencing factors and existing challenges, and propose corresponding educational recommendations. The study indicates that multiple factors influence students' academic performance, with their mechanisms involving interactions between intrinsic and extrinsic motivations, the moderating role of self-efficacy, and the guiding function of goal orientation across various dimensions. The higher the perceived learning motivation among middle school students, the higher their academic performance, and the more conducive it is to improving their grades and selecting relevant interests. The research findings provide theoretical support for understanding the current state of learning motivation among contemporary students and enhancing the effectiveness of classroom instruction.