https://bonoi.org/index.php/bece/issue/feed 2025-09-22T22:00:21+00:00 Alan C.K. Cheung [email protected] Open Journal Systems <p><em>Best Evidence in Chinese Education (BECE)</em> is published under the auspices of the Best Evidence in Brief (BEiB) to provide authoritative, critical surveys on the current status of subjects and problems in the diverse fields in Chinese education. <em>BECE</em> only accepts high-quality manuscripts that have been reviewed and approved by our worldwide distinguished expert editors or have been released on the BEiB website. <em>BECE</em> publishes five types of manuscript: Editorial, Newsletter, Original Article, Article, and Review. Editorial is an invited perspective written by our editors. Newsletter and Article should be the English version of the original Chinese version, and they should be solicited and cutting-edge in contents in corresponding research fields. The BEiB editors should recommend them. Original Articles should include original data without publication ever. Review articles only can be considered after the invitation by our expert editors beforehand.</p> https://bonoi.org/index.php/bece/article/view/1638 2025-09-22T21:36:07+00:00 Ruxian Yu [email protected]

<p>In response to the debates on the effectiveness of growth mindset interventions and their applicability in various cultural contexts, the study applied a localized intervention program in a rural school in China’ Yangtze River Delta region through a randomized controlled experiment and evaluates its effects longitudinally using the difference-in-differences method. Its research findings revealed that the localized growth mindset intervention program significantly strengthened the growth mindset of the subjects, that the intervention had long-term effects, that it had a greater positive effect on growth mindset development in younger students and those with lower initial levels of this mindset, and that the enhancement of the students’ growth mindset via the intervention program successfully improved their learning behavior.</p>

2025-09-22T00:00:00+00:00 Copyright (c) 2025 Best Evidence in Chinese Education https://bonoi.org/index.php/bece/article/view/1639 2025-09-22T21:42:57+00:00 Zhijun Sun [email protected]

<p>To realize the goal of universalizing senior SECONDARY EDUCATION in the country across the board, China must pay special attention to the issue in underdeveloped regions and among underprivileged groups. This study aims to delineate the developments in senior secondary education for migrant children (children of migrant workers) in China, based on data from the China Migrants Dynamic Survey 2011-2018, and analyze the heterogenous impacts of migrant children-specific high school entrance examination policies in various provincial administrative regions, using the difference-in-differences method.&nbsp;</p>

2025-09-22T00:00:00+00:00 Copyright (c) 2025 Best Evidence in Chinese Education https://bonoi.org/index.php/bece/article/view/1640 2025-09-22T21:47:01+00:00 Qian Zhao [email protected]

<p>Meritocracy emphasizes that reward for and advancement of the individuals should be based on their effort and talent. It finds a strong echo in the Chinese educational tradition, which places high value on the notion that “hard work pays off.” Nevertheless, in the context of the exacerbation of structural social inequalities, a sizable number of studies find that meritocracy, in practice, is unable to promote fairness, but instead obscures the issue of uneven distribution of education resources, further widening the disparities in educational opportunities between students with different socioeconomic status (SES). Based on data from the China Family Panel Studies (CFPS), this study is an empirical analysis of the effects of the meritocratic belief on access to educational opportunities in Chinese adolescents, as well as its heterogeneous effects among students with distinct SES backgrounds.</p>

2025-09-22T00:00:00+00:00 Copyright (c) 2025 Best Evidence in Chinese Education https://bonoi.org/index.php/bece/article/view/1641 2025-09-22T21:49:23+00:00 Caiting Dong [email protected]

<p>Peer effects have not only near-term impacts on adolescents’ cognitive and non-cognitive development but also implications for their lifelong trajectories. This study is an investigation into the effects of the proportion of high-achieving students in a class on cognitive performance, educational expectations, school adaptation, and mental health of their classmates, based on data of middle school students with random class assignment from the China Education Panel Survey (CEPS).&nbsp;</p>

2025-09-22T00:00:00+00:00 Copyright (c) 2025 Best Evidence in Chinese Education https://bonoi.org/index.php/bece/article/view/1642 2025-09-22T21:51:13+00:00 Huiqing Liang [email protected]

<p>Based on data from the China Education Panel Survey 2013-2015, the study examines the effects of teacher workloads on student development, with the view to providing evidence for the implementation of China’s “teacher burden reduction” policy and Double Reduction policy.</p>

2025-09-22T00:00:00+00:00 Copyright (c) 2025 Best Evidence in Chinese Education https://bonoi.org/index.php/bece/article/view/1643 2025-09-22T21:54:03+00:00 Meng Zhang [email protected]

<p>The home is the first social setting for a child. Recent years have seen extensive research on the relationship between family influences and child deviant behavior. Nevertheless, how the two proximal family factors, parent-child interaction and parental academic support, influence juvenile deviance remains unclear. Using panel data from the China Education Panel Survey (CEPS) 2014–2015, this study seeks to explore the specific mechanisms by which parent-child interaction and parental academic support influence juvenile deviance.</p>

2025-09-22T00:00:00+00:00 Copyright (c) 2025 Best Evidence in Chinese Education