Based on the instructional interaction principles outlined by Chen and Wang (2016) in third-generation distance learning, this study employs a recursive logical perspective on the evolution of the theory of interaction in distance education. It constructs a structural equation model to measure the mediating utility path of the learner's proactive…

Children and even infants have clear intuitions about power early in development; they can infer who is dominant and subordinate from observing a single interaction. However, it is unclear what children infer about each individual's status from these interactions--do they think dominants and subordinates will maintain their status when interacting…

Socioeconomic gaps in academic achievement have been widely documented. However, whether and to what extent these socioeconomic gaps extend to the domain of socio-emotional skills is still relatively underexplored. Furthermore, limited research has examined the potential mechanisms that might help explain this relationship. To address these gaps,…