Background: Modelling academic self-concept through second-order factors or bifactor structures is an important issue with substantive and practical implications; besides, the bifactor model has not been analysed with a Chinese sample and cross-cultural studies in the academic self-concept are scarce. Likewise, latent structure validity evidence…

Background: Socioeconomic status (SES) is important in students' reading development. The mechanism of how they are linked, however, is underexplored. Aims: This research aimed to explore whether reading self-concept mediates the link between SES and reading achievement and whether teacher support moderates the direct and indirect link between SES…

Background: In the Chinese educational system, there has been an ongoing debate between using examination- or quality-oriented education. The Chinese concept of psychological "suzhi" was proposed based on quality-oriented education, and a positive link between psychological "suzhi" and academic achievement was found by…

Background: In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning--particularly, the mechanisms through which learners regulate their motivation and learning…