Publications by authors named "Fangshuo Cheng"

3 Publications

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Experiences and attitudes of elementary school students and their parents toward online learning in China during the COVID-19 pandemic: Questionnaire Study.

J Med Internet Res 2021 Apr 16. Epub 2021 Apr 16.

Department of psychiatry, Chaohu Hospital, Anhui Medical University, 64 North Chaohu Road, Hefei, CN.

Background: Due to the widespread infection of COVID-19, an emergency homeschooling plan was rigorously implemented throughout China.

Objective: This study aimed to investigate the experiences and attitudes of elementary school students and their parents (two generations from the same family) toward online learning in China during the pandemic.

Methods: A 16-item questionnaire was distributed at the 10 day- and 40 day-mark after the first online course to 867 parent-child pairs and 141 parent-child pairs, respectively. The questionnaire comprised of questions pertaining to the course and homework's completeness, effectiveness, reliability, and abundance as well as the students' enthusiasm to take part in online classes and their satisfaction with the courses.

Results: The findings indicate that more than 91% of students exhibited high or moderate enthusiasm for participating in online classes. However, most students performed poorly in online learning classes and after school homework. Regarding satisfaction, parents' and students' average scores were 7.35 and 7.25, respectively (10-point scoring system). During the second stage of the study, parents' positive evaluations of online learning declined, including the effectiveness and reliability of the courses. Furthermore, the proportion of students who completed the courses and homework on time decreased; this difference proved statistically significant. The overall satisfaction of parents and students with online learning also declined during this second stage (7.21 vs. 7.23); however, the difference between the two stages was not statistically significant. Several of the parents (36.2%) indicated that assisting and supervising the students' online learning caused increased stress. Thirty-six percent of parents expressed dissatisfaction or suggestions concerning online learning; most parents and students hoped to return to face-to-face classes (94.9% vs. 93.5%). Finally, the results presented six main issues that parents are most concerned about: (1) disappointment regarding timely interaction in courses; (2) apprehensive about students understanding of the course; (3) increased burden of annoying adult responsibilities; (4) concern about the children's eyesight; (5) teachers' explanations were not detailed enough; (6) concerned about the decline of students' interest and attention.

Conclusions: Online learning could prevent the spread of infectious diseases while still allowing elementary school students to attain knowledge. However, children's completion of the courses and homework were not satisfactory. Furthermore, their parents often experienced stress and had many concerns and complaints. Measures such as increasing the interactivity of the courses and prohibiting teachers from assigning the task to parents could improve the effectiveness of these courses and the mental health level of parents and students.

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April 2021

Self-esteem, social support and coping strategies of left-behind children in rural China, and the intermediary role of subjective support:a cross-sectional survey.

BMC Psychiatry 2021 03 17;21(1):158. Epub 2021 Mar 17.

Chaohu Hospital, Anhui Medical University, Hefei, 238000, China.

Background: Negative coping strategies and behavioral problems are common among Chinese left-behind children, which are relate to a variety of negative consequences. At this stage of development, the relevant factors of coping strategies need to be further studied, in which social support and self-esteem are worthy of our attention. The aim of this study is to detect the current situation of self-esteem, social support, and coping styles of left-behind children (LBC) in rural China.

Methods: 322 children from 3 schools in China enrolled in this study, including 236 LBC and 86 non-left-behind children (NLBC) to assess self-esteem, social support and coping strategies.

Results: The LBC group had lower self-esteem score and lower total social support (subjective support, objective support and support-seeking behavior) than the NLBC group. In terms of coping strategies, the LBC group was lower than the NLBC group in problem-solving and rationalization. The self-esteem score in LBC was significant positive associated with the subjective support score, objective support score, problem-solving and help-seeking score. In addition, self-esteem has significant mediating effect between subjective support and problem-solving, subjective support and help-seeking, respectively.

Conclusions: The finding indicate that Chinese LBC's self-esteem and social support need to be improved. Given the significant correlativity between self-esteem, subjective support and coping strategy, it is necessary to promote Chinese LBC's self-esteem and social support, especially subjective support.
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March 2021

Association Between Cognitive Function and Early Life Experiences in Patients with Alcohol Use Disorder.

Front Psychiatry 2020 13;11:792. Epub 2020 Aug 13.

Department of Psychiatry, Chaohu Hospital, Anhui Medical University, Hefei, China.

Introduction: Early life experiences could be potential risk factors for the development of alcohol use disorder. In similar circumstances, it might also influence cognitive impairment in later life. However, the relationship between early life experience and cognitive function in people with alcohol use disorders is unclear. The current study examined the effects of early social environments and experiences on cognitive function in patients with alcohol use disorder.

Methods: A total of 37 adult male patients with alcohol use disorder and 30 healthy control (HC) subjects were enrolled. The MATRICS Cognitive Consensus Battery (MCCB) was used to evaluate cognitive function. The Childhood Trauma Questionnaire (CTQ) and the Revised Adult Attachment Scale (RAAS) were used to evaluate early life experiences of the participants. The RAAS was used to evaluate the attachment patterns of participants.

Results: Compared with the HC group, the alcohol use disorder group reported higher levels of childhood abuse and were more likely to form an insecure attachment style. Patients with alcohol use disorder who experienced trauma performed worse in terms of discrete cognitive parameters such as social cognition, reasoning and problem solving compared to patients without trauma. Importantly, emotional neglect and social comfort were significantly associated with individual social cognitive skills.

Conclusions: Our results suggest that the cognitive function of patients with alcohol use disorder, especially social cognitive function, is affected by early life experiences.
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August 2020