Yian Zhou’s scientific contributions

Based on Bronfenbrenner's ecological systems theory, this paper explores strategies for enhancing learning outcomes of rural primary school students, with a specific focus on the synergistic effects between two microsystems - families and schools. The study reveals that rural students' academic performance is directly influenced by these two microsystems, while home-school collaboration as a mesosystem significantly promotes educational achievement. Through analyzing factors affecting rural pupils' learning outcomes from both familial and institutional perspectives, the article proposes concrete collaborative strategies, aiming to provide theoretical support and practical guidance for the development of rural basic education.

With the deepening of educational reforms, rural basic education has garnered increasing societal attention. Family education, as a critical factor influencing children's development, demonstrates unique significance in rural areas. This study aims to explore the fundamental characteristics of positive parenting styles among rural primary school students' parents and propose strategies to enhance family education effectiveness. Focusing on Qingxi Village, Fujian Province, as a case study, data were collected through questionnaire surveys measuring parental practices in three dimensions: warmth, autonomy support, and problem-solving assistance.However, challenges persist due to a lack of effective educational guidance and resources, leading to suboptimal parenting approaches. The study recommends strengthening parental training programs and expanding educational support services to foster holistic development among rural students.

This study investigated the current situation of rural primary school students' perception of teacher support, involving 124 rural primary school students. Based on the results, strategies to improve rural primary school students' perception of teacher support were proposed. The results show that rural primary school students have a higher perception of teacher support from older and more experienced rural teachers than that from younger and less experienced rural teachers. And they have a relatively high perception of the three sub - factors of professional knowledge, affection and reliability, with the highest perception of professional knowledge. The findings of this study provide certain strategies for enhancing rural primary school students' perception of rural teacher support.

This paper aims to explore the impact of parents' positive parenting styles and teacher support on the academic achievement of rural primary school students, and study the mediating role of teacher support in it, in order to put forward practical suggestions and promote the academic development of rural primary school students. The research selected a rural primary school in Fujian Province, China to conduct a questionnaire survey and analyzed the impact of parents' positive parenting styles and teacher support on academic achievement. The results show that parents' positive parenting styles have a significant positive impact on teacher support and academic achievement, and teacher support also has a significant positive effect on improving academic achievement. The research found that parents' warm care and rescue-providing parenting styles can significantly improve students' academic performance, especially in the process of students' learning. In addition, teacher support also plays an indispensable role in this process. In particular, the reliability of teachers has become a relatively key factor for students to achieve academic success. More importantly, teacher support plays an important mediating role between parents' positive parenting styles and academic achievement. This means that parents' positive parenting styles not only directly affect students' academic achievement, but also indirectly affect this result through teacher support.