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Related Experiment Video

Updated: Mar 3, 2026

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
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What drives EBSA across contexts? evidence from China using BERTopic.

Hang Chen1

  • 1School of General Education, Xi'an Eurasia University, Xi'an, China.

Frontiers in Child and Adolescent Psychiatry
|March 2, 2026
PubMed
Summary
This summary is machine-generated.

Emotionally based school avoidance (EBSA) in Chinese adolescents is linked to anxiety, family conflict, and systemic issues. Findings highlight the need for improved trust, family-school collaboration, and preventive strategies to support student well-being.

Keywords:
BERTopicChinese adolescentscross-context validationemotionally based school avoidance (EBSA)school well-beingtext mining

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Area of Science:

  • Psychology
  • Educational Psychology
  • Computational Linguistics

Background:

  • Emotionally based school avoidance (EBSA) is widely studied in Western countries.
  • Limited research exists on EBSA in non-Western cultural contexts, particularly in China.

Purpose of the Study:

  • To investigate the psychological, familial, school, and systemic factors contributing to EBSA among Chinese adolescents.
  • To explore the cross-contextual relevance of EBSA constructs and identify unique challenges within the Chinese educational system.

Main Methods:

  • Utilized BERTopic and semantic network analysis on a large dataset of 60,000 counseling narratives from Chinese adolescents.
  • Employed computational text analysis to extend qualitative inquiry to large-scale, culturally specific data.

Main Results:

  • Identified seven key thematic domains underlying EBSA: anxiety symptoms, sensory overload, family conflict, peer/teacher issues, post-COVID adjustment, systemic barriers, and loss of belonging.
  • Validated existing EBSA constructs while uncovering context-specific institutional challenges in China.
  • Demonstrated the efficacy of computational text analysis for large-scale, culturally grounded research.

Conclusions:

  • EBSA in Chinese adolescents involves a complex interplay of individual, relational, and systemic factors.
  • Chinese schools should prioritize strengthening teacher-student trust and fostering family-school partnerships.
  • Systemic, preventive strategies are crucial for reducing EBSA and enhancing overall student well-being.