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Cong Wang [4]Congzhi Wang [1]
  1.  31
    The Role of Subjective Task Value in Service-Learning Engagement Among Chinese College Students.Yulan Li, Fangfang Guo, Meilin Yao, Cong Wang & Wenfan Yan - 2016 - Frontiers in Psychology 7.
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    Emotion Regulation and Complex Brain Networks: Association Between Expressive Suppression and Efficiency in the Fronto-Parietal Network and Default-Mode Network.Junhao Pan, Liying Zhan, ChuanLin Hu, Junkai Yang, Cong Wang, Li Gu, Shengqi Zhong, Yingyu Huang, Qian Wu, Xiaolin Xie, Qijin Chen, Hui Zhou, Miner Huang & Xiang Wu - 2018 - Frontiers in Human Neuroscience 12.
  3. Multiview Graph Learning for Small- and Medium-Sized Enterprises’ Credit Risk Assessment in Supply Chain Finance.Cong Wang, Fangyue Yu, Zaixu Zhang & Jian Zhang - 2021 - Complexity 2021:1-13.
    In recent years, supply chain finance is exploited to solve the financing difficulties of small- and medium-sized enterprises. SME credit risk assessment is a critical part in the SCF system. The diffusion of SME credit risk may cause serious consequences, leading the whole supply chain finance system unstable and insecure. Compared with traditional credit risk assessment models, the supply chain relationship, credit condition of SME, and core enterprises should all be considered to rate SME credit risk in SCF. Traditional methods (...)
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    Service-Learning and Chinese College Students' Knowledge Transfer Development.Cong Wang, Wenfan Yan, Fangfang Guo, Yulan Li & Meilin Yao - 2020 - Frontiers in Psychology 11.
    As a form of experiential education, service learning shows great potential for promoting students' knowledge transfer as it offers students opportunities to apply what they have learned in classrooms to serve communities in real-life contexts. To explore how students' knowledge transfer evolves during SL, we collected longitudinal survey data from 96 Chinese college students in a 9-week SL program. Results indicate that students' perceived knowledge transfer in SL did not follow a linear trajectory. Although students' perceived knowledge transfer at the (...)
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