Science Achievement and Students’ Self‐confidence and Interest in Science: A Taiwanese representative sample study     

Chun‐Yen Chang  Wei‐Ying Cheng 《International Journal of Science Education》2013,35(9):1183-1200

The interrelationship between senior high school students’ science achievement (SA) and their self‐confidence and interest in science (SCIS) was explored with a representative sample of approximately 1,044 11th‐grade students from 30 classes attending four high schools throughout Taiwan. Statistical analyses indicated that a statistically significant correlation existed between students’ SA and their SCIS with a moderate effect size; the correlation is even higher with almost large effect sizes for a subsample of higher‐SCIS and lower‐SCIS students. Results of t‐test analysis also revealed that there were significant mean differences in students’ SA and their knowledge (including physics, chemistry, biology, and earth sciences subscales) and reasoning skill subtests scores between higher‐SCIS and lower‐SCIS students, with generally large effect sizes. Stepwise regression analyses on higher‐SCIS and lower‐SCIS students also suggested that both students’ SCIS subscales significantly explain the variance of their SA, knowledge, and reasoning ability with large effect sizes.  相似文献   

School Effects Indices: Stability of One- and Two-Level Formulations     

William D. Schafer  Shu Jing Yen  Talsima Rahman 《Journal of Experimental Education》2013,81(3):239-250

Three residual-based methods for indexing school effectiveness were compared using data from elementary schools in Maryland. Two of the methods were regression-based procedures at the school level, and 1 was a hierarchical linear model approach, with Level 1 at the student level and Level 2 at the school level. The 2 methods were applied to a data source in which schools were evaluated separately at Grades 3 and 5 using 3 forms of a statewide performance assessment that were administered to randomly formed groups within each school. The hierarchical linear model approach had higher stability across test forms, but the stabilities of the 1-level formulations were almost as high. The authors concluded that 1-level approaches are viable alternatives when the added data necessary for the hierarchical linear model approach are unavailable.  相似文献   

Quantifying the degree of research collaboration: A comparative study of collaborative measures     

Chien Hsiang Liao  Hsiuju Rebecca Yen 《Journal of Informetrics》2012,6(1):27-33

This article reports a comparative study of five measures that quantify the degree of research collaboration, including the collaborative index, the degree of collaboration, the collaborative coefficient, the revised collaborative coefficient, and degree centrality. The empirical results showed that these measures all capture the notion of research collaboration, which is consistent with prior studies. Moreover, the results showed that degree centrality, the revised collaborative coefficient, and the degree of collaboration had the highest coefficient estimates on research productivity, the average JIF, and the average number of citations, respectively. Overall, this article suggests that the degree of collaboration and the revised collaborative coefficient are superior measures that can be applied to bibliometric studies for future researchers.  相似文献   

Training Teachers to Use Computers for Instruction and Administration     

Chen Ai Yen 《Asia Pacific Journal of Education》1988,9(2):52-58

This paper presents the rationale behind the reconceptualization of a computer education programme for pre-service and in-service teachers in Singapore. It indicates the new directions for computer literacy in teacher education. The courses in the programme begin with using the computers as information processing tools and progressively incorporate knowledge and skills in using computer assisted learning packages across the curriculum and in programming. The results of the implementation of the courses are also discussed.  相似文献   

Measuring self-regulation in online and blended learning environments     

Lucy Barnard  William Y. Lan  Yen M. To  Valerie Osland Paton  Shu-Ling Lai 《The Internet and Higher Education》2009,12(1):1-6

In developing the Online Self-regulated Learning Questionnaire (OSLQ) to address the need for an instrument measuring self-regulation in the online learning environment, this study provides evidence toward the reliability and validity of the instrument. Data were collected from two samples of students. The first sample of students took coursework using an online course format while a second sample of students took coursework delivered via a blended or hybrid course format. Cronbach alpha (α) and confirmatory factor analyses were performed to assess the psychometric properties of the OSLQ across both samples of students. Results indicate the OSLQ is an acceptable measure of self-regulation in the online and blended learning environments.  相似文献   

A transparent cell-culture microchamber with a variably controlled concentration gradient generator and flow field rectifier     

Ji-Yen Cheng  Meng-Hua Yen  Ching-Te Kuo    Tai-Horng Young 《Biomicrofluidics》2008,2(2)

Real-time observation of cell growth provides essential information for studies such as cell migration and chemotaxis. A conventional cell incubation device is usually too clumsy for these applications. Here we report a transparent microfluidic device that has an integrated heater and a concentration gradient generator. A piece of indium tin oxide (ITO) coated glass was ablated by our newly developed visible laser-induced backside wet etching (LIBWE) so that transparent heater strips were prepared on the glass substrate. A polymethylmethacrylate (PMMA) microfluidic chamber with flow field rectifiers and a reagent effusion hole was fabricated by a CO₂ laser and then assembled with the ITO heater so that the chamber temperature can be controlled for cell culturing. A variable chemical gradient was generated inside the chamber by combining the lateral medium flow and the flow from the effusion hole. Successful culturing was performed inside the device. Continuous long-term (>10 days) observation on cell growth was achieved. In this work the flow field, medium replacement, and chemical gradient in the microchamber are elaborated.  相似文献   

Mediating effects of bullying involvement on the relationship of body mass index with social phobia,depression, suicidality,and self-esteem and sex differences in adolescents in Taiwan     

Cheng-Fang Yen  Tai-Ling Liu  Chih-Hung Ko  Yu-Yu Wu  Chung-Ping Cheng 《Child abuse & neglect》2014

The aims of this study were to examine the mediating effect of bullying involvement on the relationships between body mass index (BMI) and mental health problems, including social phobia, depression, suicidality, and low self-esteem among adolescents in Taiwan. The moderation effect of sex on the mediating role of bullying involvement was also examined. Five thousand two hundred and fifty-two students of high schools completed the questionnaires. Victimization and perpetration of passive and active bullying were assessed using the Chinese version of the School Bullying Experience Questionnaire. BMI was calculated from self-reported weight and height measurements. The Social Phobia Inventory, the Mandarin Chinese version of the Center for Epidemiological Studies-Depression Scale, the suicidality-related questionnaire from the epidemiological version of the Kiddie-Schedule for Affective Disorders and Schizophrenia, and the Rosenberg Self-Esteem Scale were applied to assess social phobia, depression, suicidality, and low self-esteem, respectively. The mediating effect of bullying involvement on the associations between increased BMI and mental health problems was examined by the Sobel test. The moderation effect of sex on the mediating role of bullying involvement was tested by the multiple-group structural equation model. Victimization of passive and active bullying and perpetration of passive bullying, but not perpetration of active bullying, had a mediating effect on the relationships between increased BMI and all four mental health problems. Sex did not have a significant moderation effect on the mediating role of bullying involvement. Bullying involvement should be a target of prevention and intervention in developing a strategy to improve mental health among adolescents with increased BMI.  相似文献