Browsing by Author "Cheng, Chao-Yang"

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A Latent Profile Analysis of Self-Control and Self-Esteem and the Grouping Effect on Adolescent Quality of Life Across Two Consecutive Years
(2014-06-01)
Lee, Yuan-Hsuan
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Cheng, Chao-Yang
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Lin, Sunny S. J.
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教育研究所
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Institute of Education
This study explored the holistic configuration of self-control and self-esteem with Latent Profile Analysis and examined the effect of self profiles on five adolescent quality of life indicators, including deviant behavior, friendship, academic achievement, time management and life satisfaction. The sample included 488 Taiwan junior-high students selected from a panel data. Four-group solution is considered optimal across years. At time 1, the "Quality Selves" group (high SC-SE) had consistent best performance in all the adolescent quality of life indicators while the "Disadvantageous Selves" group (low SC-SE) displayed consistent the worst. Given the same level of SC in "Baseline" group and "Self-Esteem" group, higher SE in the "Self-esteem" was related to higher evaluation of life satisfaction while no difference was found in other 4 quality of life indicators. At time 2, "Self-Esteem" became the "SC-Improved" who had the same best quality of life as the "Quality Selves," while the "Baseline" was renamed as the "Lower Baseline" who performed similarly as the worst adjusted "Disadvantageous Selves" in indicators, except fewer deviant behaviors. Group membership was generally stable and self-profile transitions were more likely upward than downward. Along the adolescent period, findings suggest the level of SC need to be strengthened in order to sustain a good quality of life. Meanwhile, higher SE seems to be a propelling factor for students to gain better SC at a later time. Educational programs solely aim at cherishing self could move beyond for a double-core direction that also enhances adolescent social adaption with self-discipline training.
Episodic and individual effects of elementary students' optimal experience: An HLM study
(2017-01-01)
Cheng, Chao-Yang
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Chen, Sherry Y.
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Lin, Sunny S. J.
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教育研究所
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Institute of Education
The authors defined optimal experience as a functional state of a relatively high level of concentration, time distortion, satisfaction, and enjoyment (Csikszentmihalyi, 1992) and collected data through the Day Reconstruction Method. In three random days, 147 fifth-grade students answered questionnaires for each school event in the previous day resulting repeated data from 2,288 episodes. Several hierarchical linear models were conducted. The authors found that elementary students perceived better quality of optimal experience during break time versus classes taught by activity, seatwork or lecture methods. Unexpectedly, more optimal experience was reported in the events when students perceived themselves as having high skill but low challenge, contradictory to the original expectation of skill-challenge balance. Four additional flow conditions were more effective than primary flow condition and instructional methods in predicting optimal experience. Finally, optimal experience varied much more across event-episodes than among individuals meaning that teachers have rooms to improve students' optimal experience in elementary school days.
EXPLORING ONLINE GAME PLAYERS' FLOW EXPERIENCES AND POSITIVE AFFECT
(2011-01-01)
Chiang, Yu-Tzu
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Lin, Sunny S. J.
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Cheng, Chao-Yang
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Liu, Eric Zhi-Feng
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教育研究所
The authors conducted two studies to explore online game players' flow experiences and positive affect. Our findings indicated that online game are capable of evoking flow experiences and positive affect, and games of violent or nonviolent type may not arouse players' aggression. The players could be placed into four flow conditions: flow, boredom, anxiety, and apathy, as determined by level of perceived challenges and skills. The majority of players entered the flow condition when playing violent or non-violent online game. The path analysis results suggested that violent online games may have a significant but indirect effect on positive affect via flow experience mediation.
The effects of digital games on undergraduate players' flow experiences and affect
(2008)
Chiang, Yu-Tzu
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Cheng, Chao-Yang
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Lin, Sunny S. J.
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教育研究所
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Institute of Education
The purpose of this study is to investigate the effects of digital games on undergraduate players' flow experiences and affect. Our findings suggested that both violent and nonviolent digital games would evoke undergraduate players' flow experiences and positive affect. Digital games may not arouse participants' real aggression regardless of playing violent or nonviolent digital games. Undergraduate participants' flow experiences and positive affect after playing nonviolent digital games were higher than playing violent digital games. The authors suggested that experimental designs and sex in the participants' composition would have impacts on our results. The limitation was discussed as well.
The influence of subjective experiences on challenges and skills in various social contexts
(2012)
Cheng, Chao-Yang
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Lin, Sunny S. J.
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交大名義發表
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National Chiao Tung University