Browsing by Author "Huang, Yun-yin"

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An Analysis of Adverse Beliefs About Cyberbullying Among Taiwanese Adolescents
(2016)
Huang, Yun-yin
;
Chang, Chih-ming
;
Chen, Yinlan
;
Wei, Huei-chuan
;
Chou, Chien
Cyberbullying has emerged as a new threat to adolescents\' well-being in modern society; yet, little is known about adolescents\' alternative views on this virtual form of aggression. This study investigated Taiwanese students\' misconceptions about cyberbullying and the logics behind. We first surveyed 8,547 students nationwide (4th-12th grades) on potential misconceptions. Then, we administrated 6 focus group interviews to further explore students\' adverse beliefs on justifying cyberbullying, not reporting, and disseminating cyberbullying contents. We also found that students did not associate cyberbullying with anonymity as past research suggested. These findings extend the existing knowledge about cyberbullying in school-age youth in East Asian contexts and could lead to appropriate and effective intervention and prevention.
An Analysis of Adverse Beliefs About Cyberbullying Among Taiwanese Adolescents
(2016)
Huang, Yun-yin
;
Chang, Chih-ming
;
Chen, Yinlan
;
Wei, Huei-chuan
;
Chou, Chien
Cyberbullying has emerged as a new threat to adolescents\' well-being in modern society; yet, little is known about adolescents\' alternative views on this virtual form of aggression. This study investigated Taiwanese students\' misconceptions about cyberbullying and the logics behind. We first surveyed 8,547 students nationwide (4th-12th grades) on potential misconceptions. Then, we administrated 6 focus group interviews to further explore students\' adverse beliefs on justifying cyberbullying, not reporting, and disseminating cyberbullying contents. We also found that students did not associate cyberbullying with anonymity as past research suggested. These findings extend the existing knowledge about cyberbullying in school-age youth in East Asian contexts and could lead to appropriate and effective intervention and prevention.
An analysis of multiple factors of cyberbullying among junior high school students in Taiwan
(2010-11-01)
Huang, Yun-yin
;
Chou, Chien
;
教育研究所
;
Institute of Education
Cyberbullying, as a serious kind of repeated, intentional, and harmful aggressive behavior, cannot be ignored. In light of the limited studies and inconsistent findings on the matter, this study explores cyberbullying's frequency and other factors (gender, academic achievement, types of technologies used, and anonymity) relevant to both the issue itself and the East Asian context. The interrelationship of different roles (bullies, victims, and bystanders) in cyberbullying is also examined. A survey was conducted with 545 Taiwan junior high school students. The results indicate that male students were more likely to bully others in cyberspace and that cyberbullying was not affected by one's level of academic achievement. Regarding the various technologies and various country-specific cyberbullying forms pertinent to technology users, instant messenger (IM) users experienced significantly more cyberbullying than users of other technologies. The survey results also indicate that the anonymity of cyberbullying was not a pertinent factor. The study found that the dominant attitude toward cyberbullying was indifference, raising alarms about the lack of cyberbullying prevention. Peers, who were the people most teenagers would likely turn to when experiencing cyberbullying, usually took no action because of their tendency to avoid conflicts and to maintain group harmony. In its interpretation of the findings, this study emphasizes Taiwan's context, including Confucian philosophy. (C) 2010 Elsevier Ltd. All rights reserved.
Revisiting cyberbullying: Perspectives from Taiwanese teachers
(2013-04-01)
Huang, Yun-yin
;
Chou, Chien
;
教育研究所
;
Institute of Education
Cyberbullying among students has received extensive attention from researchers and educators. Most research is, however, based on student reports while teachers' perceptions of this aggressive behavior among students have rarely been studied. We surveyed 2821 Taiwanese teachers on their perceptions of cyberbullying among students, including the types and tools, the ability to remain anonymous, students' responses, and their own practices of handling cyberbullying incidents at school. The results showed that teachers believed that the circulation of embarrassing pictures and videos was the most prevalent type of cyberbullying but that instant messaging was the most frequently used tool. Our findings also revealed teachers' tendency of overestimating students' willingness to report cyberbullying. The students' grade level that the teachers taught and whether they take on administrative duties were found to influence their perceptions of student cyberbullying. We found that teachers were not confident to handle cyberbullying incidents and we suggest that anti-cyberbullying training be included in teacher education. (C) 2012 Elsevier Ltd. All rights reserved.
Why do they become potential cyber-plagiarizers? Exploring the alternative thinking of copy-and-paste youth in Taiwan
(2015-09-01)
Chang, Chih-Ming
;
Chen, Yin-Lan
;
Huang, Yun-yin
;
Chou, Chien
;
教育研究所
With the expansion of digital content, academic integrity has been facing the growing threat of cyber-plagiarism. In the present research, we address young Taiwanese students\' perceptions of cyber-plagiarism. Our research included two related studies: in study 1, we collected data through a national survey on a probability sample of 41,911 (4th-12th graders) and analyzed the prevalence and alternative thinking about cyber plagiarism among these students; in study 2, we collected 113 young students\' anonymous questionnaires inquiring into the reasoning that the students applied to their own use of online resources for homework. The results of our research show that the prevalence of frequent copy-and-paste students was less than 3% of the surveyed 4th-12th graders in Taiwan. Moreover, we have found that copy-and-paste practices were more prevalent among the 10th and 12th graders than among students in the other grades, and that more male students than female students engaged in copy-and-paste behavior. We have also found that these students\' concept and their ways of using Internet information properly seem incorrect. We suggest that educators implement copy-and-paste prevention curriculum throughout elementary, junior high, and high schools. We offer teaching advice for the prevention of cyber plagiarism, encouraging educators to teach students appropriate ways to resolve copy-and-paste problems. (C) 2015 Elsevier Ltd. All rights reserved.