Browsing by Author "Lee, Yuan-Hsuan"

Now showing 1 - 7 of 7

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
;
Cheng, Chao-Yang
;
Lin, Sunny S. J.
;
教育研究所
;
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.
Re-visiting Internet Addiction among Taiwanese Students: A Cross-Sectional Comparison of Students\' Expectations, Online Gaming, and Online Social Interaction
(2015-04-01)
Lee, Yuan-Hsuan
;
Ko, Chih-Hung
;
Chou, Chien
;
教育研究所
;
Institute of Education
Using expectancy theory, this study aimed at identifying the attitudinal/behavioral factors that explain the relationship between Internet expectancies and Internet addiction among Taiwanese adolescents. A total of 25,573 students (49.8 % boys and 50.2 % girls) across junior and senior high schools participated in the study. The students reported on their background characteristics, general expectations from the Internet, attitudes toward online social interaction and online gaming, preferences in online social interaction, and dys-controlled online gaming behavior. Structural equation modeling was used to examine the indirect effects of Internet expectancies on Internet addiction through these attitudinal/behavioral factors. The results showed that Internet expectancies positively predicted students\' attitudes toward online games and online social interaction, which in turn predicted their respective preferences or dys-controlled behavior and Internet addiction. The indirect effect of Internet expectancies was higher on Internet addiction via attitudes toward online gaming and dys-controlled online gaming than via attitudes toward and preferences of online social interaction. The indirect effects exhibited a larger impact on boys than on girls. The authors recommend that the expectancies of online gaming and social interaction be addressed in efforts to prevent and attenuate the severity of adolescent Internet addiction.
Revisit the Effect of Teaching and Learning with Technology
(2013-01-01)
Lee, Yuan-Hsuan
;
Waxman, Hersh
;
Wu, Jiun-Yu
;
Michko, Georgette
;
Lin, Grace
We re-examined the effect of teaching and learning with technology on student cognitive and affective outcomes using the meta-analytic technique. Screening studies obtained from an electric search of databases such as PsyInfo and ERIC resulted in 58 studies (1997-2011). Overall, effect sizes were small to moderate across the cognitive and affective outcome measures. Specific teaching/learning components such as context/making sense, challenging activity, instructional conversation, and joint productivity were associated with effect sizes. Instructional features such as objectives, pattern of student computer use, and type of learning task also moderated effect sizes. Suggestions are made for pre-service teachers and in-service teachers to include these instructional features and teaching strategies in teaching and learning with technology.
The effect of individual differences in the inner and outer states of ICT on engagement in online reading activities and PISA 2009 reading literacy: Exploring the relationship between the old and new reading literacy
(2012-06-01)
Lee, Yuan-Hsuan
;
Wu, Jiun-Yu
;
教育研究所
;
Institute of Education
With the prevalence of ICT, the concept of reading literacy has evolved to encompass both online reading and printed texts. This study clarifies the relationship between reading printed texts and online electronic texts from the perspective of individual differences in the inner and outer phases of ICT in a partial mediation model. We used the PISA 2009 data with 297,295 fifteen-year-old students (49.6% males) across 42 regions. The inner state of ICT represents students' attitude toward computers and confidence in high-level ICT tasks, whereas the outer state of ICT represents students' access to IDT facilities at home or school. The indirect results showed students' reading literacy improved with better attitude toward computers, confidence, and ICT availability at home, as long as the effect was mediated through engagement in online reading activities, even though availability of ICT at home had a direct and negative impact on PISA 2009 reading literacy. (C) 2012 Elsevier Inc. All rights reserved.
The indirect effects of online social entertainment and information seeking activities on reading literacy
(2013-09-01)
Lee, Yuan-Hsuan
;
Wu, Jiun-Yu
;
師資培育中心
;
Center of Teacher Education
Research showed distinct effects of different online activities on reading literacy or learning outcomes; however, no explanation about this link was provided. The current study investigated the effects of two genres of online reading activities on reading literacy based on knowledge of metacognitive strategies in a mediation analysis. Participants were 87,735 fifteen-year-old students (49.8% girls) across 15 regions in the PISA 2009 dataset. We divided online reading activities into social entertainment and information-seeking activities and controlled for gender, socioeconomic status, and the availability of Information and Communication Technologies (ICT) at home and at school. The indirect effects of knowledge of metacognitive strategies helped to explain why social entertainment and information-seeking activities would predict reading literacy differently. More frequent information-seeking activities predicted better knowledge of metacognitive strategies, which in turn predicted better reading literacy, while more frequent social entertainment activities predicted poorer knowledge of metacognitive strategies, which in turn led to poorer reading literacy. Suggestions were made to guide students in engaging in more online information-seeking reading activities, and incorporate instruction of metacognitive strategies for both online and offline reading, thereby improving students' reading literacy in both printed and digital formats. (C) 2013 Elsevier Ltd. All rights reserved.
The Moderating Effects of Internet Parenting Styles on the Relationship Between Internet Parenting Behavior, Internet Expectancy, and Internet Addiction Tendency
(2017-08-01)
Chou, Chien
;
Lee, Yuan-Hsuan
;
教育研究所
;
Institute of Education
This study investigated the moderating effect of children's perceived Internet parenting styles (IPS) on the relationship among their perceived Internet parenting behaviors (operationalized as warmth and control on Internet use from their parents), Internet expectancy (IE), and Internet addiction tendency (IAT). Participants were 3169 Taiwanese junior high school students ages 13-16. Results exhibited a dominance of both authoritative and authoritarian IPSs. Boys tended to perceive a permissive or neglectful IPS from their parents, while girls tended to perceive an authoritarian or authoritative IPS. IE and control had a consistent positive direct relationship with IAT across all IPS models. The hypothesized indirect effect was significant for the authoritarian parenting model from control to IAT and for the neglectful parenting model from both warmth and control to IAT. The study result implied that the quality of Internet parenting behaviors as demonstrated by different IPSs may be related with changes in students' IE and IAT. Evidence from children's amount of Internet use, their gender, and parental education level provided additional support on the study findings. The study results would shed light on the role of family function on students' Internet use and provide suggestions on Internet parenting to reduce possible IAT.
Usingi MCFA to Perform the CFA, Multi level CFA, and Maximum Model for Analyzing Complex Survey Data
(2018-03-13)
Wu, Jiun-Yu
;
Lee, Yuan-Hsuan
;
Lin, John J. H.
;
教育研究所
;
師資培育中心
To construct CFA, MCFA, and maximum MCFA with LISREL v.8 and below, we provide iMCFA (integrated Multilevel Confirmatory Analysis) to examine the potential multilevel factorial structure in the complex survey data. Modeling multilevel structure for complex survey data is complicated because building a multilevel model is not an infallible statistical strategy unless the hypothesized model is close to the real data structure. Methodologists have suggested using different modeling techniques to investigate potential multilevel structure of survey data. Using iMCFA, researchers can visually set the between-and within-level factorial structure to fit MCFA, CFA and/or MAX MCFA models for complex survey data. iMCFA can then yield between- and within-level variance-covariance matrices, calculate intraclass correlations, perform the analyses and generate the outputs for respective models. The summary of the analytical outputs from LISREL is gathered and tabulated for further model comparison and interpretation. iMCFA also provides LISREL syntax of different models for researchers' future use. An empirical and a simulated multilevel dataset with complex and simple structures in the within or between level was used to illustrate the usability and the effectiveness of the iMCFA procedure on analyzing complex survey data. The analytic results of iMCFA using Muthen's limited information estimator were compared with those of Mplus using Full Information Maximum Likelihood regarding the effectiveness of different estimation methods.