Browsing by Author "Lin, Sunny S. J."

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A latent growth curve analysis of initial depression level and changing rate as predictors of problematic Internet use among college students
(2016-01-01)
Chen, Ssu-Kuang
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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 associations between problematic Internet use (PIU) and depressive symptoms have been found to be positive and statistically significant. However, whether the trajectory change of depressive feeling is related to PIU has not been discovered. The present study aimed to investigate the trajectory change of depressive symptoms in a group of Taiwanese college students and to examine the influence of the initial level and the changing rate in depression on the PIU level, with a simultaneous evaluation of gender effect. The survey employed a five-wave panel design in which the data were collected five times from the freshman to junior years for the same participants. The first-year data included 757 freshmen (51.1% male). The results showed that the females exhibit a faster decreasing rate in depression than the males. A student with a higher initial level of depression tends to have a serious initial level of PIU. Additionally, the PIU level at the end of study period could be reduced while the rapidly decreasing rate of depression was observed. The faster the decline in depression is, the lower the PIU level is. The trajectory change of depression plays an important role in predicting the severity of PIU. (C) 2015 Elsevier Ltd. All rights reserved.
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.
A latent transition model to study the Internet use and social stress among college students
(2016-07-01)
Chen, Ssu-Kuang
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Wang, Lawrence Y.
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Liao, Pei-Chun
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Lin, Sunny S. J.
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教育研究所
Beyond sharing: Engaging students in cooperative and competitive active
(2008)
Kao, Gloria Yi-Ming
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Lin, Sunny S. J.
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Sun, Chuen-Tsai
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教育研究所
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資訊工程學系
The authors describe their design for an Internet-based learning environment called BeyondShare in which students are encouraged to gain a deep understanding of the learning material, reflect on the quality of individual constructions through sharing and peer evaluation, and synthesize cross-unit knowledge by integrating self-and peer-produced constructions. A sharing typology may consist of basic sharing, sharing with notification, sharing with feedback, or sharing with interaction. BeyondShare distinguishes itself by combining sharing activities with task structuring and cooperation/competition to achieve active learning. A formal evaluation of BeyondShare was performed with a class of 34 college students who created concept maps for a computer programming language and who were encouraged to become active learners by exchanging roles throughout the experiment. Evaluation results indicate that the students viewed BeyondShare as an easy-to-use environment that motivated them toward comprehensive knowledge integration by sharing construction products with their peers. Potential activities and suggested modifications are discussed.
Breaking concept boundaries to enhance creative potential: Using integrated concept maps for conceptual self-awareness
(2008-12-01)
Kao, Gloria Yi-Ming
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Lin, Sunny S. J.
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Sun, Chuen-Tsai
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教育研究所
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資訊工程學系
The authors address the role of computer support for building conceptual self-awareness-that is, enabling students to think outside of concept boundaries in hope of enhancing creative potential. Based on meta-cognition theory, we developed an integrated concept mapping system (ICMSys) to improve users' conceptual self-awareness in addition to applying concept mapping techniques in traditional learning scenarios. Since the ICMSys accommodates different perspectives, selected ideas made by peers are retained with the help of integrated concept map (ICMap) representations used as stimuli for reflective thinking. Results from a case study with 32 information management undergraduates indicate: (a) increased levels of conceptual self-awareness, (b) evidence of conceptual improvement in the students' redrawn concept maps, (c) that Map viewing frequency exerted a positive impact on level of conceptual self-awareness, and (d) a significant correlation between level of conceptual self-awareness in redrawn personal concept maps and actual conceptual changes as determined by three experts. We describe student perceptions of the ICMSys in terms of comprehension practicality and conceptual self-awareness, and give suggestions for future research. (C) 2008 Elsevier Ltd. All rights reserved.
Cognitive ability, academic achievement and academic self-concept: Extending the internal/external frame of reference model
(2012-06-01)
Chen, Ssu-Kuang
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Hwang, Fang-Ming
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Yeh, Yu-Chen
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Lin, Sunny S. J.
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教育研究所
Background. Marsh's internal/external (I/E) frame of reference model depicts the relationship between achievement and self-concept in specific academic domains. Few efforts have been made to examine concurrent relationships among cognitive ability, achievement, and academic self-concept (ASC) within an I/E model framework. Aim. To simultaneously examine the influences of domain-specific cognitive ability and grades on domain self-concept in an extended I/E model, including the indirect effect of domain-specific cognitive ability on domain self-concept via grades. Sample. Tenth grade respondents (628 male, 452 female) to a national adolescent survey conducted in Taiwan. Method. Respondents completed surveys designed to measure maths and verbal aptitudes. Data on Maths and Chinese class grades and self-concepts were also collected. Results. Statistically significant and positive path coefficients were found between cognitive ability and self-concept in the same domain (direct effect) and between these two constructs via grades (indirect effect). The cross-domain effects of either ability or grades on ASC were negatively significant. Conclusions. Taiwanese 10th graders tend to evaluate their ASCs based on a mix of ability and achievement, with achievement as a mediator exceeding ability as a predictor. In addition, the cross-domain effects suggest that Taiwanese students are likely to view Maths and verbal abilities and achievements as distinctly different.
COGNITIVE LOAD FOR CONFIGURATION COMPREHENSION IN COMPUTER-SUPPORTED GEOMETRY PROBLEM SOLVING: AN EYE MOVEMENT PERSPECTIVE
(2014-06-01)
Lin, John Jr-Hung
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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
The present study investigated (a) whether the perceived cognitive load was different when geometry problems with various levels of configuration comprehension were solved and (b) whether eye movements in comprehending geometry problems showed sources of cognitive loads. In the first investigation, three characteristics of geometry configurations involving the number of informational elements, the number of element interactivities and the level of mental operations were assumed to account for the increasing difficulty. A sample of 311 9th grade students solved five geometry problems that required knowledge of similar triangles in a computer-supported environment. In the second experiment, 63 participants solved the same problems and eye movements were recorded. The results indicated that (1) the five problems differed in pass rate and in self-reported cognitive load; (2) because the successful solvers were very swift in pattern recognition and visual integration, their fixation did not clearly show valuable information; (3) more attention and more time (shown by the heat maps, dwell time and fixation counts) were given to read the more difficult configurations than to the intermediate or easier configurations; and (4) in addition to number of elements and element interactivities, the level of mental operations accounts for the major cognitive load sources of configuration comprehension. The results derived some implications for design principles of geometry diagrams in secondary school mathematics textbooks.
Cross-lagged relationships between problematic Internet use and lifestyle changes
(2013-11-01)
Lin, Chih-Hung
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Chen, Ssu-Kuang
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Chang, Shan-Mei
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Lin, Sunny S. J.
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教育研究所
Cross-lagged analysis of panel survey data collected from Taiwanese college students (initially 387 males and 370 females) was used to examine the temporal relationship between problematic Internet use (PIU) and lifestyle changes during the first year in college. We hypothesized that a reciprocal relationship might exist between PIU and lifestyle changes. Structural equation modeling was adopted to test several nested cross-lagged relationship models. The results showed that four measures of lifestyle changes and PIU were moderately to highly stable across one year. Moreover, PIU in freshman year predicted negative changes in lifestyle in the following year, including a reduction of physical and social activities, irregular diet and unhealthy sleep. Lifestyle changes in freshman year, in contrast, did not predict PIU in sopho-more year; the hypothesized reciprocal relationship between PIU and lifestyle changes was not warranted. Implications and limitations are discussed. (C) 2013 Elsevier Ltd. All rights reserved.
Cross-lagged relationships between problematic Internet use and lifestyle changes
(2013-11-01)
Lin, Chih-Hung
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Chen, Ssu-Kuang
;
Chang, Shan-Mei
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Lin, Sunny S. J.
;
教育研究所
Cross-lagged analysis of panel survey data collected from Taiwanese college students (initially 387 males and 370 females) was used to examine the temporal relationship between problematic Internet use (PIU) and lifestyle changes during the first year in college. We hypothesized that a reciprocal relationship might exist between PIU and lifestyle changes. Structural equation modeling was adopted to test several nested cross-lagged relationship models. The results showed that four measures of lifestyle changes and PIU were moderately to highly stable across one year. Moreover, PIU in freshman year predicted negative changes in lifestyle in the following year, including a reduction of physical and social activities, irregular diet and unhealthy sleep. Lifestyle changes in freshman year, in contrast, did not predict PIU in sopho-more year; the hypothesized reciprocal relationship between PIU and lifestyle changes was not warranted. Implications and limitations are discussed. (C) 2013 Elsevier Ltd. All rights reserved.
DIANA: A computer-supported heterogeneous grouping system for teachers to conduct successful small learning groups
(2007-07-01)
Wang, Dai-Yi
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Lin, Sunny S. J.
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Sun, Chuen-Tsai
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教育研究所
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資訊工程學系
Teachers interested in small-group learning can benefit from using psychological factors to create heterogeneous groups. In this paper we describe a computer-supported grouping system named DIANA that uses genetic algorithms to achieve fairness, equity, flexibility, and easy implementation. Grouping was performed so as to avoid the creation of exceptionally weak groups. We tested DIANA with 66 undergraduate computer science students assigned to groups of three either randomly (10 groups) or using an algorithm reflecting [Sternberg, R. J. (1994). Thinking styles: theory and assessment at the interface between intelligence and personality. In R. J. Sterberg, & P. Ruzgis (Eds.), Personality and Intelligence (pp. 169-187). New York: Cambridge University Press.] three thinking styles (12 groups). The results indicate that: (a) the algorithm-determined groups were more capable of completing whatever they were "required to do" at a statistically significant level, (b) both groups were equally capable of solving approximately 80% of what they "chose to do," and (c) the algorithm-determined groups had smaller inter-group variation in performance. Levels of satisfaction with fellow group member attitudes, the cooperative process, and group outcomes were also higher among members of the algorithm-determined groups. Suggestions for applying computer-supported group composition systems are offered. (c) 2006 Elsevier Ltd. All rights reserved.
Differences between EFL Beginners and Intermediate Level Readers When Reading Onscreen Narrative Text with Pictures: A Study of Eye Movements as a Guide to Personalization
(2019-03-16)
Lin, Sunny S. J.
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Hsieh, Ming-Yi
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教育研究所
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Institute of Education
Compared to reading text alone, pictures are regarded as easier for readers to comprehend the context. For EFL readers, their reading behavior on text with pictures needs to be carefully inspected. The study aims to examine how different are the viewing behaviors of EFL beginners versus intermediate readers on reading narrative paragraphs and accompanying pictures. Seventeen junior high and twenty-one senior high students represented as EFL beginners and intermediate readers, respectively. Both of them read consecutively three screens with narrative texts and pictures illustrating the texts. The results showed that both beginners and intermediate readers paid more attention to the texts than the pictures. The beginners almost solely fixated on the texts and few fixations fell on to the pictures while the intermediates had more fixations on both texts and pictures. The eye-movement data in the specific AOIs showed that the intermediates made more references between text and pictures when they encountered difficult words or processed semantic meaning making. The beginners were less efficient in reading, having less fixated time on each screen, and encountered greater difficulties in comprehension than the intermediates. Based on eye-movement data, a personalized strategy to alter display sequence could be provided to support EFL beginners: Before going into narrative reading, a reminding message could be dispatched onscreen guiding them to view standalone pictures and to inspect pictorial components carefully to serve as the macro-reading strategy. The personalization could also be realized by posting cognitive and meta-cognitive level questions during the inspection of picture.
Effect of metacognitive strategies and verbal-imagery cognitive style on biology-based video search and learning performance
(2015-09-01)
Lei, Pei-Lan
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Sun, Chuen-Tsai
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Lin, Sunny S. J.
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Huang, Tsung-Kuan
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教育研究所
Videos have diverse content that can assist students in learning. However, because videos are linear media, video users may take a longer time than readers of text to evaluate the context. Therefore, the process of video search may vary from one user to another depending on the users\' individual characteristics, and the effectiveness of video learning may also vary across individuals. This study evaluated 100 Taiwanese fifth graders searching for videos related to "understanding animals" on YouTube and examined the effects of the students\' metacognitive strategies (planning, monitoring, and evaluating) and verbal-imagery cognitive style on their video searches. The observable indicators were quantitative (search behaviors, search performance, and learning performance) and qualitative (search process observations and interviews). The study concludes that metacognitive strategy is the primary influencer of video search. Students with better metacognitive skills used fewer keywords, browsed fewer videos, and spent less time evaluating videos, but they achieved higher learning performance. They reviewed the video metadata information on the user interface and did not attempt to watch videos on the video recommendation lists, particularly videos that were irrelevant to the task requirements. During the course of the searches, keyword usage had a significant influence on the students\' search performance and learning performance. The fewer keywords the students used, the better search and learning performance they were able to achieve. Our results are different from those of previous studies on text, image, and map searches. Accordingly, users must adopt different search strategies when using various types of search engines. (C) 2015 Elsevier Ltd. All rights reserved.
Effect of Reading Ability and Internet Experience on Keyword-based Image Search
(2013-04-01)
Lei, Pei-Lan
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Lin, Sunny S. J.
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Sun, Chuen-Tsai
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教育研究所
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資訊工程學系
Image searches are now crucial for obtaining information, constructing knowledge, and building successful educational outcomes. We investigated how reading ability and Internet experience influence keyword-based image search behaviors and performance. We categorized 58 junior-high-school students into four groups of high/low reading ability and frequent/infrequent Internet usage. Participants used Google Image to complete four tasks: finding four images that match four given sentences. The results indicate that reading ability exerted a stronger influence than Internet experience on most search behaviors and performance. Positive relations were found between search performance and two behavior indicators of search outcome evaluation. Students with better reading ability tended to use/revise appropriate keywords, as well as evaluate/select images that matched multiple aspects of the task descriptions. Students with low reading ability/frequent Internet experience tended to enter a single keyword and carelessly select images, while those with low reading ability/infrequent Internet experience tended to use improper keywords and were unskillful in handling search engines. Combined, our results show that successful keyword-based image searches are strongly dependent on reading ability and search result evaluation skills.
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.
Examining the Application of the DC-IA-A Diagnostic Criteria for Internet Addiction Disorder in At-Risk College Students
(2015-01-01)
Hsu, Wen-Yu
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Chang, Shan-Mei
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Chiu, Nan-Ying
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Lin, Sunny S. J.
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Tseng, Yin-Hsing
Internet addiction disorder is a relatively new condition, and the criteria for its diagnosis have been developed only over the last several years. The criteria for Internet addiction remain controversial. We strive to further elucidate the clinical validity of the diagnostic criteria for Internet addiction. To test items of the diagnostic criteria for Internet addiction among adolescents, we conducted a clinical interview study of college students based on longitudinal data on their risky use of the Internet. Forty-one high-risk cases were selected from a 3-year 5-time point longitudinal survey of 716 college freshmen. We examined disputes relevant to symptoms and impairment in the DC-IA-A (Diagnostic Criteria for Internet Addiction among Taiwanese Adolescents). Of the 41 cases, 21 were diagnosed with Internet addiction via a psychiatric interview. In the Internet addiction disorder group, 23.8% of cases had a diagnosis of depression, whereas only 15.0% of the cases in the non-Internet addiction group had a diagnosis of depression. Two major criteria (A8 and A3) had low incidences in these high-risk college students and thus did not help provide a differential diagnosis between the groups. We suggest that A8, \'excessive effort spent on activities necessary to obtain access to the Internet\', should be omitted, and that A3, \'tolerance: a marked increase in the duration of Internet use needed to achieve satisfaction\', should be modified. A1 and A9 should be discussed regarding their role in the diagnosis of Internet addiction disorder. Additional welldesigned studies examining the diagnostic criteria and the relationship between factors are needed. (C) 2015 S. Karger AG, Basel
Examining the diagnostic criteria for Internet addiction: Expert validation
(2015-06-01)
Hsu, Wen-Yu
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Lin, Sunny S. J.
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Chang, Shan-Mel
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Tseng, Yin-Hsing
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Chiu, Nan-Ying
Background/Purpose: Internet addiction is the coming problem around the world. The diagnostic criteria for Internet addiction among adolescents (DC-IA-A) has become a widely used measure for assessing the presence of Internet addiction in Taiwan. This study examined the diagnosis criteria for Internet addiction in adolescents by expert evaluation. Methods: Twenty psychiatrists rated the adequacy of each criterion in DC-IA-A. The content validity and homogeneity reliability proposed by Aiken were calculated. Results: The coefficients content validity and homogeneity reliability showed twenty psychiatrists agreed on each of DC-IA-A as relevant to the diagnosis of Internet addiction, though several criteria need improvements. Two criteria "excessive time spent on Internet activities and leaving the Internet" and "excessive effort spent on activities necessary to obtain access to the Internet" should be omitted, and the criteria of "tolerance" should be modified. Conclusion: The diagnostic criteria for Internet addiction among adolescents should be revised to meet the real condition of this population. Copyright (C) 2014, Elsevier Taiwan LLC & Formosan Medical Association. All rights reserved.
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.
Factor structure and predictive utility of the 2 x 2 achievement goal model in a sample of Taiwan students
(2011-08-01)
Chiang, Yu-Tzu
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Yeh, Yu-Chen
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Lin, Sunny S. J.
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Hwang, Fang-Ming
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教育研究所
This study examined structure and predictive utility of the 2 x 2 achievement goal model among Taiwan pre-university school students (ages 10 to 16) who learned Chinese language arts. The confirmatory factor analyses of Achievement Goal Questionnaire-Chinese version provided good fitting between the factorial and dimensional structures with the data. The mastery-avoidance goals are distinctive perceived by Taiwan students but do not mediate between self-efficacy and Chinese performance while other three achievement goals are effective mediators. When examining the mediating effects of the dimensional goal structure, the approach-avoidance factors along the valence dimension seemed to be more successful than the mastery-performance factors along the definition dimension. Taken together, our data strongly supports that AGQ-C is a reliable and valid measure for the 2 x 2 achievement goals. (C) 2011 Elsevier Inc. All rights reserved.
Groups holding multiple achievement goals in the math classroom: Profile stability and cognitive and affective outcomes
(2017-07-01)
Lo, Meng-Ting
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Chen, Ssu-Kuang
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Lin, Sunny S. J.
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教育研究所
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Institute of Education
By using the 2 x 2 achievement goal framework, this study assessed the math achievement goal profiles of 488 Taiwanese students from Grades 7 to 8. In the first year, three math achievement goal profiles were identified using latent profile analysis: maladaptive, indifferent, and success-oriented. A slightly different profile, avoidant-but-adapting, was found in the second year in addition to the indifferent and success-oriented profiles. Success oriented students showed the most adaptive pattern of motivation, with high approach orientations, while maladaptive students demonstrated less-adaptive learning characteristics, with high avoidance orientations. Avoidant-but-adapting students exhibited high scores for avoidance and mastery-approach orientations. The goal profiles were investigated with respect to stability and change over one year transition. Our study reflects mastery-avoidance goal's unique contribution to the classification of students and its' influences on educational and psychological outcomes and provides insights into the 2 x 2 model of achievement goal orientations.
Impacts of geographical knowledge, spatial ability and environmental cognition on image searches supported by GIS software
(2009-11-01)
Lei, Pei-Lan
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Kao, Gloria Yi-Ming
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Lin, Sunny S. J.
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Sun, Chuen-Tsai
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教育研究所
Google Earth search function was used to study the impacts of small-scale spatial ability, large-scale environmental cognition, and geographical knowledge on new technology usage. The participants were 153 junior high students from central Taiwan. Geography grades served as indicators of prior knowledge, mental rotation and abstract reasoning skills as indicators of spatial ability, and sketch maps of school neighborhoods as indicators of environmental cognition (including landmark representation, intersection representation, and frame of reference). Lastly, the authors announced the landmarks searching worksheet and asked the participants to accomplish 16 familiar and unfamiliar landmark searching tasks using Google Earth with keyword search function disabled. The result showed the strongest predictor of landmark searching performance is 'frame of reference' in environmental cognition, followed by 'mental rotation' of spatial ability, 'landmark representation' of environmental cognition, and geographical knowledge. Google Earth landmark searches require complex cognitive processing: therefore, our conclusion is that GIS-supported image search activities give students good practice of active knowledge construction. (C) 2009 Elsevier Ltd. All rights reserved.