이양피 교수

Abstract The purpose of this study was to examine the predictive effects of inquiry‐based and teacher‐directed instructional practices on students' attitudes toward science and science achievement in a nationally representative sample of 7,708 15‐year‐old‐students from Taiwan who took part in the sixth cycle of the Program for International Student Assessment (PISA). The results of structural equation modeling analyses, after accounting for student demographic and socioeconomic characteristics,

Taiwanese students are featured as having high academic achievement but low motivational beliefs according to the serial results of the Trends in Mathematics and Science Study (TIMSS). Moreover, given that the role of context has become more important in the development of academic motivation theory, this study aimed to examine the relationship between motivational beliefs and science achievement at both the student and school levels. Based on the Expectancy-Value Theory, the three motivational

This study investigated whether students’ motivational beliefs about learning science (i.e., self-concept in science and intrinsic value of science) varied significantly across grade levels and genders. The study also examined the relations between students’ motivational beliefs about learning science and their science achievement by grade level and gender. The data for the study included the Taiwanese samples of students at grades 4 and 8 who took part in the 2011 and 2015 Trends in Internation

Background:Few studies have examined students’ attitudinal perceptions of technology. There is no appropriate instrument to measure senior high school students’ motivation and self-regulation toward technology learning among the current existing instruments in the field of technology education.Purpose:The present study is to validate an instrument for assessing senior high school students’ motivation and self-regulation towards technology learning.Sample:A total of 1822 Taiwanese senior high sch

This study examines the Noyce Program, which provides scholarships for STEM majors in return for teaching in high need schools. The perceptions of 555 scholarship recipients were investigated using hierarchical cluster analysis, confirmatory factor analysis, and Rasch analysis to determine how the scholarship influenced their commitments to teaching in high need schools. The analyses indicated that recipients perceived the scholarship in two ways: it influenced their commitment to complete their

The purpose of this study is to examine the relationship between student self-concept and achievement in science in Taiwan based on the big-fish-little-pond effect (BFLPE) model using the Trends in International Mathematics and Science Study (TIMSS) 2003 and 2007 databases. Hierarchical linear modeling was used to examine the effects of the student-level and school-level science achievement on student self-concept of learning science. The results indicated that student science achievement was po

The purpose of this study is to examine students’ perceptions of instructional practices in the classroom, and to further investigate the relationships among instructional practices, motivational beliefs and science achievement. Hierarchical linear modelling was utilised to examine the Trends in International Mathematics and Science Study 2007 Taiwanese eighth grade student data. The results indicated that the students perceived a greater frequency of teacher-oriented instructional practices app

This study aimed to examine the mediating effects of motivational beliefs in the relations between parental involvement and science achievement. Three types of motivational beliefs, namely, self-concept, intrinsic value, and utility value were addressed based on the Expectancy-Value Theory model. A representative national sample from Taiwan of 5042 eighth-grade students with an average age of 14.2 years was examined. The results indicated that self-concept and utility value can mediate the effec