Childhood physical and sexual abuse: prevalence and correlates among adolescents living in rural Taiwan     

Yen CF  Yang MS  Yang MJ  Su YC  Wang MH  Lan CM 《Child abuse & neglect》2008,32(3):429-438

OBJECTIVE: The aims of this cross-sectional survey study were to examine the prevalence and correlates of childhood physical and sexual abuse in adolescents living in the rural areas of Taiwan. METHOD: A sample of indigenous (n=756) and non-indigenous (n=928) adolescents was randomly selected from junior high schools in the rural areas of southern Taiwan. Structured questionnaires were used to collect data anonymously. The prevalence of childhood physical and sexual abuse was examined and their correlates were examined using univariate and multivariate logistic regression. RESULTS: A total of 374 (22.2%) adolescents reported experience of physical abuse and 42 (2.5%) reported sexual abuse in their childhood. Multivariate logistic regression analyses revealed that the adolescents who perceived poor family function, frequent family conflicts and whose parents drank habitually were more likely to experience physical abuse. The adolescents who were indigenous and perceived frequent family conflicts were more likely to experience childhood sexual abuse. Further analyses indicated that indigenous boys had a higher risk of being the victims of sexual abuse than non-indigenous boys, while no difference was found between indigenous and non-indigenous girls. CONCLUSION: The results remind clinical workers of the importance of taking abuse histories from adolescents on a routine basis, and this is especially important in the case of dysfunctional families. PRACTICE IMPLICATIONS: Adolescents who live in rural areas have less social and medical resources for early detection and intervention of physical and sexual abuse. Correlates of physical and sexual abuse identified in this study may be helpful for the design and implementation of preventive intervention.  相似文献   

Which is more influential on teaching practice,classroom management efficacy or instruction efficacy? Evidence from TALIS 2018     

Chen  Robin Jung-Cheng  Lin  Hsin-Chih  Hsueh  Yi-Lung  Hsieh  Chuan-Chung 《Asia Pacific Education Review》2020,21(4):589-599

Asia Pacific Education Review - This study aims to explore relationship between teacher self-efficacy and teacher teaching practice in junior high schools at Taiwan. TALIS (2018) survey database is...  相似文献   

现代教育的重要性与一流人才的培养     

谢佐齐 《广东白云职业技术学院广州白云工商高级技工学校学报》2004,11(3):32-35

一种教育方式注定只适合培养一类人；一种评价体制注定只让一部分人“脱颖而出”：一种教育理念必定会扼杀一部分天才。教育应当是全方位的，不可忽视学习者的多元智能，否则教育就是在生产偏瘫产品。  相似文献   

A Model for Developing and Testing Custom-Made Laboratory Manuals to Use with Food Chemistry and Food Analysis Courses     

L.N. Bell  Y-H.P. Hsieh 《Journal of Food Science Education》2002,1(2):24-27

ABSTRACT: This project reports on a model for preparing food chemistry and food analysis laboratory manuals that provide a closer link between lecture material and laboratory exercises. Teaching effectiveness was also improved by evaluating the composition and eliminating duplication between these complementary courses. Utilizing the combination of personal experience and the scientific literature, laboratory exercises were developed and modified to fit with the lecture material. Labs were initially performed and critiqued by a graduate student. After making appropriate revisions, undergraduate students tested the labs under the graduate student's supervision and completed a questionnaire about their experiences. Based on the undergraduate feed-back, final revisions were made and custom laboratory manuals were printed. This project demonstrates one effective way for developing custom food science labs to parallel with lecture material.  相似文献   

Exploring the role of flow experience,learning performance and potential behavior clusters in elementary students' game-based learning     

Ya-Hui Hsieh  Yi-Chun Lin 《Interactive Learning Environments》2016,24(1):178-193

Well-designed game-based learning can provide students with an innovative environment that may enhance students' motivation and engagement in learning and thus improve their learning performance. The purpose of this study was to examine the relationships among elementary school students' flow experience and learning performances. We also investigated the gender and grade differences as well as the types of potential clusters of flow experiences and performance. Thirty-four elementary school students participated in this study. This study conducted correction analysis, difference analysis and a two-stage cluster analysis. The findings suggested that the students with higher flow experiences tended to have higher learning performances. The results of gender differences showed that female students had high performance scores and great flow experiences in the mini-educational game in this study. Moreover, the results revealed that the students of higher grade had significantly higher scores in both performance and flow experience than the students of lower grade. The result of cluster analysis fell into three categories: low performance/low flow experience students, high flow experience students and high performance/high flow experience students. On the basis of our findings, we also proposed suggestions for future game-based learning research.  相似文献   

A qualitative review of doctoral dissertations on management in Taiwan     

Pao-Long Chang  Pao-Nuan Hsieh 《Higher Education》1997,33(2):115-136

The doctoral dissertation is viewed as the capstone to the doctoralprogram. This study reviews the research topics and methodologies ofmanagement doctoral dissertations from 1988 to 1994 in Taiwan. The results ofthe qualitative analysis of the 120 dissertations are reported as follows:(1) financial management attracted the greatest share of the attention of thedoctoral students, followed by information management; (2) over half of thedissertations were discipline based with mathematics, psychology, economics,and computer science being the most common disciplines; (3) over half of thedissertations were predominantly causal; (4) in the case of empiricaldissertations, survey methods were mostly used, while mathematical modelingwas frequently applied in the case of the non-empirical studies; and (5) mostof the empirical studies involved the information industry. In addition,future directions for management doctoral research are also provided.  相似文献   

Testing a core emotion-regulation prediction: does early attentional persistence moderate the effect of infant negative emotionality on later development?     

Belsky J  Friedman SL  Hsieh KH 《Child development》2001,72(1):123-133

To test the hypothesis that early attentional persistence will moderate the effect of infant negative emotionality on social competence, problem behavior, and school readiness at age 3, data collected as part of the NICHD Study of Early Child Care were subject to structural equation modeling analyses (N = 1,038). Consistent with Eisenberg et al.'s data on older children, high levels of negative emotionality were associated with low levels of social competence only when attentional persistence was poor. No such moderating effects of attentional persistence emerged in the case of behavior problems. And in the case of school readiness, findings indicated that high levels of negative emotionality predicted high levels of school readiness when attentional persistence was high, a result opposite to that found with respect to the prediction of social competence.  相似文献   

活化石——水杉的今昔     

林协 《中国科学院研究生院学报》1976,14(2):51-54

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Implications from self-efficacy and attribution theories for an understanding of undergraduates’ motivation in a foreign language course     

Pei-Hsuan Peggy Hsieh  Diane L. Schallert 《Contemporary educational psychology》2008,33(4):513-532

Although studies on self-efficacy and attribution have independently contributed to the motivation literature, these two constructs have rarely been considered together in the domain of foreign language learning. Here, 500 undergraduates in Spanish, German, and French courses were asked to report whether test scores represented a successful or unsuccessful outcome and to provide attribution and self-efficacy ratings upon receiving their grades. Representing an innovation over previous studies, attributions were measured in two ways, using dimensions of attributions and asking about actual reasons for a real outcome. In regressions predicting achievement, self-efficacy was the strongest predictor, supplemented by ability attributions. Students who attributed failure to lack of effort had higher self-efficacy than students not making effort attributions.  相似文献   

Important learning factors in high- and low-achieving students in undergraduate biomechanics     

ChengTu Hsieh  Duane Knudson 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(3):361-370

The purpose of the present study was to document crucial factors associated with students’ learning of biomechanical concepts, particularly between high- and-low achieving students. Students (N = 113) from three introductory biomechanics classes at two public universities volunteered for the study. Two measures of students’ learning were obtained, final course grade and improvement on the Biomechanics Concept Inventory version 3 administered before and after the course. Participants also completed a 15-item questionnaire documenting student learning characteristics, effort, and confidence. Partial correlations controlling for all other variables in the study, confirmed previous studies that students’ grade point average (p < 0.01), interest in biomechanics, (p < 0.05), and physics credits passed (p < 0.05) are factors uniquely associated with learning biomechanics concepts. Students’ confidence when encountering difficult biomechanics concepts was also significantly (p < 0.05) associated with final grade. There were significant differences between top 15% and bottom 15% achievers on these variables (p < 0.05), as well as on readings completed, work to pay for college per week, and learning epistemology. Consequently, instructors should consider strategies to promote students’ interest in biomechanics and confidence in solving relevant professional problems in order to improve learning for both low- and high-ability students.  相似文献