Family interdependence and academic adjustment in college: youth from immigrant and U.S.-born families     

Tseng V 《Child development》2004,75(3):966-983

This study is an examination of family interdependence and its implications for academic adjustment among late adolescents and young adults in college (18 to 25 years). Survey data and university records were collected on 998 American youth with Asian Pacific, Latino, African/Afro-Caribbean, and European backgrounds. Results indicate that Asian Pacific Americans placed more importance on family interdependence than did European Americans. Across all panethnic groups, youth with immigrant parents placed greater emphasis on family interdependence than did youth with U.S.-born parents. The study distinguished between family interdependence attitudes and behaviors and found that they had counteracting influences on academic adjustment: Family obligation attitudes contributed to greater academic motivation among youth from immigrant as compared with U.S.-born families, but greater behavioral demands detracted from achievement.  相似文献   

The aspects and ability groups in which little fish perform worse than big fish: Examining the big-fish-little-pond effect in the context of school tracking     

Yao-Ting Sung  Li-Ying Huang  Fen-Lan Tseng  Kuo-En Chang 《Contemporary educational psychology》2014

The present study focused on junior high-school graduates who were equally able but attended different-rank high schools, comparing their academic self-concept, school adjustment, and academic achievement upon the completion of senior high school. An overall-school analysis was used to replicate previous findings, and an adjacent-school comparison was conducted to compare the performance of students at the bottom of a higher track and their similar-ability counterparts at the top of a lower track. The results indicated that the big-fish-little-pond effect (BFLPE) affects the academic self-concept and school adjustment of certain students, but not their academic achievement. Furthermore, the BFLPE was present between the bottom students of the first-ranked school and the top students of the second-ranked school, but not between the bottom students of the second-ranked school and the top students of the third-ranked school. The obtained results indicate that the BFLPE may not necessarily be associated with cognitive outcomes such as academic achievement and tracking contexts with less contrasting groups.  相似文献   

Development of a Computer-Assisted Instrumentation Curriculum for Physics Students: Using LabVIEW and Arduino Platform     

Wen-Hsuan Kuan  Chi-Hung Tseng  Sufen Chen  Ching-Chang Wong 《Journal of Science Education and Technology》2016,25(3):427-438

We propose an integrated curriculum to establish essential abilities of computer programming for the freshmen of a physics department. The implementation of the graphical-based interfaces from Scratch to LabVIEW then to LabVIEW for Arduino in the curriculum ‘Computer-Assisted Instrumentation in the Design of Physics Laboratories’ brings rigorous algorithm and syntax protocols together with imagination, communication, scientific applications and experimental innovation. The effectiveness of the curriculum was evaluated via statistical analysis of questionnaires, interview responses, the increase in student numbers majoring in physics, and performance in a competition. The results provide quantitative support that the curriculum remove huge barriers to programming which occur in text-based environments, helped students gain knowledge of programming and instrumentation, and increased the students’ confidence and motivation to learn physics and computer languages.  相似文献   

The impact of family obligation on the daily activities and psychological well-being of Chinese American adolescents     

Fuligni AJ  Yip T  Tseng V 《Child development》2002,73(1):302-314

A daily diary method was employed to examine the extent to which Chinese adolescents in the United States assist and spend time with their families, and the implications of such behaviors for their involvement in other activities and psychological well-being. Adolescents (N = 140) completed checklists in which they reported their activities and psychological well-being every day for a period of 2 weeks. Adolescents showed a greater propensity to balance family obligations with their academic demands than with their social life with peers on a daily basis. Girls experienced slightly more daily conflict between activities than boys. Neither the extent of involvement in family obligations nor the balancing of family obligations with other activities were associated with psychological distress among adolescents. These findings demonstrate the complex manner in which adolescents from immigrant families attempt to combine their cultural traditions with selected aspects of American society on a daily basis. In contrast to the expectations of some observers, the youths in this study appeared to accomplish such an integration with little cost to their psychological well-being.  相似文献   

The process,dialogues, and attitudes of vocational engineering high school students in a web problem-based learning (WPBL) system     

Kuo-Hung Tseng  Chi-Cheng Chang  Shi-Jer Lou 《Interactive Learning Environments》2013,21(6):547-562

This study aims to explore how high school students collaboratively solve problems in a web problem-based learning (WPBL) system in an 8-week digital logic course using discourse analysis. Employing in-depth interviews, this study also investigated the students' attitudes toward the WPBL system. The number of teaching assistants' responses had a negative relationship with the number of peer responses. Regarding dialogue quality, extended questions and brainstorming stimulated each other. Elaboration facilitated problem solving, whereas organizing knowledge from books or websites decreased reflection. Students affirmed the usefulness and effectiveness of the web system because it created an interactive, flexible, comfortable and collaborative learning environment.  相似文献   

Exploring the Impact of Prior Knowledge and Appropriate Feedback on Students' Perceived Cognitive Load and Learning Outcomes: Animation-based earthquakes instruction     

Ting-Kuang Yeh  Kuan-Yun Tseng  Chung-Wen Cho  James P. Barufaldi  Mei-Shin Lin 《International Journal of Science Education》2013,35(10):1555-1570

The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction; the report involved the assessment of prior knowledge and the appropriate feedback approach, for the purpose of reducing perceived cognitive load and improving learning. The curriculum was comprised of five subunits designed to teach the ‘Principles of Earthquakes.’ Each subunit consisted of three modules: evaluation of prior knowledge with/without in-time feedback; animation-based instruction; and evaluation of learning outcomes with feedback. The 153 participants consisted of 10th grade high-school students. Seventy-eight students participated in the animation-based instruction, involving assessment of prior knowledge and appropriate feedback mechanism (APA group). A total of 75 students participated in animation-based learning that did not take into account their prior knowledge (ANPA group). The effectiveness of the instruction was then evaluated by using a Science Conception Test (SCT), a self-rating cognitive load questionnaire (CLQ), as well as a structured interview. The results indicated that: (1) Students' perceived cognitive load was reduced effectively through improving their prior knowledge by providing appropriate feedback. (2) When students perceived lower levels of cognitive load, they showed better learning outcome. The result of this study revealed that students of the APA group showed better performance than those of the ANPA group in an open-ended question. Furthermore, students' perceived cognitive load was negatively associated with their learning outcomes.  相似文献   

Global synchronization in nonlinearly coupled delayed memristor-based neural networks with excitatory and inhibitory connections     

Jui-Pin Tseng 《Journal of The Franklin Institute》2018,355(14):6549-6578

This investigation establishes the global synchronization of an array of coupled memristor-based neural networks with delays. The coupled networks that are considered can incorporate both the internal delay in each individual network and the transmission delay across different networks. The coupling scheme, which consists of a nonlinear term and a sign term, is rather general. In particular, it can be asymmetric, and admits the coexistence of excitatory and inhibitory connections. Based on an iterative approach, the problem of synchronization is transformed into solving a corresponding linear system of algebraic equations. Subsequently, the respective synchronization criteria, which depend on whether the transmission delay exists, are derived respectively. Three examples are given to illustrate the effectiveness of the theories presented in this paper. The synchronization of the systems in two examples cannot be handled by existing techniques.  相似文献   

Editors' note     

James E. Gall  Heng-Yu Ku  Keyleigh Gurney  Hung-Wei Tseng  Hsin-Te Yeh  et al. 《Educational technology research and development : ETR & D》1989,37(1):5-6

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Exploring first-time online undergraduate and graduate students’ growth mindsets and flexible thinking and their relations to online learning engagement     

Tseng  Hungwei  Kuo  Yu-Chun  Walsh  Eamonn Joseph 《Educational technology research and development : ETR & D》2020,68(5):2285-2303

The present study was an attempt to help us reveal the characteristics and complexity of today’s first-time online students in a higher education setting. Data were collected from undergraduate and graduate students enrolled in fully online courses for the first time during spring semester in the 2016–2017 academic year at a Southern university in the United States. Primarily, path analysis was conducted to investigate the impacts of flexible thinking, mindsets, and self-efficacy on the 254 first-time online students’ online learning engagement. The results of the path analysis supported six out of the eight hypotheses and all standardized path coefficients have values between 0.14 and 0.31. In conclusion, growth mindset and learning self-efficacy appear to be important variables for first-time online students and have a positive relation to online engagement. The practical implications and future research are discussed.

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A group intelligence-based asynchronous argumentation learning-assistance platform     

Chenn-Jung Huang  Shun-Chih Chang  Heng-Ming Chen  Jhe-Hao Tseng  Sheng-Yuan Chien 《Interactive Learning Environments》2016,24(7):1408-1427

Structured argumentation support environments have been built and used in scientific discourse in the literature. However, to the best our knowledge, there is no research work in the literature examining whether student’s knowledge has grown during learning activities with asynchronous argumentation. In this work, an intelligent computer-supported collaborative argumentation-based learning platform that detects whether the learners address the expected discussion issues is proposed. After each learner presents an argument, a term weighting method is adopted to derive input parameters of a one-class support vector machines classifier which determines if the learners’ arguments are related to the discussion topics. Notably, a peer review mechanism is established to improve the quality of the classifier. Besides, a feedback module is used to issue feedback messages to the learners if the learners have gone off on a tangent. The experimental results revealed that the students were benefited by the proposed learning-assistance platform.  相似文献