High School Students In Taiwan Research Articles

Development and exploration of news media literacy scales in Taiwan

The purpose of the study is to explore how the promotion of news media literacy positively affects media criticism as well as the control and judgment of self-behavior. Potter developed the Chinese News Media Literacy Scale (NMLS), based on his theoretical framework of media literacy cognition. Potter is an outstanding scholar in media literacy. Senior high school students in Taiwan validated the NMLS for reliability and validity. The NMLS consists of 45 questions covering four topics: intellectual skills, personal locus, media knowledge structure, and news context reading. The Chinese version of the NMLS demonstrated good reliability, considerable validity, appropriate discrimination, and an appropriate level of difficulty, making it suitable for Taiwanese students. Female respondents exhibited higher news media literacy than their male counterparts. Public senior high school students showed higher news media literacy compared to those from private schools. The time spent reading news positively correlates with improvements in news media literacy. The findings indicate that news media literacy education significantly enhances students' critical understanding of news and media literacy skills, with varying effects across different genders and types of schools. The limitation of the study is that the sample mainly comes from Taiwan, which may not fully represent other cultural contexts. The findings can guide educational policy in schools, particularly in designing and implementing news media education curricula, taking into account the differences in gender and school types. This research expands the literature on news media literacy, especially in terms of scale development and its application to a specific cultural context like Taiwan, and introduces new insights into the impact of gender and school type on media literacy.

A Longitudinal Study of Theory Planned Behavior Application in Students’ Cheating Behavior

<p>本研究旨在以Beck與Ajzen（1991）納入道德義務因素的計畫行為理論來探討臺灣學生的作弊現況，並建構計畫行為理論的作弊結構模式並以兩波資料追蹤縱貫效果。採問卷調查法，以臺灣公立國高中生為研究母群，抽樣1,168位國高中學生，以結構方程模式進行考驗。研究結果顯示：（一）本研究建立計畫行為理論之作弊結構模式適配度佳。（二）態度、知覺行為控制、道德義務可以顯著預測作弊意圖，且能透過作弊意圖間接預測作弊行為；作弊意圖也能夠顯著預測當前的作弊行為。（三）計畫行為理論之作弊結構模式具有縱貫效果，當前作弊意圖可以顯著預測未來的作弊行為。最後，依據研究結果對教育現場與未來研究提出相關建議。</p> <p> </p><p>According to the theory of planned behavior with moral obligation proposed by Beck and Ajzen (1991), the purpose of this study was to explore the current situation of cheating, to construct the structural model of cheating, and to establish a longitudinal effect model of cheating in two waves data of Taiwanese students. Population were public junior and senior high school students in Taiwan and participants were 1,168 students. Utilizing the structural equation modeling, the results were as follows. First, the structural model of cheating indicated a reasonable goodness-of-fit. Second, attitude, perceived behavioral control and moral obligation can significantly predict cheating intention directly and can significantly predict cheating behavior indirectly through cheating intention; cheating intention can also significantly predict cheating behavior directly. Third, the theory of planned behavior structural model of cheating had longitudinal effects; the current cheating intention can significantly predict cheating behavior in the future. The suggestions of the findings were made for educational authorities, and future researchers.</p> <p> </p>

Development and Validation of a School Alienation Scale for Junior High School Students in Taiwan

This study addressed the issue of school alienation (SA) among high school students in Taiwan; SA is believed to contribute to dropout, violence, gangs, and deviant behavior. To measure SA, we propose a four-construct model in this study, comprising powerlessness, normlessness, meaninglessness, and social isolation. Using two studies, an SA scale (SAS) was developed and validated. Study 1 developed and preliminarily validated the four constructs of SA using item and exploratory factor analyses with 227 junior high school students as participants. Study 2 validated the theoretical structure of SA using second-order confirmatory factor analysis with a sample of 708 junior high school students. The cross-validation of Studies 1 and 2 demonstrated that the proposed SAS is robust, valid, and effective for measuring the degree of SA among students.

Validating Foreign Language Classroom Anxiety Scale for High School Students

With the implementation of the Bilingual 2030 policy by the National Development Council in 2018, understanding the anxiety levels of junior and senior high school students in Taiwan regarding the English language has become crucial, especially in the context of online learning. This study reviewed the Foreign Language Classroom Anxiety Scale, modifying its factor structure and reducing the number of items to 19. The revised scale encompasses four factors: anxiety, self-efficacy, social comparison, and unwillingness to attend English classes. Data collected from 625 junior and senior high school students, within the framework of online learning, indicate the proposed scale's effectiveness and reliability in investigating English language anxiety among students. Additionally, the study offers insights into the impact of gender, grades, and the four identified factors.

Investigating the Social Capital Variability of Highschool Students in Taiwan, Focusing on Gender Differences

This research investigated the variation in Social Capital (SC) among high school students in Taiwan, focusing on gender disparities. The study involved 853 students from seven randomly selected high schools in central Taiwan, with 509 girls and 344 boys participating. The researcher utilized a 24-item questionnaire developed by Khodadady and Zabihi (2011) after making some adjustments. The survey covered five overarching factors of SC: 1) “Parental & Family Consultation/Support”, 2) “Family-School Interaction”, 3) “School & Social Activities”, 4) “Peer Interaction”, and 5) “Family Bonds”. Using a Pearson Chi-square test (α ≤ 0.05), each of the 24 survey items was analyzed. The findings indicated that the viewpoints of Taiwanese high school boys and girls regarding their social capital status were highly similar, with some items being identical. The only statistically significant difference observed were items 1, 3, 10, 16, and 23. These results implied that, except for Item 1, boys tended to perceive slightly higher SC benefits compared to girls. Additionally, and based on the descriptive rubrics devised by the author, girls displayed slightly higher values than boys in Factor 2, whereas boys exhibited slightly higher values in Factor 1 and Factor 3. Both genders provided nearly equal responses for Factors 4 and 5.

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How active/passive social network usage relates to academic performance among high school students in Taiwan

This study aimed to explore the effects of active social network usage (ASNU) and passive social network usage (PSNU) on academic performance. Using a survey sample of 621 high school students in Taiwan, the results showed that PSNU did not associate with learning results, whereas ASNU may have its function on students’ learning. Specifically, ASNU interacted with PSNU to predict high school students’ academic performance. Moreover, ASNU undermined the academic performance of those with high PSNU, but not of those with low or medium PSNU. Additionally, for individuals with high PSNU and high ASNU, their performance mostly suffered. The results supported the work–life conflict theory, revealing that excessive social network sites (SNS) use, especially ASNU, might distract students from studying and, therefore, negatively impact their learning performance. The findings may contribute to the clinical and educational fields regarding adolescents’ SNS-using behaviors and psychological development.

Structural Equation Model Analysis of Taiwanese Teenagers’ Attitudes and Behaviors Related to Live Stream Watching

This study employs 490 junior high school students, 926 senior high school students, and 1416 junior-senior school students in Taiwan as the research subjects, and applies a watching live streams questionnaire for teenagers, an Internet celebrity worship scale, live stream watching behavior scale, Internet celebrity following behavior scale, and a problematic live stream watching behavior scale for testing, and the data are analyzed by structural equation modeling. The results show that: (1) 60% of junior-senior high school students in Taiwan like using their mobile phones at home and watching live streams by themselves, most of them watch live streams at zero cost, and mainly watch e-sports live streams and star live streams; (2) Internet celebrity worship can positively predict the live stream watching behavior, Internet celebrity following behavior, and problematic live stream watching behavior; (3) live stream watching behavior can positively predict Internet celebrity following behavior and the problematic live stream watching behavior; (4) the Internet celebrity following behavior can also positively predict the problematic live stream watching behavior. Finally, the results of this study are discussed, and suggestions for schools, adolescents, and future research are put forward.

Enhancing EFL reading and writing through AI-powered tools: design, implementation, and evaluation of an online course

ABSTRACT During the Covid-19 pandemic, global teachers gained extensive experiences with teaching online courses. To design quality online courses in the post-pandemic era, the impact of the latest technology, such as artificial intelligence (AI), must be considered. Investigating how teachers incorporate AI-powered tools and how students perceive learning experiences with the tools is crucial for informing effective online course design. In this case study, we presented an 18-week online English course for 43 senior high school students in Taiwan. Designed according to learning theories, this course aimed to cultivate autonomous EFL learners, who learned to read and write with the support of three AI-powered tools (i.e. Linggle Write, Linggle Read, and Linggle Search). Data were collected from the instructors and students in both qualitative and quantitative formats. Results showed that a learning loop was created to connect online learning with offline practice; students had better optimal experience in student-centered presentations than in teacher-centered lectures; and language proficiency predicted semester grade and assignment quantity. This study has both theoretical and practical value; it serves as an example of how to design a quality synchronous online course on AI tools for EFL reading and writing based on theoretical approaches.

Ocean literacy among Taiwanese and Japanese high school students

The sea surrounds both Taiwan and Japan, but they have adopted different marine education policies. This study used the ocean literacy framework published by the National Oceanic and Atmospheric Administration to examine the ocean literacy of high school students in Taiwan and Japan. We also investigated the channels through which students acquired marine biology knowledge and whether parental education level and students’ attitudes toward the ocean affected ocean literacy. Tests were administered in Japanese and Chinese to assess students’ ocean literacy, attitude, and background. This study used descriptive statistics, the independent sample t-test, and multigroup structural equation modeling. Taiwanese students considerably outperformed Japanese students in ocean literacy, scoring significantly higher in five of the seven ocean literacy principles. In Taiwan, higher parental education level led to higher ocean literacy scores, but not in Japan. Access to information regarding marine biology also differed by country. These results provide a reference to high schools, teachers, and policymakers in Taiwan and Japan and can help improve curricula, learning environments, and marine education policies.

Time trends and disparities in combined overweight and obesity prevalence among children in China.

This study aims to examine the trends and disparities in the combined prevalence of overweight and obesity among children in China by regions and specific groups over the last 30 years. PubMed, Wanfang, CNKI, VIP database, official websites of national governments and professional institutions/associations were systematically searched, for related reports and studies published up until December 2021. Reports based on nationally representative survey data were also examined and included. In mainland China, overweight and obesity decreased in pre-school children (≤6 years old) and increased in school-aged children (7-18 years old) between 2010 and 2013 to 2015 and 2017, but long-term trends predict future increases in both groups. The prevalence of overweight and obesity in primary school students in Hong Kong dropped from 21.4% in 2007-2008 to 17.6% in 2016-2017. In Macao, the prevalence of overweight and obesity in children aged 6-18 years was reported by age stratification; the lowest and highest prevalence was 13.4%, 29.3% and 9.2%, 21.7% for boys and girls in latest survey in 2015, respectively. The prevalence of overweight and obesity in primary, middle and high school students in Taiwan dropped from 28.2%, 27.1% and 31.1% in 2010 to 26.7%, 25.2% and 26.7% in 2013, respectively. Furthermore, in mainland China, the prevalence in rural left-behind boys and girls was 10.7% and 7.0%, respectively, in 2011, and the prevalence among migrant pre-school children was about 5.0% around 2010. In summary, the prevalence of overweight and obesity in school-aged children has increased in mainland China and Macao, but decreased in Hong Kong and Taiwan prior to 2017. The projections suggest that the highest prevalence of overweight and obesity in pre-school children will be in rural children in the future. These factors need to be considered when formulating and implementing national policies and programmes to fight overweight and obesity.

Mediating role of depression in the association between alexithymia and nonsuicidal self-injury in a representative sample of adolescents in Taiwan

BackgroundNock’s (2009) integrated theoretical model suggests that specific intrapersonal vulnerability factors caused by distal risk factors contribute to the development of nonsuicidal self-injury (NSSI). Alexithymia and depression have been found to predict NSSI. Based on Nock’s model, alexithymia plays a distal risk factor role to increase the risk of depression—an intrapersonal vulnerability factor—and further increase the risk of NSSI. However, small or unrepresentative samples in past studies limit the generalizability of the results. This study examined the roles of depression and alexithymia in predicting NSSI, as well as the mediating effect of depression in the relation between alexithymia and NSSI in a large representative sample of adolescents in Taiwan.MethodsUsing a cross-sectional study design, a large representative sample of 2,170 senior high school students in Taiwan was assessed by self-report measures of alexithymia, depression, and NSSI. Mediation analyses were performed to examine whether the relation between alexithymia and NSSI was mediated by depression. The questionnaires were administered in classrooms.ResultsResults showed that alexithymia positively predicted NSSI (β = 0.23, p < .001) and depression can also positively predict NSSI (β = 0.41, p < .001). Additionally, the association between alexithymia and NSSI was fully mediated by depression.ConclusionsThis study data provided evidence for the mediating role of depression between alexithymia and NSSI, which can be explained by Nock’s (2009) integrated theoretical model. The implications of the findings for future research and intervention were discussed.

Avoidance/emotion-focused coping mediates the relationship between distress tolerance and problematic Internet use in a representative sample of adolescents in Taiwan: One-year follow-up.

Based on the theoretical frameworks of the Theory of Triadic Influence (TTI), this longitudinal study was designed to examine the mediating role of avoidance/emotion-focused coping in the relationship between distress tolerance and problematic Internet use (PIU) in a large representative sample of senior high school students in Taiwan. Through a 1-year follow-up design, 2170 participants were recruited from high schools throughout Taiwan using both stratified and cluster sampling in time 1 (T1), and 1832 students were followed-up 1 year later (T2). Structure equation modeling and bootstrap analyses results showed that after controlling for PIU measured at T1, PIU (T2) was significantly predicted by distress tolerance (T1) and fully mediated through avoidance/emotion-focused coping (T2). The results not only support the TTI framework, but can also serve as a reference to help educational agencies and mental health organizations create policies and design programs that will help in the prevention of PIU among adolescents. The mediating role of avoidance/emotion-focused coping in the relationship between distress tolerance and PIU was discussed.

Purpose Trajectories During Middle Adolescence: The Roles of Family, Teacher, and Peer Support.

While studies on youth's purpose have flourished in the last two decades, the work was mostly cross-sectional and derived from Western settings. This research examined the developmental trajectories of purpose exploration and commitment of Taiwanese youth during middle adolescence, with a focus on how they associate with youth's psychological functioning in terms of life satisfaction and depressive symptoms and whether social support moderates such development. A total of 369 vocational high school students in Taiwan (45% females; Mage = 15.82 years) participated in a four-wave study spanning two years with a one-semester interval. The results of piecewise growth curve modeling in the context of structural equation modeling suggested that purpose commitment increased over 10th grade, decreased initially in 11th grade, and then continued to increase. Purpose exploration similarly increased over 10th grade, but after the initial 11th grade dip remained stable. In addition to the higher initial levels, the steeper the rate of purpose exploration and commitment ascent and the slighter the rate of reduction predicted enhanced youth life satisfaction. The trajectory of purpose commitment also predicted reduced depressive symptoms, but such effects did not occur for purpose exploration. Moreover, multi-group analyses revealed that the more family, teacher, and peer support youth perceived, the more likely youth explored and committed to purpose over time.

The Relationship between Smartphone Addiction, Parent–Child Relationship, Loneliness and Self-Efficacy among Senior High School Students in Taiwan

This study explores the link between smartphone addiction in senior high-school students, parent–child relationship, loneliness, and self-efficacy on the basis of the theory of planned behavior (TPB) and social cognitive theory (SCT). A survey of 2172 students (1205 female students, 966 male students; mean age = 16.58 years, SD = 0.78) from 32 senior high schools in Taiwan was conducted. Moderation mediation analysis was performed using Model 14 of SPSS PROCESS-macro to test the hypotheses of this study. The result showed that the parent–child relationship was negatively related both to smartphone addiction and loneliness, which mediated the link between parent–child relationship and smartphone addiction. Self-efficacy was also found to moderate the level of loneliness related to smartphone addiction. Specifically, loneliness will ease when the parent–child relationship improves, and smartphone addiction will accordingly lessen. It was also discovered that the elevation of self-efficacy could mitigate the level of addiction. Lastly, this study provided parents, education agencies, and other policymakers in the education sector with implications based on these findings. Preventive measures for smartphone addiction and recommendations for future investigations are also given.

The Academic Portfolio System (APS) Usage Intention of Senior High School Students in Taiwan

Taiwan began to implement a new high school syllabus nationwide, in 2019. The Ministry of Education has also established a high school student Academic Portfolio System (APS) to collect the learning process of high school students for future university admissions references. However, during this period, high school students and their parents had many opinions on the implementation of the new system. There were even groups of students protesting. The main purpose of this research is to explore the factors that affect the system usage intentions of high school students. Based on the theory of reasoned action (TRA) and the technology acceptance model (TAM), this research established a research model. The research variables include system interface design, usefulness, ease of use, attitude, subjective norms, and usage intentions. A total of 712 questionnaires were collected from high school students in northern Taiwan. Data analysis is carried out in three stages: descriptive analysis, measurement model verification, and structural equation modeling. The results of the study found that system interface design has a significant impact on the perceived ease of use. Factors such as ease of use, usefulness, attitude, and subjective norms also have a significant positive impact on usage intention; ease of use and usefulness positively affect attitudes toward using. Finally, according to the results, some practical implications were proposed for implementation references from the perspectives of education authority, high schools, teachers, and students.

Modeling the relations among task value, strategies, social factors, and English achievement

Task value has a considerable effect on one’s interest, motivation, and strategies in learning. Additionally, the social contexts in which a learner studies, such as subject specialization and gender, may potentially influence how successfully one learns. The purpose of this quantitative study is to examine the relationship between task value and social factors, which were mediated by three types of learning strategy, and students’ test performance in English. A questionnaire survey was conducted with 776 Grade 11 EFL vocational high school students in Taiwan. The path model revealed that the participants’ English test scores were strongly influenced by the task value. Only metacognitive and cognitive strategies mediated the relationship between task value and English test score. Emotion control strategies did not mediate the relationship between them. Students’ subject specialization had a direct influence on students’ English test score, but the learning strategies did not play a mediating role between them.

Prevalence and psychosocial risk factors of nonsuicidal self-injury among adolescents during the COVID-19 outbreak.

The research investigated the prevalence of nonsuicidal self-injury (NSSI) during the COVID-19 outbreak and identified the psychosocial risk factors among junior high school students in Taiwan. Cross-sectional design was applied and 1,060 participants (Mage = 14.66, SD = 0.86 years) were recruited into the study. The prevalence of NSSI was found to be 40.9% (95% confidence interval, 37.9%-43.9%) during the COVID-19 outbreak. The results suggested that the self-injurers group were mostly female, and scored significantly higher in neuroticism, depression, impulsivity, alexithymia, virtual social support, dissatisfaction with academic performance, and lower in subjective wellbeing, self-esteem, actual social support, and family function than the non-injurers group. In addition, high neuroticism, low self-esteem, high virtual social support, high impulsivity, and high alexithymia were independently predictive in the logistic regression analysis. The principal results of this study suggested that NSSI was extremely prevalent among adolescents during the COVID-19 outbreak, and in particularly, personality and virtual environment risk factors and enhancing self-esteem should be the focus of NSSI preventive strategies when targeting this age population. Our results provide a reference towards designing NSSI prevention programs geared toward the high school population during the COVID-19 pandemic.

How humor styles affect humor comprehension and appreciation: A typological approach

There have been many empirical studies on humor styles and humor comprehension and appreciation, but relatively few have directly addressed the relationship between these two topics of humor research, especially studies using a typological approach for humor styles. Therefore, the present study aimed to examine how humor styles are associated with humor comprehension and appreciation using a typological approach. The present study collected the responses of humor styles questionnaires that included ratings of comprehension and funniness of humorous pictures for 962 high school students in Taiwan. The cluster analysis result indicated that there were four humor types of participants: general humor endorsers, humor deniers, positive humor endorsers, and negative humor endorsers. The positive humor endorsers could understand the content of humor pictures better than other types of participants. The general humor endorsers found the humor pictures much funnier than the humor deniers. These findings indicate that humor styles have different associations with humor comprehension and humor appreciation.

The Heterogeneous Effects of Participation in Shadow Education on Mental Health of High School Students in Taiwan.

The effect of shadow education or private supplementary education (PSE) on school achievement has been prolifically studied, but its impact on well-being remains understudied. This study examines the heterogeneous effect of PSE participation on school achievement and depression symptoms among high schoolers in Taiwan. The study uses panel data of the Taiwan Upper Secondary Database (TUSD) in the 2014 and 2015 academic years. We join the inverse-probability-of-treatment weighting (IPTW) approach and the seemingly unrelated regression (SUR) model to estimate the effects of PSE participation patterns on two correlated outcomes, comprehensive assessment of high school entrance examination and self-reported depression symptoms in the 11th grade. The latent class analysis identifies five PSE participation patterns: always-taker, early-adopter, dropout, late-adopter, and explorer, to predict the effect of PSE on the scores of entrance examination and later depression symptoms in high school (n = 7708, mean age = 15.33). The findings suggest that PSE participation in junior high is positively associated with academic achievement. However, PSE participation also increases depression symptoms, particularly in the case of always-takers. In other words, while always-takers increase their school achievement in transition into high school, their risks of suffering from depression are also higher than their peers.