Senior High School Students In Taiwan Research Articles

Positive outcome expectancy mediates the relationship between social influence and Internet addiction among senior high-school students.

Background and aimsBased on the foundations of Bandura’s social cognitive theory and theory of triadic influence (TTI) theoretical framework, this study was designed to examine the mediating role of positive outcome expectancy of Internet use in the relationship between social influence and Internet addiction (IA) in a large representative sample of senior high-school students in Taiwan.MethodsUsing a cross-sectional design, 1,922 participants were recruited from senior high schools throughout Taiwan using both stratified and cluster sampling, and a comprehensive survey was administered.ResultsStructural equation modeling and bootstrap analyses results showed that IA severity was significantly and positively predicted by social influence, and fully mediated through positive outcome expectancy of Internet use.Discussion and conclusionsThe results not only support Bandura’s social cognitive theory and TTI framework, but can also serve as a reference to help educational agencies and mental health organizations design programs and create policies that will help in the prevention of IA among adolescents.

Sensitizing Students to Cultural-linguistic Diversity through English-Language Classes in a Multicultural Taiwan

ABSTRACT Taiwan, once called Formosa (meaning “beautiful island” in Portuguese), is a country with a diverse ethno-linguistic heritage, and therefore it is a multiracial, multicultural, and multilingual country. The society consists of more than 10 different aboriginal communities in addition to the 3H: three different groups of Hun peoples (Hoklo or Minnan group speakers, Hakka speakers, and Holam in Amis language—the latest immigrants). This paper explores how the different cultural backgrounds of senior high-school students in Taiwan in a multilingual classroom that promoted multilingualism allow them to come to value other languages spoken in their classes or in their communities. Evidence supporting students' attitudes and motivation in learning community languages and English came from close analysis of interactional patterns with peers and teachers in classes and informal settings, from students' explanations of their school experiences in group work, and from interviews with students, parents, community figures, and educational leaders over a four-month period during the process of the course. Sensitizing students to cultural-linguistic diversity through English language classes in a multicultural Taiwan has the potential to promote multilingualism and pluralism in minority and majority group students who study several languages at a time in a multilingual classroom.