Taiwanese College Students Research Articles

Do college students have equal opportunities to be equipped with global competence? The case of Taiwan

ABSTRACT The PISA 2018 report revealed the existence of differences in the opportunities available to students from different backgrounds to enhance their global competence (GC), motivating this study to examine the GC of Taiwanese college students and determine how universities’ internationalisation strategies and students’ personal and family factors affect their GC. This study created the global competencies for college students scale (GCCS) as an instrument to survey Taiwanese college students’ GC. According to proportion, stratified random sampling was used to select 1200 examinees among universities and colleges from each district of Taiwan to form the sample, and 1062 questionnaires were completed and sent back. The findings showed students reported that they performed better than the moderate level, and performance in the cultural and inter-cultural relations dimension was found to be stronger than others. The findings were compared with the PISA 2018 report. While family influences varied, the gender gap in GC performance followed trend similar to that of the PISA 2018 report. The strategies of university internationalisation have a more substantial and comprehensive impact on students’ GC than their personal and family backgrounds. The study’s findings have implications for useful GC instruments and actionable strategies for universities, such as promoting international exchanges and offering courses related to GC.

A survey on Taiwanese college students’ fertility behavioral intentions

<p>目的：本研究以計畫行為理論為架構基礎，調查了解台灣大學生的生育行為意向，以及影響其生育行為決策的相關因素。方法：本研究採橫斷式問卷調查方式進行，透過方便取樣，選擇台灣北中南東公私立大專院校共計9所大學，以班級為單位，進行線上問卷資料收集。施測時間為2023年6月，共計收集有效問卷411份。結果：本次調查對象以女性居多（65.5%）。受訪者中表示未來有生育意願者佔65.7%，其中希望能在婚姻關係中生育下一代者高達97.8%。對有生育意願的大學生來說，其正向生育信念得分最高者分別是生育小孩能擁有「家的感覺」、「生活目標」、「喜悅與成就感」等心理需求的滿足感。受訪者決定生育的關鍵因素是能夠找尋到合適的婚育對象，以及獲得伴侶對生育規劃的支持與共識。有生育意願的大學生，更傾向肯定有利生育的環境因子，且其評估自己採取生育行為的能力時較不受阻礙因子的影響。結論：台灣大學生仍然存在明顯的婚育包裹觀念，但對生育行為的自我控制能力過度自信，容易導致錯失生育黃金時間點。建議未來應從中學階段及早學習建立長期穩定親密關係的技巧，並學習將親密關係、婚育等人生大事一起納入生涯規劃藍圖，整體性的考量這些議題對自己人生的意義。</p> <p> </p><p>Purpose: This study is based on the Theory of Planned Behavior to investigate the fertility behavioral intentions of Taiwanese college students and the related factors that influence their decision-making on fertility behavior. Method: This study was conducted using a cross-sectional questionnaire survey. Through purposive sampling, a total of 9 universities in Taiwan were selected to collect online questionnaire data by class. The survey was conducted in June 2023, and a total of 411 valid questionnaires have been collected. Results: The majority of respondents in this survey were women (65.5%). 65.7% of the total respondents expressed their intention to have children in the future, and 97.8% of them hoped to have offsprings in marriage. For respondents who are willing to have children, those with the positive fertility beliefs of the highest scores are ‘having children can satisfy psychological needs of "feeling of home", "life goals", and "joy and sense of accomplishment." The key factors for respondents’ decision to have children are to find a suitable partner for marriage and childbearing, and to obtain their partner’s support and consensus on family planning. College students who are willing to have children are more inclined to affirm environmental factors that are beneficial to childbearing, and they are less affected by hindering factors when evaluating their ability to adopt childbearing behaviors. Conclusion: Taiwanese college students still have an apparent concept of childbearing in marriage, but they are overconfident in their ability to control their childbearing behavior, which can easily lead to missing the prime time for childbirth. It is recommended that in the future, students should learn the knowledge and interpersonal skills to establish long-term and stable intimate relationships as early as possible in middle school, and learn to incorporate life events, such as intimate relationships, marriage and childbirth, into the blueprint of their life stage planning, and comprehensively consider the significance of these issues to their own lives.</p> <p> </p>

A study on the affordances of digital fairy-tale rewriting: A critical literacy approach to digital multimodal composing

Digital multimodal composing (DMC) is the production of texts using multimodal semiotic resources and digital tools. This study integrated critical literacy pedagogy into DMC in an EFL context through both course design and task design, proposing digital fairy-tale rewriting (DFTR) as a genre of DMC for critical literacy practices. Taiwanese university students in the study created multimodal videos of retold fairy tales addressing social issues to promote critical literacy. The study adopted a conceptual framework of DMC affordances to examine the possibilities afforded by DFTR. Affordances refer to the potential and limitations of a mode for meaning representation and communication, as perceived by teachers and students. Data collected included participants’ surveys, reflective writings, and analysis of the DMC artifacts. Results indicated substantial evidence of technological, educational, and social benefits of DFTR compared to past learning experiences, with enhanced affordances including transmediation, multiliteracies, creativity, and civic participation. Digital skills and multimodal literacy were developed to strengthen critical literacy learning across four dimensions, enriching prior studies on DMC affordances and critical literacy scholarship. The study also contributed a refined conceptual framework of DFTR affordances, expanded by new affordances of generating interest, nurturing creativity and multiple perspectives, and promoting more active civic participation.

From Rainbow to Rambo: Speaking to an AI and the Taiwanese English Pronunciation Intelligibility

The purpose of the study was to investigate the pronunciation intelligibility of Taiwan English (TE). An artificial-intelligence (AI)-enhanced automatic speech recognition (ASR) software program was used to perform a speech-to-text transcription, which enabled voice recognition algorithms to automatically produce orthographic transcription(s) of the Taiwanese university students’ speech samples. The findings based on the intelligibility scores and the comparison of the phonetic discrepancies of the transcribed words suggest that TE appears to be highly intelligible, however, it was clear that sub-varieties of TE exist, bordering from basilect (perceived to be less prestigious) to the cultivated/educated acrolect form, which is closer to the standard American English (SAE), thus making it even more challenging to identify a standardized TE. Nonetheless, the (in)accuracy of the ASR transcription gave the students the opportunity to reflect on their English pronunciation, to consider how comprehensible they sound, and to strive "to own" their English as part of their Taiwanese identity.

Enhancing Subjective Well-Being in Taiwanese University Students Through an Eight-Week Mindfulness-Based Program: A Pilot Study.

While mindfulness has demonstrated extensive benefits across diverse populations, research on its integration as a formal course and its effects on subjective well-being (SWB), particularly among Taiwanese university students, remains limited. This pilot study examined changes in SWB among 85 Taiwanese university students (61 males, 24 females) following an 8-week Mindfulness-Based Cognitive Therapy for Life (MBCT-L) course. Participants included 38 lower-grade (pre-internship) and 47 senior (post-internship) students. SWB was measured using the 29-item Oxford Happiness Questionnaire (OHQ), rated on a 6-point Likert scale, and administered before and after the intervention. Results revealed a significant increase in students' overall SWB scores from 3.69 to 3.92 post-intervention. Although females initially exhibited higher baseline SWB compared to males, no significant sex differences were observed after the course. Score discrepancies between pre- and post-test stages varied across sex and internship status, indicating differential impacts of the MBCT-L course on distinct demographic groups. Additionally, this study validated the reliability of the short version of the OHQ (8 items) for use in similar research contexts. By conducting a formal MBCT-L course for Taiwanese university students, this study provides valuable empirical evidence, contributing to the cross-cultural understanding of mindfulness-based interventions and their effects on SWB.

Preferable price to buy an electric two-wheeled vehicle for college students

This research delves into the determinants affecting Taiwanese college students’ purchasing behavior towards two-wheeled electric vehicles (ETWVs) and the financial allocation they are willing to commit. A choice experiment design was utilized, with a sample of approximately 900 college students, regular users of two-wheeled gasoline vehicles (TWGs). The students engaged in one of two choice scenarios, presented with general characteristics, operational efficiency, vehicle cost, and subsidy strategies. Subsequent to the scenarios, respondents indicated their willingness to pay (WTP) for a ETWV. ETWVs, apart from being an emerging transportation alternative, also present potential environmental and health benefits due to reduced air pollution. The dependent inverse hyperbolic sine (IHS) double-hurdle model was employed, facilitating the accommodation of heteroscedasticity and correlated normality. The outcomes suggest that purchasing behavior for ETWVs among college students is shaped by factors such as purchase subsidy, tax breaks, and ETWVs’ capability in supporting students’ external travel requirements. The average WTP for ETWVs among this demographic stands at US$ 1,410. Importantly, the dependent IHS double-hurdle model, considering heteroscedasticity, proved statistically superior to its counterparts. Insights from this research offer crucial information on the price range students are likely to accommodate for ETWVs and provide a foundation for framing incentive-driven policies to amplify ETWV adoption.

Learning About Lunar Phases: Exploring Taiwanese University Students’ Conceptions of and Approaches to Learning by Holographic Projection

Extant literature has preliminarily confirmed the potential benefits of holographic projections for educational purposes. Yet, students’ experiences of learning by holographic projection have rarely been addressed. The main purpose of this study was therefore to explore students’ conceptions of and approaches to learning by holographic projection. A holographic projection system was devised to assist students in learning the concept of lunar phases. This study also investigated the relationships between students’ conceptions and approaches, and determined if there were any variations based on students’ learning gains. Phenomenographic analysis was adopted to analyze 30 university students from Taiwan, and a multiple-choice conceptual test was conducted to assess their learning achievements. The main findings indicated that students with conceptions of learning by holographic projection as increasing the presence of a scene or mapping 2D images to 3D structures tended to adopt surface approaches, such as only observing the changes presented in the holographic projection, repetitively operating the system functions without intended purposes, or simply following the instruction guidelines to meet the minimal requirements. However, this study unexpectedly found that students who utilized surface approaches had significantly higher learning gains on the conceptual test than their counterparts did.

The impact of mental health and the COVID-19 pandemic on employability and learning outcomes: evidence from Taiwanese University students

In response to the emergence of COVID-19, schools were forced to adopt online learning, which later transitioned into a hybrid mode of teaching. However, these changes in the teaching and learning mode may have an adverse effect on mental health, thereby affecting learning outcomes. Therefore, providing immediate resource support for disadvantaged groups may improve students’ learning outcomes. This study investigated the impact of mental health on employability, learning outcomes in the context of blended learning, and the support provided by school resources among college students. We then analyzed survey data from university students and examined the associations among mental health, employability, learning outcomes before and after blended learning, frequency of seeking counseling, and school resource support. The research findings indicate that as the severity of mental health worsened, participants perceived lower learning ability for their future careers. Moreover, during the pandemic, there were variations in learning outcomes for students exposed to blended learning, but it was found that female students demonstrated better learning outcomes. It was also determined that it is beneficial for disadvantaged students to promptly apply for school resource support, as such support can contribute to improved learning effectiveness. Establishing mental health prevention mechanisms and providing school and external resources in a timely manner are the best solutions for helping students learn.

LEARNER AGENCY, ENGLISH PROFICIENCY, AND LEARNING BEYOND THE CLASSROOM: LESSONS FROM TEN ADVANCED EFL LEARNERS

Within the framework of sociocultural theories, this study investigated how affordances in various beyond the classroom settings supported the development of agency and English proficiency among advanced EFL learners. The participants were 10 Taiwanese college students, each with at least B2 proficiency according to the Common European Framework of Reference for Languages. Data were gathered through a qualitative approach encompassing semi-structured interviews, writing samples, and a 23-item questionnaire. A grounded theory approach was adopted to analyze and interpret the data. The findings revealed that contextual affordances were not always immediately accessible or apparent to learners and exhibited considerable variability across different locations, which could impede or facilitate the learners’ development of agency and English proficiency. The mediator played an indispensable role in guiding learners toward effectively utilizing these resources. Furthermore, the development of learners' English proficiency in beyond-the-classroom settings was intricately intertwined with that of their agency, both of which were deeply rooted in and shaped by sociocultural contexts. As learners enhanced their English proficiency through the mediator’s strategic engagement with contextual affordances, their agency concurrently flourished, prompting them to proactively seek additional affordances and explore further opportunities for autonomous decision-making and action.

Exploring Taiwanese university students’ self-regulatory processes, perceived stress, and academic coping

Exploring Taiwanese university students’ self-regulatory processes, perceived stress, and academic coping

"Analyzing integrative and instrumental motivation in Taiwanese university students' usage of English as a Foreign Language: A descriptive examination of emerging trends in the context of the Bilingual Nation 2030 Policy"

"Analyzing integrative and instrumental motivation in Taiwanese university students' usage of English as a Foreign Language: A descriptive examination of emerging trends in the context of the Bilingual Nation 2030 Policy"

The intraindividual dynamics of university students' motivation and emotions: The role of autonomy-supportive learning climates and learning activities.

The motivation and emotions of students are context dependent. There are specific moments when students may find their coursework more or less motivating, resulting in stronger or milder emotional responses. Identifying factors directly controllable by teachers empowers them to effectively address challenging situations characterized by lower motivation and increased negative emotions. We aimed to investigate how learning activities and students' perception of teaching practices fostering autonomy relate to competence and value beliefs, and emotions in the context of course participation within higher education. Seventy-seven Taiwanese university students provided 762 learning reports associated with their course participation experiences. The experience sampling method (ESM) was used. Participants responded to ESM surveys on their phones for 14 days, reporting motivational beliefs, emotions and contextual characteristics of the course if they indicated active participation in a course upon receiving notifications from their phones. A significant portion of the variation is attributed to situational fluctuation, suggesting that academic emotions and competence and value beliefs vary within students across measurements. An increase in students' perception of an autonomy-supportive learning climate correlates with higher competence beliefs, intrinsic value and positive emotions, coupled with reduced perceived costs and negative emotions. In contrast to lectures, engaging in independent hands-on work, participating in group collaborative projects or interactive discussions appear to inspire motivation or evoke stronger emotional responses in students. Teachers' teaching practices and classroom learning activities play a pivotal role in shaping students' situational motivation and emotions.

The Mediating Roles of Self-Concept and Self-Efficacy in the Relationship between Parent-Child Communication Quality and Career Development among Taiwanese University Students

The Mediating Roles of Self-Concept and Self-Efficacy in the Relationship between Parent-Child Communication Quality and Career Development among Taiwanese University Students

Savoring Belief, Resilience, and Meaning in Life as Pathways to Happiness: A Sequential Mediation Analysis among Taiwanese University Students.

In recent decades, scholarly interest has grown in the psychological components of happiness. Savoring belief, or the capacity to attend to, appreciate, and enhance the positive experiences in one's life, along with resilience and meaning in life, have emerged as significant predictors of enhanced happiness among diverse populations. This research examined the interrelationships among savoring belief, resilience, meaning in life, and happiness. A sample of 561 students from 75 universities in Taiwan, comprising 361 female and 200 male participants with an average age of 20.88 years, participated in an online survey. The study employed various instruments, including the Savoring Belief Inventory, the Subjective Happiness Scale, the Brief Resilience Scale, and the Meaning in Life Questionnaire. These instruments were translated into Traditional Chinese using a back-translation method and subsequently validated for accuracy by specialists in the field. Analysis of the data using Hayes' PROCESS Model 6 revealed several key insights: (1) savoring belief positively influenced happiness, resilience, and meaning in life with resilience further enhancing happiness and meaning in life; (2) resilience served as a significant mediator in the relationship between savoring belief and happiness; (3) meaning in life significantly mediated the relationship between savoring belief and happiness; (4) a sequential mediation model illustrated the mediating effects of resilience and meaning in life on the relationship between savoring belief and happiness. This study illustrates that, much like a garden requires water, sunlight, and care to flourish, our happiness is cultivated through enhancing our ability to savor the good moments, rebound from challenges, and find deep significance in our lives. We can significantly boost well-being by fostering these qualities-savoring belief, resilience, and a sense of meaning. These findings are particularly relevant for educators, highlighting the critical need to develop these traits in students to promote greater happiness and fulfillment in their lives. Discussions included theoretical implications, educational implications, and avenues for future research.

Navigating intercultural friendships in English as a lingua franca contexts: Taiwanese exchange students in Europe

ABSTRACT This study investigates Asian exchange students’ friendship development in European countries where English functions as a lingua franca. It offers an in-depth analysis of the experiences of three Taiwanese university students who exhibited varying degrees of success in friendship formation during their study exchanges there: one was successful, another was not, and the third experienced moderate success. Data were collected through pre-, during-, and post-sojourn interviews, supplemented by online correspondence between interviews. Analyzing the data using Coleman’s concentric circles model of study abroad social networks and Bourdieu’s concepts of habitus and capital, this study delineates the differing trajectories of the students’ friendship development and identifies the factors contributing to these diverse outcomes. The findings underscore the importance of possessing personal dispositions that resonate with those of peers, and also effectively utilising linguistic and cultural resources, for fostering intercultural friendships. These insights have implications for educational institutions involved in sending and hosting exchange students.

Breaking Conventional Eating Habits: Perception and Acceptance of 3D-Printed Food among Taiwanese University Students.

Considering the prevalent strain on environmental resources imparted by existing food systems, prioritizing environmental sustainability is an imperative course of action. Subsequently, the shift towards sustainable production and consumption patterns engenders an escalating demand for environmentally conscious food systems. Thus, 3D-printed food technology surfaces are a promising solution noted for their efficacy in curtailing food waste, bolstering environmental sustainability, and imparting innovative strategies to the food supply chain. Herein, we amalgamate the theory of planned behavior (TPB) framework with several variables, namely 'sensory appeal', 'food neophobia', 'perceived health risk', and 'environmental friendliness' to probe the behavioral intentions of Taiwanese university students' perceptions about 3D-printed food. Employing the snowball sampling method, 370 questionnaires were disseminated, out of which 319, constituting an effective retrieval rate of 86.2%, were deemed valid. Statistical analysis produced intriguing findings. Consumers' inclination to purchase 3D-printed food is substantially determined by their attitudes, subjective norms, sensory appeal, food neophobia, perceived health risks, and environmental friendliness. Contrary to our initial hypothesis, perceived behavioral control did not exhibit a significant impact on consumers' propensity to purchase 3D-printed food. Therefore, businesses should focus on magnifying the sensory appeal of 3D-printed food, coupled with precise nutritional labeling, to bolster consumer interest, enhance acceptance, and augment behavioral intentions. This study sheds light on the potential for the development of 3D-printed food in Taiwan, providing an indispensable reference for future endeavors in Taiwan's 3D-printed food industry.

Compliance with COVID-19 preventive policies and governmental transparency: an experimental analysis

ABSTRACT This study investigates the impact of government transparency on COVID-related policy compliance among 722 Taiwanese college students. Results reveal a positive correlation between transparency, operationalized as information disclosure, and policy compliance. However, this relationship is mediated by individuals’ trust in the government, particularly when trust levels are low. The findings challenge conventional assumptions about the direct link between transparency and trust, especially in instances of negative performance information. The study underscores the significance of transparency in fostering policy compliance while emphasizing the nuanced role of trust in shaping public behavior. Implications for policy-making are discussed in light of these findings.

An Analysis of Mediating Role of Entrepreneurial Self-Efficacy among Indian and Taiwanese University Students

An Analysis of Mediating Role of Entrepreneurial Self-Efficacy among Indian and Taiwanese University Students

From realistic to idealistic online learning: a drawing analysis of the conceptions of university students with different self-regulation levels

With its increasing popularity, understanding learners’ perceptions of online education has become more important. The present study employed drawing analysis to examine university students’ conceptions of online learning and how students with different self-regulation statuses conveyed their ideas through drawing. A total of 58 Taiwanese university students were recruited in the present study. In order to explore their conceptions of realistic and idealistic online learning, they were required to produce two drawings based on the guiding questions. Besides, this study employed a questionnaire to understand university students’ online learning self-regulation. Based on the analysis of the drawings of realistic and idealistic online learning, it was found that students intended to shift their attention from individual (realistic) to group participation (including peers and teachers) (idealistic); they also cared about the learning spaces, windows and facilities (e.g. air conditioning), and a comfortable and quiet learning environment (idealistic). In addition, students with a higher level of self-regulation believed that an idealistic online learning context should include doors/windows, while those with a lower level of self-regulation drew symbols or words related to negative emotions in realistic online learning contexts. These results mean that the higher self-regulated students could better control and manage their learning time and progress independently, so they needed more flexibility and control to manage their learning environment. Finally, the implications and directions for future research are provided based on the findings.

Designing Curricula to Raise Gender Consciousness in Taiwanese College Students

Designing Curricula to Raise Gender Consciousness in Taiwanese College Students