Youyan Nie
Biographic Data
| ID | 3656685 |
|---|---|
| NAME | Youyan Nie |
| GIVEN NAMES | Youyan |
| FAMILY NAME | Nie |
| SIGNATURE | NIE Y |
| AFFILIATIONS | Nanyang Technological University |
| ORCID | 0000-0002-3697-454X |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 39 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
From achievement motivation to anxiety
Students’ outside school ICT use and academic performance
Using large-scale data from the Program for International Student Assessment (PISA) in 2012, 2015, 2018, and 2022, this study explored the relations between outside school ICT use for different purposes and academic performance in reading, mathematics, and science in Hong Kong and Singapore. Three key findings were identified: (1) ICT use for entertainment and academic performance consistently showed inverted U-shaped relations across PISA waves,…
Enhancing bilingual learners’ Chinese learning
This study examined the relationships between home support (Chinese use at home, homework support, and tuition duration), motivational beliefs (self-efficacy, interest, and task importance), learning behaviors (classroom engagement, effort regulation, and effort withdrawal), and Chinese achievement in 1410 Singaporean Grade Five (aged 11) students learning Chinese as a second language. Gender differences were also examined. Path analysis revealed…
Science epistemological beliefs, motivation, and performance
Outside School ICT Use for Learning and Science Performance
This study utilised 2015 PISA data from the United Kingdom and Hong Kong to examine the relations between outside school ICT use for learning and science performance through a mediation model. The results uncovered three key findings: Firstly, ICT use for learning exhibited negative total effects on science performance in the United Kingdom, whereas the effects were non‐significant in Hong Kong. Secondly, ICT use for learning consistently showed …
Modifying the Perma profiler to assess student well-being
Does classroom matter in bilingual students’ Chinese language achievement? A multilevel analysis of the compositional effect and person–context interactions
Motivation and self-regulated learning profiles
Goal complexes
Academic self-efficacy, task importance and interest
The present study examined the relations between three motivational variables, i.e. academic self-efficacy, task importance, and interest with three types of learning behaviours, i.e. class engagement, metacognitive self-regulation, and avoidance coping with 1954 secondary students in Singapore. Positive correlations were found between the three motivational variables, class engagement and metacognitive self-regulation, whereas negative correlati…
Self-efficacy, task values and growth mindset
This study aimed to examine the relationships between motivational variables, self-regulated writing strategy use and writing competence with 511 fourth graders in Hong Kong. The high writing achievers reported a higher level of motivation, i.e. self-efficacy, task values (i.e. interest and utility) and growth mindset in English writing than the low writing achievers. The high achievers also used various self-regulated writing strategies more fre…
Perceived principal's learning support and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behaviour
Understanding teacher empowerment
The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome
Organizational and Personal Predictors of Teacher Commitment
This study tested a predictive and mediation model of teacher commitment. Teacher efficacy and sense of identification with school were hypothesized to mediate the relations of an individual antecedent (teaching experience) and two organizational antecedents (perceived organizational politics and reflective dialogue) to teacher commitment. Multigroup structural equation modeling was used to test and validate the mediation model across two indepen…
Task- and self-related pathways to deep learning
Background The expectancy-value and achievement goal theories are arguably the two most dominant theories of achievement motivation in the contemporary literature. However, very few studies have examined how the constructs derived from both theories are related to deep learning. Moreover, although there is evidence demonstrating the links between achievement goals and deep learning, little research has examined the mediating processes involved.Ai…
Application of Generalizability Theory in the Investigation of the Quality of Journal Writing in Mathematics
Understanding teacher empowerment
Organizational and Personal Predictors of Teacher Commitment
This study tested a predictive and mediation model of teacher commitment. Teacher efficacy and sense of identification with school were hypothesized to mediate the relations of an individual antecedent (teaching experience) and two organizational antecedents (perceived organizational politics and reflective dialogue) to teacher commitment. Multigroup structural equation modeling was used to test and validate the mediation model across two indepen…
Task- and self-related pathways to deep learning
Background The expectancy-value and achievement goal theories are arguably the two most dominant theories of achievement motivation in the contemporary literature. However, very few studies have examined how the constructs derived from both theories are related to deep learning. Moreover, although there is evidence demonstrating the links between achievement goals and deep learning, little research has examined the mediating processes involved.Ai…
Academic self-efficacy, task importance and interest
The present study examined the relations between three motivational variables, i.e. academic self-efficacy, task importance, and interest with three types of learning behaviours, i.e. class engagement, metacognitive self-regulation, and avoidance coping with 1954 secondary students in Singapore. Positive correlations were found between the three motivational variables, class engagement and metacognitive self-regulation, whereas negative correlati…
Perceived principal's learning support and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behaviour
Application of Generalizability Theory in the Investigation of the Quality of Journal Writing in Mathematics
The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome
Organizational and Personal Predictors of Teacher Commitment
This study tested a predictive and mediation model of teacher commitment. Teacher efficacy and sense of identification with school were hypothesized to mediate the relations of an individual antecedent (teaching experience) and two organizational antecedents (perceived organizational politics and reflective dialogue) to teacher commitment. Multigroup structural equation modeling was used to test and validate the mediation model across two indepen…
Task- and self-related pathways to deep learning
Background The expectancy-value and achievement goal theories are arguably the two most dominant theories of achievement motivation in the contemporary literature. However, very few studies have examined how the constructs derived from both theories are related to deep learning. Moreover, although there is evidence demonstrating the links between achievement goals and deep learning, little research has examined the mediating processes involved.Ai…
Understanding teacher empowerment
Perceived principal's learning support and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behaviour
Self-efficacy, task values and growth mindset
This study aimed to examine the relationships between motivational variables, self-regulated writing strategy use and writing competence with 511 fourth graders in Hong Kong. The high writing achievers reported a higher level of motivation, i.e. self-efficacy, task values (i.e. interest and utility) and growth mindset in English writing than the low writing achievers. The high achievers also used various self-regulated writing strategies more fre…
Goal complexes
Academic self-efficacy, task importance and interest
The present study examined the relations between three motivational variables, i.e. academic self-efficacy, task importance, and interest with three types of learning behaviours, i.e. class engagement, metacognitive self-regulation, and avoidance coping with 1954 secondary students in Singapore. Positive correlations were found between the three motivational variables, class engagement and metacognitive self-regulation, whereas negative correlati…
Modifying the Perma profiler to assess student well-being
Does classroom matter in bilingual students’ Chinese language achievement? A multilevel analysis of the compositional effect and person–context interactions
Motivation and self-regulated learning profiles
Students’ outside school ICT use and academic performance
Using large-scale data from the Program for International Student Assessment (PISA) in 2012, 2015, 2018, and 2022, this study explored the relations between outside school ICT use for different purposes and academic performance in reading, mathematics, and science in Hong Kong and Singapore. Three key findings were identified: (1) ICT use for entertainment and academic performance consistently showed inverted U-shaped relations across PISA waves,…
Enhancing bilingual learners’ Chinese learning
This study examined the relationships between home support (Chinese use at home, homework support, and tuition duration), motivational beliefs (self-efficacy, interest, and task importance), learning behaviors (classroom engagement, effort regulation, and effort withdrawal), and Chinese achievement in 1410 Singaporean Grade Five (aged 11) students learning Chinese as a second language. Gender differences were also examined. Path analysis revealed…
Science epistemological beliefs, motivation, and performance
Outside School ICT Use for Learning and Science Performance
This study utilised 2015 PISA data from the United Kingdom and Hong Kong to examine the relations between outside school ICT use for learning and science performance through a mediation model. The results uncovered three key findings: Firstly, ICT use for learning exhibited negative total effects on science performance in the United Kingdom, whereas the effects were non‐significant in Hong Kong. Secondly, ICT use for learning consistently showed …
From achievement motivation to anxiety
Psychology (16 works) · Social Psychology (10 works) · Mathematics education (8 works) · Education, Achievement, and Giftedness (7 works) · Academic achievement (6 works) · Developmental psychology (6 works) · Motivation and Self-Concept in Sports (6 works) · Pedagogy (5 works) · Self-efficacy (5 works) · Social Psychology (5 works)