Sheng‐Lun Cheng
Biographic Data
| ID | 6509073 |
|---|---|
| NAME | Sheng‐Lun Cheng |
| GIVEN NAMES | Sheng‐Lun |
| FAMILY NAME | Cheng |
| SIGNATURE | CHENG S L |
| AFFILIATIONS | National Taipei University of Technology |
| ORCID | 0000-0003-2993-2031 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The influence of teachers’ beliefs and experience on effective instructional practices in online learning environments
The present study aimed to examine the relations between teachers’ beliefs, teaching experience, and effective instructional practices in online learning environments. Using path modelling, the present study found that competence and positive value beliefs positively predicted various effective online instructional practices. Negative value beliefs did not predict any instructional practices. Constructivist pedagogical beliefs positively predicte…
The roles of peer learning and professional learning in the quantity and quality of teachers’ perceived technology use
Exploring the impact of psychosocial learning environments and instructional modalities on academic achievement in blended computer science education
Examining changes in teachers’ perceptions of external and internal barriers in their integration of educational digital resources in K-12 classrooms
This study examined changes in teachers’ perceptions of external barriers, internal barriers, and their integration of digital educational resources across two years through variable-centered and person-centered approaches. Participants included 301 in-service middle and high school teachers from 18 schools in the United States. The results of variable-centered approaches showed some significant changes in external barriers and teacher behavior b…
Profiles of vocational college students’ achievement emotions in online learning environments
Motivational beliefs moderate the relation between academic delay and academic achievement in online learning environments
White privilege and teacher perceptions of teacher-child relationship quality
Conscientiousness, prior experience, achievement emotions and academic procrastination in online learning environments
Academic procrastination refers to individuals' unnecessary postponement of their coursework and is harmful for academic performance. When situated in self‐placed and remote learning environments, students' tendency to procrastinate increases. Therefore, understanding why students procrastinate and identifying who is more likely to delay unnecessarily in online learning environments is an important area to study. The goal of this study was to res…
Examining high-school students' motivation change through a person-centered approach
Transactions between Problem Behaviors and Academic Performance in Early Childhood
This study aimed to further the understanding of transactional relationships that exist between problem behaviors and academic performance in early childhood. Early academic and behavior difficulties increase the risk of school disengagement, academic failure, and dropout. Although children's academic and behavioral difficulties have been shown to be intercorrelated, little research has focused on how the relationship reciprocates and progresses …
Why college students procrastinate in online courses
Examining the multiplicative relationships between teachers’ competence, value and pedagogical beliefs about technology integration
The purpose of this study is to examine the relationship between competence beliefs, value beliefs, pedagogical beliefs and teachers’ technology integration. The sample includes two hundred and five in‐service teachers from 121 schools in Taiwan. Using the latent moderated structural equations approach, this study finds that there is a synergistic interaction between competence beliefs and traditional pedagogical beliefs. The negative effect of t…
Understanding teacher technology integration from expectancy-value perspectives
The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings
Building teacher competency for digital content evaluation
Building teacher competency for digital content evaluation
The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings
Understanding teacher technology integration from expectancy-value perspectives
Why college students procrastinate in online courses
Examining the multiplicative relationships between teachers’ competence, value and pedagogical beliefs about technology integration
The purpose of this study is to examine the relationship between competence beliefs, value beliefs, pedagogical beliefs and teachers’ technology integration. The sample includes two hundred and five in‐service teachers from 121 schools in Taiwan. Using the latent moderated structural equations approach, this study finds that there is a synergistic interaction between competence beliefs and traditional pedagogical beliefs. The negative effect of t…
Examining high-school students' motivation change through a person-centered approach
Transactions between Problem Behaviors and Academic Performance in Early Childhood
This study aimed to further the understanding of transactional relationships that exist between problem behaviors and academic performance in early childhood. Early academic and behavior difficulties increase the risk of school disengagement, academic failure, and dropout. Although children's academic and behavioral difficulties have been shown to be intercorrelated, little research has focused on how the relationship reciprocates and progresses …
Examining changes in teachers’ perceptions of external and internal barriers in their integration of educational digital resources in K-12 classrooms
This study examined changes in teachers’ perceptions of external barriers, internal barriers, and their integration of digital educational resources across two years through variable-centered and person-centered approaches. Participants included 301 in-service middle and high school teachers from 18 schools in the United States. The results of variable-centered approaches showed some significant changes in external barriers and teacher behavior b…
Profiles of vocational college students’ achievement emotions in online learning environments
Motivational beliefs moderate the relation between academic delay and academic achievement in online learning environments
White privilege and teacher perceptions of teacher-child relationship quality
Conscientiousness, prior experience, achievement emotions and academic procrastination in online learning environments
Academic procrastination refers to individuals' unnecessary postponement of their coursework and is harmful for academic performance. When situated in self‐placed and remote learning environments, students' tendency to procrastinate increases. Therefore, understanding why students procrastinate and identifying who is more likely to delay unnecessarily in online learning environments is an important area to study. The goal of this study was to res…
Exploring the impact of psychosocial learning environments and instructional modalities on academic achievement in blended computer science education
The roles of peer learning and professional learning in the quantity and quality of teachers’ perceived technology use
The influence of teachers’ beliefs and experience on effective instructional practices in online learning environments
The present study aimed to examine the relations between teachers’ beliefs, teaching experience, and effective instructional practices in online learning environments. Using path modelling, the present study found that competence and positive value beliefs positively predicted various effective online instructional practices. Negative value beliefs did not predict any instructional practices. Constructivist pedagogical beliefs positively predicte…
Psychology (13 works) · Mathematics education (8 works) · Social Psychology (8 works) · Developmental psychology (6 works) · Pedagogy (6 works) · Computer Science (5 works) · Gender and Technology in Education (5 works) · Academic achievement (4 works) · Educational technology (4 works) · Online and Blended Learning (4 works)