Danling Huang
Biographic Data
| ID | 6510498 |
|---|---|
| NAME | Danling Huang |
| GIVEN NAMES | Danling |
| FAMILY NAME | Huang |
| SIGNATURE | HUANG D |
| AFFILIATIONS | Australian Catholic University |
| ORCID | 0009-0004-6186-511X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Greater autonomy need satisfaction with a little help from my friends
Peer-directed agentic engagement is a new educational phenomenon. • We conducted a multilevel randomized control trial with longitudinally assessed dependent measures. • Peer-directed agentic engagement emerges from autonomy-supportive teaching and student autonomy. • Once increased, peer-based agentic engagement yields motivational benefits. This preregistered study introduced the new phenomenon of peer-directed agentic engagement, defined as th…
Psychological need satisfaction and behavioral engagement reciprocally enhance each other—Unless one’s teacher is perceived to be highly controlling
Psychological need satisfaction energizes behavioral engagement, but behavioral engagement may also create the conditions to experience psychological need satisfaction.Recognizing this possible reciprocal relation and using a self-determination theory framework, we used a within-subjects research design to assess the reciprocal effects of student need satisfaction and their behavioral engagement under three conditions: low, moderate, and high per…
Teaching with confidence
This study investigated the causal impact of gains in teacher self-efficacy (TSE) on educational outcomes within a Social Cognitive Theory framework. In a 3-wave longitudinal randomized control trial with 91 secondary teachers in Korea, the experimental group received skill-based training (in autonomy-supportive teaching). As expected, the intervention significantly improved both autonomy-supportive teaching and TSE at mid-year. Structural equati…
English Vocabulary Learning Strategies between High-achievers and Low-achievers
This study intends to compare the vocabulary learning strategies between high-achievers and low-achievers in junior high schools, and thus to explore effective vocabulary learning strategies to provide suggestions for English vocabulary teaching and learning practice. It is found out that high-achievers apply English vocabulary learning strategies more frequently than low-achieving students do. More specifically, in terms of meta-cognitive strate…
Teaching with confidence
This study investigated the causal impact of gains in teacher self-efficacy (TSE) on educational outcomes within a Social Cognitive Theory framework. In a 3-wave longitudinal randomized control trial with 91 secondary teachers in Korea, the experimental group received skill-based training (in autonomy-supportive teaching). As expected, the intervention significantly improved both autonomy-supportive teaching and TSE at mid-year. Structural equati…
English Vocabulary Learning Strategies between High-achievers and Low-achievers
This study intends to compare the vocabulary learning strategies between high-achievers and low-achievers in junior high schools, and thus to explore effective vocabulary learning strategies to provide suggestions for English vocabulary teaching and learning practice. It is found out that high-achievers apply English vocabulary learning strategies more frequently than low-achieving students do. More specifically, in terms of meta-cognitive strate…
Teaching with confidence
This study investigated the causal impact of gains in teacher self-efficacy (TSE) on educational outcomes within a Social Cognitive Theory framework. In a 3-wave longitudinal randomized control trial with 91 secondary teachers in Korea, the experimental group received skill-based training (in autonomy-supportive teaching). As expected, the intervention significantly improved both autonomy-supportive teaching and TSE at mid-year. Structural equati…
Greater autonomy need satisfaction with a little help from my friends
Peer-directed agentic engagement is a new educational phenomenon. • We conducted a multilevel randomized control trial with longitudinally assessed dependent measures. • Peer-directed agentic engagement emerges from autonomy-supportive teaching and student autonomy. • Once increased, peer-based agentic engagement yields motivational benefits. This preregistered study introduced the new phenomenon of peer-directed agentic engagement, defined as th…
Psychological need satisfaction and behavioral engagement reciprocally enhance each other—Unless one’s teacher is perceived to be highly controlling
Psychological need satisfaction energizes behavioral engagement, but behavioral engagement may also create the conditions to experience psychological need satisfaction.Recognizing this possible reciprocal relation and using a self-determination theory framework, we used a within-subjects research design to assess the reciprocal effects of student need satisfaction and their behavioral engagement under three conditions: low, moderate, and high per…
Mathematics education (2 works) · Motivation and Self-Concept in Sports (2 works) · Psychology (2 works) · Self-efficacy (2 works) · Anxiety (1 work) · Autonomy (1 work) · Behavioral Health and Interventions (1 work) · Computer Science (1 work) · Early Childhood Education and Development (1 work) · Education, Achievement, and Giftedness (1 work)