Jyh-Chong Liang
Biographic Data
| ID | 8640447 |
|---|---|
| NAME | Jyh-Chong Liang |
| GIVEN NAMES | Jyh-Chong |
| FAMILY NAME | Liang |
| SIGNATURE | LIANG J |
| AFFILIATIONS | National Taiwan Normal University |
| VERIFIED | No |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 22 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Nursing Learning Self-Efficacy as a Mediator Between Self-Regulated Learning and Academic Self-Efficacy
BACKGROUND: Academic self-efficacy (ASE) is critical for achievement. We examined whether domain-specific Nursing learning self-efficacy (NLSE), encompassing cognition, application, and nursing communication (NC), mediates the link between self-regulated learning (SRL) and ASE in junior college nursing students. METHOD: = 878), validated the measures using exploratory and confirmatory factor analyses, and tested mediation through structural equat…
Roles of programming self-efficacy, cognitive styles, and self-regulated learning strategies on computational thinking in computer programming
This study explored the relationships among programming self-efficacy, learning strategies, and computational thinking on the basis of self-regulation theory. This study also investigated whether the cognitive styles moderated the structural relationships among the factors through the comparison between analytical and intuitive learners. The participants were 487 high school students enrolled in a computer programming course. Through partial leas…
Combining expert K-maps with cued recall to improve students’ conceptions of learning science
Inappropriate restudy can impair students’ conceptions of learning science (COLS), a construct linked to learning approaches and related outcomes. This study examined whether optimising restudy by integrating encoding materials with retrieval tasks can improve COLS in physics. We conducted a three-group pre–post quasi-experiment with 98 Grade 8 students in the Chinese mainland. Group A used linear knowledge summaries (LKSs) with exercises; Group …
A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022
Stimulated Recall (SR) has long been used in educational settings as an approach of retrospection. However, with the fast growing of digital learning and advanced technologies in educational settings over the past decade, the extent to which stimulated recall has been effectively implemented by researchers remains minimal. This systematic review reveals that SR has been primarily employed to probe the patterns of participants’ thinking, to examin…
Highlighting ECE Teachers’ Proximal Processes as Designers
Research Findings: This study incorporates teacher vitality, efficacy, and engagement with lesson design practice in which teachers can particularly encounter challenges from technology integration that calls for design thinking. Using a structural equation modeling approach, this study explores the relationships among teachers’ design thinking engagement (DTE), efficacy in two types of technological pedagogical content knowledge (TPACK) called p…
Co-regulation strategies and their associations with writing self-efficacy in a computer-mediated collaborative writing setting
This study examined the structural relationship between learners’ co-regulation strategies and writing self-efficacy in a computer-mediated collaborative writing setting. Two questionnaires about Co-Regulation Strategies (CRS) and English Writing Self-Efficacy (EWSE) were developed and administered to 219 college English language learners following six-week computer-mediated collaborative writing activities. The results of factor analysis indicat…
Comparing high school students’ online self-regulation and engagement in English language learning
A literature review of questionnaires for the assessment of online learning with a specific focus on the factors and items employed
Studies measuring online learning have adopted different perspectives, resulting in different approaches to their assessment of online learning. However, when we consider the literature from a wider angle, there may be complimentary or contrasting relationships. This study performed content analysis on a total of 44 studies that used questionnaires with good reliability and validity from the database of the Social Science Citation Index. Through …
Cluster analysis on Chinese university students’ conceptions of English language learning and their online self-regulation
This study investigated learners’ conceptions of learning English and their online self-regulation in a web-based learning environment among. Two questionnaires, Conceptions of Learning English (COLE) and Online Self-regulation of English Learning (OSEL) were administered to 843 university students in China. Based on their different conceptions of learning English, participants were clustered into four groups. Two groups of students considered th…
Examining the relationship between English language learners’ online self-regulation and their self-efficacy
This quantitative study investigated the relationship between learners’ online self-regulation and their self-efficacy in the context of learning English as a foreign language (EFL). We collected data from two surveys, the online self-regulated English learning (OSEL) and the English language self-efficacy (ELSE), among 424 university students in China. Principal component analyses showed that the OSEL included six sub-scales, namely, goal settin…
The moderating role of self-regulated learning in job characteristics and attitudes towards web-based continuing learning in the airlines workplace
With the increasing importance of adult and continuing education, the present study aimed to examine the factors that influence continuing web-based learning at work. Three questionnaires were utilised to investigate the association of the job characteristics from Karasek et al.’s (1998) job demand-control-support model and the self-regulated learning with web-based continuing learning; exploratory factor analyses indicate their adequate reliabil…
The relationships between the medical learners’ motivations and strategies to learning medicine and learning outcomes
This study represents the first report of the correlation between house officers' ALM and learning outcomes. House officers with deep strategies were more likely to have better learning outcomes. In particular, house officers with a surface motive to learning medicine, i.e., aiming for qualification, were surprisingly correlated with better learning outcomes
The relationship between English language learners’ motivation and online self-regulation
The relationship between Chinese university students' conceptions of language learning and their online self-regulation
Examining the role of feedback messages in undergraduate students' writing performance during an online peer assessment activity
Males are not as active as females in online discussion
This study examined the gender difference in students’ perceived discussion strategies in face-to-face and online asynchronous contexts. A survey of 363 university students and follow-up interviews of 20 participants was conducted to examine any gender differences within each context and between the two contexts. The Discussion Strategies Scale was developed to examine students’ discussion strategies for both contexts in four dimensions: comprehe…
Testing measurement invariance and latent mean differences across gender groups in college students’ Internet-specific epistemic beliefs
The purposes of this study were to investigate the measurement invariance and gender differences in the Internet-specific epistemic beliefs between male and female undergraduates. A total of 735 university students in Taiwan were surveyed using the Internet-specific epistemic beliefs questionnaire (ISEQ). By conducting structural equation modeling (SEM), the measurement invariance and latent mean comparisons across gendered groups were tested. Af…
Students' self-regulated learning, online information evaluative standards and online academic searching strategies
Online information searching strategies (OISS) used by students can be viewed as a key indicator in online learning environments. Therefore, developments in their OISS may also involve variables such as self-regulated learning (SRL) and online information evaluative standards (OIES). Three instruments, an OISS, a SRL and an OIES were used to investigate the roles of SRL (including basic and advanced SRL) and OIES (including naive and advanced sta…
Current status, opportunities and challenges of augmented reality in education
A review of using eye-tracking technology in exploring learning from 2000 to 2012
Surveying in-service preschool teachers' technological pedagogical content knowledge
Many teachers are reporting that they need to develop more subject-specific applications of educational technology. However, there seems to have been a lack of theoretical frameworks to guide educators in preparing and developing in-service preschool teacher education in the area of educational technology until the recent emergence of the notion of technological pedagogical content knowledge (TPACK). This study utilizes the TPACK survey to explor…
University students' online information searching strategies in different search contexts
This study investigates the role of search context played in university students' online information searching strategies. A total of 304 university students in Taiwan were surveyed with questionnaires in which two search contexts were defined as searching for learning, and searching for daily life information. Students' online search strategies were evaluated by the "Online Information Searching Strategy Inventory" (Tsai, 2009b). The results of …
Comparing high school students’ online self-regulation and engagement in English language learning
The relationship between English language learners’ motivation and online self-regulation
The relationship between Chinese university students' conceptions of language learning and their online self-regulation
University students' online information searching strategies in different search contexts
This study investigates the role of search context played in university students' online information searching strategies. A total of 304 university students in Taiwan were surveyed with questionnaires in which two search contexts were defined as searching for learning, and searching for daily life information. Students' online search strategies were evaluated by the "Online Information Searching Strategy Inventory" (Tsai, 2009b). The results of …
Current status, opportunities and challenges of augmented reality in education
A review of using eye-tracking technology in exploring learning from 2000 to 2012
Surveying in-service preschool teachers' technological pedagogical content knowledge
Many teachers are reporting that they need to develop more subject-specific applications of educational technology. However, there seems to have been a lack of theoretical frameworks to guide educators in preparing and developing in-service preschool teacher education in the area of educational technology until the recent emergence of the notion of technological pedagogical content knowledge (TPACK). This study utilizes the TPACK survey to explor…
Students' self-regulated learning, online information evaluative standards and online academic searching strategies
Online information searching strategies (OISS) used by students can be viewed as a key indicator in online learning environments. Therefore, developments in their OISS may also involve variables such as self-regulated learning (SRL) and online information evaluative standards (OIES). Three instruments, an OISS, a SRL and an OIES were used to investigate the roles of SRL (including basic and advanced SRL) and OIES (including naive and advanced sta…
Examining the role of feedback messages in undergraduate students' writing performance during an online peer assessment activity
Males are not as active as females in online discussion
This study examined the gender difference in students’ perceived discussion strategies in face-to-face and online asynchronous contexts. A survey of 363 university students and follow-up interviews of 20 participants was conducted to examine any gender differences within each context and between the two contexts. The Discussion Strategies Scale was developed to examine students’ discussion strategies for both contexts in four dimensions: comprehe…
Testing measurement invariance and latent mean differences across gender groups in college students’ Internet-specific epistemic beliefs
The purposes of this study were to investigate the measurement invariance and gender differences in the Internet-specific epistemic beliefs between male and female undergraduates. A total of 735 university students in Taiwan were surveyed using the Internet-specific epistemic beliefs questionnaire (ISEQ). By conducting structural equation modeling (SEM), the measurement invariance and latent mean comparisons across gendered groups were tested. Af…
The relationship between Chinese university students' conceptions of language learning and their online self-regulation
Examining the relationship between English language learners’ online self-regulation and their self-efficacy
This quantitative study investigated the relationship between learners’ online self-regulation and their self-efficacy in the context of learning English as a foreign language (EFL). We collected data from two surveys, the online self-regulated English learning (OSEL) and the English language self-efficacy (ELSE), among 424 university students in China. Principal component analyses showed that the OSEL included six sub-scales, namely, goal settin…
The moderating role of self-regulated learning in job characteristics and attitudes towards web-based continuing learning in the airlines workplace
With the increasing importance of adult and continuing education, the present study aimed to examine the factors that influence continuing web-based learning at work. Three questionnaires were utilised to investigate the association of the job characteristics from Karasek et al.’s (1998) job demand-control-support model and the self-regulated learning with web-based continuing learning; exploratory factor analyses indicate their adequate reliabil…
The relationships between the medical learners’ motivations and strategies to learning medicine and learning outcomes
This study represents the first report of the correlation between house officers' ALM and learning outcomes. House officers with deep strategies were more likely to have better learning outcomes. In particular, house officers with a surface motive to learning medicine, i.e., aiming for qualification, were surprisingly correlated with better learning outcomes
The relationship between English language learners’ motivation and online self-regulation
Cluster analysis on Chinese university students’ conceptions of English language learning and their online self-regulation
This study investigated learners’ conceptions of learning English and their online self-regulation in a web-based learning environment among. Two questionnaires, Conceptions of Learning English (COLE) and Online Self-regulation of English Learning (OSEL) were administered to 843 university students in China. Based on their different conceptions of learning English, participants were clustered into four groups. Two groups of students considered th…
A literature review of questionnaires for the assessment of online learning with a specific focus on the factors and items employed
Studies measuring online learning have adopted different perspectives, resulting in different approaches to their assessment of online learning. However, when we consider the literature from a wider angle, there may be complimentary or contrasting relationships. This study performed content analysis on a total of 44 studies that used questionnaires with good reliability and validity from the database of the Social Science Citation Index. Through …
Co-regulation strategies and their associations with writing self-efficacy in a computer-mediated collaborative writing setting
This study examined the structural relationship between learners’ co-regulation strategies and writing self-efficacy in a computer-mediated collaborative writing setting. Two questionnaires about Co-Regulation Strategies (CRS) and English Writing Self-Efficacy (EWSE) were developed and administered to 219 college English language learners following six-week computer-mediated collaborative writing activities. The results of factor analysis indicat…
Comparing high school students’ online self-regulation and engagement in English language learning
A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022
Stimulated Recall (SR) has long been used in educational settings as an approach of retrospection. However, with the fast growing of digital learning and advanced technologies in educational settings over the past decade, the extent to which stimulated recall has been effectively implemented by researchers remains minimal. This systematic review reveals that SR has been primarily employed to probe the patterns of participants’ thinking, to examin…
Highlighting ECE Teachers’ Proximal Processes as Designers
Research Findings: This study incorporates teacher vitality, efficacy, and engagement with lesson design practice in which teachers can particularly encounter challenges from technology integration that calls for design thinking. Using a structural equation modeling approach, this study explores the relationships among teachers’ design thinking engagement (DTE), efficacy in two types of technological pedagogical content knowledge (TPACK) called p…
Roles of programming self-efficacy, cognitive styles, and self-regulated learning strategies on computational thinking in computer programming
This study explored the relationships among programming self-efficacy, learning strategies, and computational thinking on the basis of self-regulation theory. This study also investigated whether the cognitive styles moderated the structural relationships among the factors through the comparison between analytical and intuitive learners. The participants were 487 high school students enrolled in a computer programming course. Through partial leas…
Combining expert K-maps with cued recall to improve students’ conceptions of learning science
Inappropriate restudy can impair students’ conceptions of learning science (COLS), a construct linked to learning approaches and related outcomes. This study examined whether optimising restudy by integrating encoding materials with retrieval tasks can improve COLS in physics. We conducted a three-group pre–post quasi-experiment with 98 Grade 8 students in the Chinese mainland. Group A used linear knowledge summaries (LKSs) with exercises; Group …
Nursing Learning Self-Efficacy as a Mediator Between Self-Regulated Learning and Academic Self-Efficacy
BACKGROUND: Academic self-efficacy (ASE) is critical for achievement. We examined whether domain-specific Nursing learning self-efficacy (NLSE), encompassing cognition, application, and nursing communication (NC), mediates the link between self-regulated learning (SRL) and ASE in junior college nursing students. METHOD: = 878), validated the measures using exploratory and confirmatory factor analyses, and tested mediation through structural equat…
Psychology (18 works) · Computer Science (16 works) · Mathematics education (14 works) · Innovative Teaching and Learning Methods (12 works) · Online and Blended Learning (10 works) · Social Psychology (7 works) · World Wide Web (7 works) · Cognition (6 works) · Pedagogy (6 works) · EFL/ESL Teaching and Learning (4 works)