[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"_public_publisher_byId_4068d790-e6d9-4f7c-8daf-ffcf0f376b9a":3,"_public_publication_all{\"sortAscending\":false,\"sortField\":\"updateTime\",\"page\":0,\"size\":10,\"facet\":true,\"searchKey\":\"publisherId:4068d790-e6d9-4f7c-8daf-ffcf0f376b9a,\"}":106},{"code":4,"data":5,"meta":22},"SUCCESS",{"id":6,"createTime":7,"updateTime":8,"relativeEntities":9,"slug":10,"properties":11,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":24,"manageAffiliations":32,"indexDatabases":55,"url":22,"thumbnailPath":22,"statistic":22,"gsStatistic":22,"type":22,"analyzePriority":22},"4068d790-e6d9-4f7c-8daf-ffcf0f376b9a","2023-12-05T06:24:45.180+00:00","2025-12-12T04:48:14.141+00:00",[],"The-Asia-Pacific-Education-Researcher",{"eissn":12,"issn":14,"title":16,"url":18},{"VOID":13},"01195646",{"VOID":15},"22437908",{"EN":17},"The Asia-Pacific Education Researcher",{"VOID":19},"https:\u002F\u002Flink.springer.com\u002Fjournal\u002F40299","PUBLISHER","PENDING",null,0,[25],{"id":26,"createTime":22,"updateTime":22,"relativeEntities":27,"label":28,"description":31,"parentId":22,"standard":22,"scholarHubFieldId":22},"9453b68b-1f13-43ae-b408-f58e623184da",[],{"EN":29,"VI":30},"Education","Giáo dục",{},[33,41,48],{"id":34,"createTime":22,"updateTime":22,"relativeEntities":35,"slug":22,"properties":36,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":39,"statistic":22},"869fc292-62ea-48f4-960e-51fea58b02ba",[],{"title":37},{"EN":38},"Springer Heidelberg",[40],"9a7c7208-b28a-42c2-a634-5a7f90eee3ab",{"id":42,"createTime":22,"updateTime":22,"relativeEntities":43,"slug":22,"properties":44,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":47,"statistic":22},"9d1b3867-0d0f-45a0-a4fc-d3ab96e29c58",[],{"title":45},{"EN":46},"Springer Singapore",[40],{"id":49,"createTime":22,"updateTime":22,"relativeEntities":50,"slug":22,"properties":51,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":54,"statistic":22},"8e7fce10-23c9-4f81-8998-abcf28ea16a0",[],{"title":52},{"EN":53},"Springer Nature",[40],[56,72,89],{"id":57,"indexDatabase":58,"url":68,"indexYears":69,"academicFieldIds":70,"indexDatabaseRanking":22},"0499ed37-45b5-4137-988e-1720c05f87d7",{"id":59,"createTime":22,"updateTime":22,"relativeEntities":60,"label":61,"description":63,"key":65,"publicationTags":66,"standard":22},"7c6668cf-5dbb-472f-ac65-0e3d0d95e1c2",[],{"EN":62,"VI":62},"ACI - Asean Citation Index",{"EN":64,"VI":64},"Cơ sở dữ liệu ACI","aci",[67],"ACI","https:\u002F\u002Fasean-cites.org\u002Fjournal_info?jid=10358","2013-2021",[71],"df9e0bb4-714d-4df1-b76c-8e57889b7317",{"id":73,"indexDatabase":74,"url":86,"indexYears":22,"academicFieldIds":87,"indexDatabaseRanking":22},"6ae44303-d989-4c19-a349-5c24d896d184",{"id":75,"createTime":22,"updateTime":22,"relativeEntities":76,"label":77,"description":79,"key":82,"publicationTags":83,"standard":22},"a8273be3-1221-4f26-949d-71dc71ff1fc3",[],{"EN":78,"VI":78},"ISI-SSCI -  Social Sciences Citation Index",{"EN":80,"VI":81},"SSCI database","Cơ sở dữ liệu SSCI","ssci",[84,85],"SSCI","ISI","https:\u002F\u002Fmjl.clarivate.com\u002Fsearch-results?issn=0119-5646",[88],"24a9d6c5-1f55-43b6-b34d-2d0ab498c53b",{"id":90,"indexDatabase":91,"url":101,"indexYears":102,"academicFieldIds":103,"indexDatabaseRanking":105},"26aa0128-1b48-4640-8ec3-5c4240a911bd",{"id":92,"createTime":22,"updateTime":22,"relativeEntities":93,"label":94,"description":96,"key":98,"publicationTags":99,"standard":22},"3c7051d4-eb7d-4c57-a56b-36fc74c5d1e9",[],{"EN":95,"VI":95},"Scopus - Elsevier",{"EN":95,"VI":97},"Cơ sở dữ liệu Scopus thuộc Elsevier","scopus",[100],"SCOPUS","https:\u002F\u002Fwww.scopus.com\u002Fsourceid\u002F17900156737","2008-2025",[104],"90617f9b-a5d6-432e-b450-512fe6e1328f","NONE",{"meta":107,"data":109},{"total":108},"559",[110,238,380,716,1173,1306,1427,1561,1761,2019],{"id":111,"createTime":112,"updateTime":113,"relativeEntities":114,"slug":115,"properties":116,"entityType":126,"verifyStatus":127,"verifyTime":128,"verifyNote":129,"languages":22,"translateLanguages":130,"viewCount":132,"primaryUrl":133,"fullTextUrl":22,"authors":134,"publicationType":180,"publisherRelationship":181,"citationCount":22,"citationInfo":22,"publishDate":234,"publishYear":235,"citationAnalyzeStatus":21,"lastCitationAnalyze":22,"indexDatabases":236,"openAccess":22,"references":22,"isForceReanalyzing":237},"00158f46-6bb5-4d94-81ee-8585872c5f6f","2024-01-05T03:12:53.846+00:00","2026-09-09T10:13:49.254+00:00",[],"Developing-and-Validating-the-Attitudes-Towards-Inclusive-Education-Scale-AIES-Around-Contemporary-Paradigms-of-Inclusion",{"abstract":117,"title":119,"references":122,"doi":124},{"EN":118},"A few educational models have evolved fast as inclusive education (IE), which has expanded from being a special education technique focused on integration to a comprehensive model that encompasses the education of all students. However, there is a lack of measurement tools that align with the evolving conceptualizations of IE, provide insights into its implementation in the field, and capture the perspectives of school staff. Therefore, the primary objective of this study was twofold: firstly, to develop the Attitudes towards Inclusive Education Scale (AIES) to assess the attitudes of school staff, including teachers, managers, and school counselors, towards IE; and secondly, to examine the relationships between staff attitudes, demographic factors (age, gender), work experience, educational level engaged with and prior training in IE. The AIES comprised 43 items and three distinct dimensions, demonstrating a valid factor structure and satisfactory internal consistency. The findings revealed that school staff's attitudes significantly varied based on gender and prior training in IE. This study makes a valuable contribution to the field by developing a robust and up-to-date attitude scale to assess attitudes towards IE.",{"EN":120,"VI":121},"Developing and Validating the Attitudes Towards Inclusive Education Scale (AIES) Around Contemporary Paradigms of Inclusion","Phát triển và thẩm định Thang đo thái độ đối với giáo dục hòa nhập (AIES) dựa trên các mô hình hòa nhập đương đại",{"VOID":123},"Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https:\u002F\u002Fdoi.org\u002F10.1080\u002F20020317.2020.1729587\nAlghazo, E. M., & Naggar Gaad, E. E. (2004). General education teachers in the United Arab Emirates and their acceptance of the inclusion of students with disabilities. British Journal of Special Education, 31(2), 94–99. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.0952-3383.2004.00335.x\nAmor, A. M., Hagiwara, M., Shogren, K. A., Thompson, J. R., Verdugo, M. Á., Burke, K. M., & Aguayo, V. (2019). International perspectives and trends in research on inclusive education: A systematic review. International Journal of Inclusive Education, 23(12), 1277–1295. https:\u002F\u002Fdoi.org\u002F10.1080\u002F13603116.2018.1445304\nAntonak, R. F., & Larrivee, B. (1995). Psychometric analysis and revision of the opinions relative to mainstreaming scale. Exceptional Children, 62(2), 139–149. https:\u002F\u002Fdoi.org\u002F10.1177\u002F001440299506200204\nAvramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration\u002Finclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129–147. https:\u002F\u002Fdoi.org\u002F10.1080\u002F08856250210129056\nBooth, T., & Ainscow, M. (2002). Index for inclusion. Centre for Studies on Inclusive Education.\nBourke, R., & Mentis, M. (2014). An assessment framework for inclusive education: Integrating assessment approaches. Assessment in Education: Principles, Policy & Practice, 21(4), 384–397. https:\u002F\u002Fdoi.org\u002F10.1080\u002F0969594X.2014.888332\nCarr, N. S. (2013). Increasing the effectiveness of homework for all learners in the inclusive classroom. School Community Journal, 23(1), 169–182.\nCarter, S., & Abawi, L. A. (2018). Leadership, inclusion, and quality education for all. Australasian Journal of Special and Inclusive Education, 42(1), 49–64. https:\u002F\u002Fdoi.org\u002F10.1017\u002Fjsi.2018.5\nCohen, J. (2013). Statistical power analysis for the behavioral sciences. Academic Press.\nCollier, J. E. (2020). Applied structural equation modeling using AMOS: Basic to advanced techniques. Routledge.\nde Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331–353. https:\u002F\u002Fdoi.org\u002F10.1080\u002F13603110903030089\nde Boer, A., Timmerman, M., Pijl, S. J., & Minnaert, A. (2012). The psychometric evaluation of a questionnaire to measure attitudes towards inclusive education. European Journal of Psychology of Education, 27(4), 573–589. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10212-011-0096-z\nDrost, E. A. (2011). Validity and reliability in social science research. Education Research and Perspectives, 38(1), 105–123.\nEagly, A. H., & Chaiken, S. (1993). The nature of attitudes. In H. Eagly & S. Chaiken (Eds.), The psychology of attitudes (pp. 1–21). Harcourt Brace College.\nErgin, D. A. (2019). Developing the scale of attitudes towards inclusion. Turkish Studies, 14(3), 495–508.\nEwing, D. L., Monsen, J. J., & Kielblock, S. (2018). Teachers’ attitudes towards inclusive education: A critical review of published questionnaires. Educational Psychology in Practice, 34(2), 150–165. https:\u002F\u002Fdoi.org\u002F10.1080\u002F02667363.2017.1417822\nFirat, T. (2021). Experiences of students with visual impairments in higher education: Barriers and facilitators. British Journal of Special Education, 48(3), 301–322. https:\u002F\u002Fdoi.org\u002F10.1111\u002F1467-8578.12365\nForlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17–32. https:\u002F\u002Fdoi.org\u002F10.1080\u002F1359866X.2010.540850\nForlin, C., Earle, C., Loreman, T., & Sharma, U. (2011). The sentiments, attitudes, and concerns about inclusive education revised (SACIE-R) scale for measuring pre-service teachers’ perceptions about inclusion. Exceptionality Education International, 21(3), 50–65. https:\u002F\u002Fdoi.org\u002F10.5206\u002Feei.v21i3.7682\nForlin, C., Sharma, U., & Loreman, T. (2007). An international comparison of pre-service teacher attitudes towards inclusive education. Disability Studies Quarterly, 27(4), 151–160.\nFornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Chemical Information and Modeling, 18(1), 39–50.\nForslund Frykedal, K., & Hammar Chiriac, E. (2018). Student collaboration in group work: Inclusion as participation. International Journal of Disability, Development and Education, 65(2), 183–198. https:\u002F\u002Fdoi.org\u002F10.1080\u002F1034912X.2017.1363381\nFriend, M., & Bursuck, W. D. (2019). Including students with special needs: A practical guide for classroom teachers. Pearson.\nGall, M. D., Borg, W. R., & Gall, J. P. (1996). Research methods. In M. D. Gall, W. R. Borg, & J. P. Gall (Eds.), Educational research: An introduction (pp. 165–370). Longman.\nGöransson, K., & Nilholm, C. (2014). Conceptual diversities and empirical shortcomings—A critical analysis of research on inclusive education. European Journal of Special Needs Education, 29(3), 265–280. https:\u002F\u002Fdoi.org\u002F10.1080\u002F08856257.2014.933545\nHair, J. F., Jr., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis. Pearson Education Inc.\nHastings, R. P., & Oakford, S. (2003). Student teachers’ attitudes towards the inclusion of children with special needs. Educational Psychology, 23(1), 87–94. https:\u002F\u002Fdoi.org\u002F10.1080\u002F01443410303223\nHinkin, T. R. (1998). A brief tutorial on the development of measures for use in survey questionnaires. Organizational Research Methods, 1(1), 104–121. https:\u002F\u002Fdoi.org\u002F10.1177\u002F109442819800100106\nKesik, F., & Beycioglu, K. (2022). Turkish education policies and practices: Inclusive or exclusionary? International Journal of Inclusive Education. https:\u002F\u002Fdoi.org\u002F10.1080\u002F13603116.2022.2058625\nKilinc, S. (2019). ‘Who will fit in with whom? ’Inclusive education struggles for students with dis\u002Fabilities. International Journal of Inclusive Education, 23(12), 1296–1314. https:\u002F\u002Fdoi.org\u002F10.1080\u002F13603116.2018.1447612\nLakens, D., Scheel, A. M., & Isager, P. M. (2018). Equivalence testing for psychological research: A tutorial. Advances in Methods and Practices in Psychological Science, 1(2), 259–269. https:\u002F\u002Fdoi.org\u002F10.1177\u002F2515245918770963\nLancaster, G. A., Dodd, S., & Williamson, P. R. (2004). Design and analysis of pilot studies: Recommendations for good practice. Journal of Evaluation in Clinical Practice, 10(2), 307–312. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.2002.384.doc.x\nLoreman, T., Earle, C., Sharma, U., & Forlin, C. (2007). The development of an instrument for measuring pre-service teachers’ sentiments, attitudes, and concerns about inclusive education. International Journal of Special Education, 22(2), 150–159.\nMacFarlane, K., & Woolfson, L. M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education, 29, 46–52. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.tate.2012.08.006\nMahat, M. (2008). The development of a psychometrically-sound instrument to measure teachers’ multidimensional attitudes toward inclusive education. International Journal of Special Education, 23(1), 82–92.\nMcCoy, K. M. (1995). Teaching special learners in the general classroom. Love.\nMinistry of National Education [Millî Eğitim Bakanlığı]. (2017). Kaynaştırma\u002Fbütünleştirme yoluyla eğitim uygulamaları genelgesi [The circular of educational practices through integration\u002Finclusion]. https:\u002F\u002Forgm.meb.gov.tr\u002Fmeb_iys_dosyalar\u002F2017_09\u002F21112929_kaynastirma_genelge.pdf\nMinistry of National Education [Millî Eğitim Bakanlığı]. (2018). Özel eğitim hizmetleri yönetmeliği [The regulation of special education services]. https:\u002F\u002Forgm.meb.gov.tr\u002Fmeb_iys_dosyalar\u002F2018_07\u002F09101900_ozel_egitim_hizmetleri_yonetmeligi_07072018.pdf\nMonsen, J. J., Ewing, D. L., & Boyle, J. (2015). Psychometric properties of the revised teachers’ attitude toward inclusion scale. International Journal of School & Educational Psychology, 3(1), 64–71. https:\u002F\u002Fdoi.org\u002F10.1080\u002F21683603.2014.938383\nMonsen, J. J., Ewing, D. L., & Kwoka, M. (2014). Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment. Learning Environments Research, 17(1), 113–126. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10984-013-9144-8\nNilholm, C. (2021). Research about inclusive education in 2020–How can we improve our theories in order to change practice? European Journal of Special Needs Education, 36(3), 358–370. https:\u002F\u002Fdoi.org\u002F10.1080\u002F08856257.2020.1754547\nPijl, S. J., Meijer, C., & Hegarty, S. (1997). Inclusive education: A global agenda. Routledge.\nPolat, F. (2011). Inclusion in education: A step towards social justice. International Journal of Educational Development, 31(1), 50–58. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ijedudev.2010.06.009\nRakap, S., Cig, O., & Parlak-Rakap, A. (2017). Preparing preschool teacher candidates for inclusion: Impact of two special education courses on their perspectives. Journal of Research in Special Educational Needs, 17(2), 98–109. https:\u002F\u002Fdoi.org\u002F10.1111\u002F1471-3802.12116\nRakap, S., & Kaczmarek, L. (2010). Teachers’ attitudes towards inclusion in Turkey. European Journal of Special Needs Education, 25(1), 59–75. https:\u002F\u002Fdoi.org\u002F10.1080\u002F08856250903450848\nRichards, G., & Armstrong, F. (2015). Teaching and learning in diverse and inclusive classrooms. Routledge.\nRoss-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students. Journal of Research in Special Educational Needs, 9(3), 188–198. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1471-3802.2009.01135.x\nSaloviita, T. (2020). Teacher attitudes towards the inclusion of students with support needs. Journal of Research in Special Educational Needs, 20(1), 64–73. https:\u002F\u002Fdoi.org\u002F10.1111\u002F1471-3802.12466\nSari, T., Nayir, F., & Kahraman, Ü. (2020). A study on inclusive education in Turkey. Journal of Education and Future, 18, 69–82.\nSakız, H. (2017). Impact of an inclusive programme on achievement, attendance and perceptions towards the school climate and social-emotional adaptation among students with disabilities. Educational Psychology, 37(5), 611–631. https:\u002F\u002Fdoi.org\u002F10.1080\u002F01443410.2016.1225001\nSakız, H. (2018). Students with learning disabilities within the context of inclusive education: issues of identification and school management. International Journal of Inclusive Education, 22(3), 285–305. https:\u002F\u002Fdoi.org\u002F10.1080\u002F13603116.2017.1363302\nSakız, H., & Woods, C. (2015). Achieving inclusion of students with disabilities in Turkey: Current challenges and future prospects. International Journal of Inclusive Education, 19(1), 21–35. https:\u002F\u002Fdoi.org\u002F10.1080\u002F13603116.2014.902122\nSharma, U., Shaukat, S., & Furlonger, B. (2015). Attitudes and self-efficacy of pre-service teachers towards inclusion in Pakistan. Journal of Research in Special Educational Needs, 15(2), 97–105. https:\u002F\u002Fdoi.org\u002F10.1111\u002F1471-3802.12071\nSlee, R. (2018). Defining the scope of inclusive education. Think piece prepared for the 2020 Global Education Monitoring Report. UNESCO. http:\u002F\u002Frepositorio.minedu.gob.pe\u002Fhandle\u002F20.500.12799\u002F5977\nSmith, D. D. (2014). Introduction to special education: Making a difference. Pearson Allyn Bacon.\nTabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Allyn and Bacon.\nTait, K., & Purdie, N. (2000). Attitudes toward disability: Teacher education for inclusive environments in an Australian university. International Journal of Disability, Development and Education, 47, 25–38. https:\u002F\u002Fdoi.org\u002F10.1080\u002F103491200116110\nTerzi, L. (2010). Justice and equality in education: A capability perspective on disability and special educational needs. Continuum.\nTikly, L., & Barrett, A. (2011). Social justice, capabilities and the quality of education in low income countries. International Journal of Educational Development, 31(1), 3–14.\nUNESCO. (1994). The Salamanca statement and framework for action on special needs education. UNESCO. https:\u002F\u002Funesdoc.unesco.org\u002Fark:\u002F48223\u002Fpf0000098427\nUNESCO. (2015). Education for all global monitoring report: Education for All 2000–2015 achievements and challenges. UNESCO. https:\u002F\u002Funesdoc.unesco.org\u002Fark:\u002F48223\u002Fpf0000232205\nUNESCO. (2017). A guide for ensuring inclusion and equity in education. UNESCO. https:\u002F\u002Funesdoc.unesco.org\u002Fark:\u002F48223\u002Fpf0000248254\nVan Reusen, A. K., Shoho, A. R., & Barker, K. S. (2001). High school teacher attitudes toward inclusion. High School Journal, 84(2), 7–21.\nVislie, L. (2003). From integration to inclusion: Focusing global trends and changes in the Western European societies. European Journal of Special Needs Education, 18(1), 17–35. https:\u002F\u002Fdoi.org\u002F10.1080\u002F0885625082000042294\nWilczenski, F. L. (1992). Measuring attitudes toward inclusive education. Psychology in the Schools, 29(4), 306–312. https:\u002F\u002Fdoi.org\u002F10.1002\u002F1520-6807(199210)29:4%3c306::AID-PITS2310290403%3e3.0.CO;2-1\nWilczenski, F. L. (1995). Development of a scale to measure attitudes toward inclusive education. Educational and Psychological Measurement, 55(2), 291–299. https:\u002F\u002Fdoi.org\u002F10.1177\u002F0013164495055002013\nYakut, A. D. (2021). Students with specific learning disabilities in inclusive settings: A study of teachers’ self-efficacy. Learning Disabilities Research & Practice, 36(2), 136–144. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fldrp.12241\nYaşlıoğlu, M. M. (2017). Factor analysis and validity in social sciences: Application of exploratory and confirmatory factor analyses. Istanbul University Journal of the School of Business, 46, 74–85.",{"VOID":125},"10.1007\u002Fs40299-023-00772-8","PUBLICATION","VERIFIED","2024-09-27T12:39:55.646+00:00","Auto Verify",[131],"VI",1,"https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs40299-023-00772-8",[135,151,166],{"id":136,"sortIndex":23,"researcher":22,"roles":137,"affiliations":139,"properties":148,"displayName":150,"givenName":22,"familyName":22},"619d8d33-610f-4b7f-a959-d7b057c147d4",[138],"AUTHOR",[140],{"id":141,"sortIndex":23,"affiliation":142,"properties":22},"02849c23-f946-41ba-9e62-1ded9ce58498",{"id":141,"createTime":22,"updateTime":22,"relativeEntities":143,"slug":22,"properties":144,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":147,"statistic":22},[],{"title":145},{"VI":146},"Faculty of Letters, Department of Educational Sciences, Mardin Artuklu University, Mardin, Türkiye",[],{"title":149},{"VI":150},"Halis Sakız",{"id":152,"sortIndex":132,"researcher":22,"roles":153,"affiliations":154,"properties":163,"displayName":165,"givenName":22,"familyName":22},"1762fb38-bb15-4e4e-8fa6-008d2fa252f4",[138],[155],{"id":156,"sortIndex":23,"affiliation":157,"properties":22},"bc5e2c10-c72c-41e9-bad1-3439c6651dab",{"id":156,"createTime":22,"updateTime":22,"relativeEntities":158,"slug":22,"properties":159,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":162,"statistic":22},[],{"title":160},{"VI":161},"Faculty of Letters, Department of Psychology, Mardin Artuklu University, Mardin, Türkiye",[],{"title":164},{"VI":165},"Naif Ergün",{"id":167,"sortIndex":168,"researcher":22,"roles":169,"affiliations":170,"properties":177,"displayName":179,"givenName":22,"familyName":22},"d3f0d9f0-be39-4717-858a-a5fec9bb6581",2,[138],[171],{"id":141,"sortIndex":23,"affiliation":172,"properties":22},{"id":141,"createTime":22,"updateTime":22,"relativeEntities":173,"slug":22,"properties":174,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":176,"statistic":22},[],{"title":175},{"VI":146},[],{"title":178},{"VI":179},"İdris Göksu","ARTICLE",{"url":133,"publisher":182,"properties":231},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":183,"slug":10,"properties":184,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":188,"manageAffiliations":193,"indexDatabases":209,"url":22,"thumbnailPath":22,"statistic":22,"gsStatistic":22,"type":22,"analyzePriority":22},[],{"issn":185,"title":186,"eissn":187},{"VOID":15},{"EN":17},{"VOID":13},[189],{"id":26,"createTime":22,"updateTime":22,"relativeEntities":190,"label":191,"description":192,"parentId":22,"standard":22,"scholarHubFieldId":22},[],{"EN":29,"VI":30},{},[194,199,204],{"id":34,"createTime":22,"updateTime":22,"relativeEntities":195,"slug":22,"properties":196,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":198,"statistic":22},[],{"title":197},{"EN":38},[40],{"id":42,"createTime":22,"updateTime":22,"relativeEntities":200,"slug":22,"properties":201,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":203,"statistic":22},[],{"title":202},{"EN":46},[40],{"id":49,"createTime":22,"updateTime":22,"relativeEntities":205,"slug":22,"properties":206,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":208,"statistic":22},[],{"title":207},{"EN":53},[40],[210,217,224],{"id":57,"indexDatabase":211,"url":68,"indexYears":69,"academicFieldIds":216,"indexDatabaseRanking":22},{"id":59,"createTime":22,"updateTime":22,"relativeEntities":212,"label":213,"description":214,"key":65,"publicationTags":215,"standard":22},[],{"EN":62,"VI":62},{"EN":64,"VI":64},[67],[71],{"id":73,"indexDatabase":218,"url":86,"indexYears":22,"academicFieldIds":223,"indexDatabaseRanking":22},{"id":75,"createTime":22,"updateTime":22,"relativeEntities":219,"label":220,"description":221,"key":82,"publicationTags":222,"standard":22},[],{"EN":78,"VI":78},{"EN":80,"VI":81},[84,85],[88],{"id":90,"indexDatabase":225,"url":101,"indexYears":102,"academicFieldIds":230,"indexDatabaseRanking":105},{"id":92,"createTime":22,"updateTime":22,"relativeEntities":226,"label":227,"description":228,"key":98,"publicationTags":229,"standard":22},[],{"EN":95,"VI":95},{"EN":95,"VI":97},[100],[104],{"pages":232},{"VOID":233},"1-17","2023-09-21",2023,[84,100],false,{"id":239,"createTime":240,"updateTime":241,"relativeEntities":242,"slug":243,"properties":244,"entityType":126,"verifyStatus":127,"verifyTime":255,"verifyNote":129,"languages":22,"translateLanguages":22,"viewCount":132,"primaryUrl":256,"fullTextUrl":22,"authors":257,"publicationType":180,"publisherRelationship":319,"citationCount":23,"citationInfo":374,"publishDate":376,"publishYear":235,"citationAnalyzeStatus":377,"lastCitationAnalyze":378,"indexDatabases":379,"openAccess":22,"references":22,"isForceReanalyzing":237},"bd33c30f-bcfc-4b87-8121-6fe52cb22411","2024-01-10T19:48:49.728+00:00","2026-07-26T06:10:32.807+00:00",[],"The-Impact-of-Financial-Education-for-Children-Evidence-from-an-Experiment-in-China",{"abstract":245,"title":247,"gsPaper":249,"references":251,"doi":253},{"EN":246},"Financial education for children has drawn considerable attention and has recently been advocated in schools; however, its impact still needs to be examined with a more comprehensive evaluation framework. This study carries out a paired-design experiment to evaluate the effectiveness of the Aflatoun Child Social & Financial Education program, which is initiated by the International Children's Savings Foundation and covers more than 100 countries and millions of children and adolescents. The participants are students in grades 4–5 of primary schools in China. By using difference-in-differences estimation, this study finds that the Aflatoun curriculum can significantly improve children’s behaviors in regular saving, rational consumption, and social participation. At the same time, unintended adverse negative effects are spotted in terms of children’s attitudes and personality development. The estimation of its heterogeneous effects shows that financial education for children can achieve greater success in improving boys’ financial behaviors and in underdeveloped areas.",{"EN":248},"The Impact of Financial Education for Children: Evidence from an Experiment in China",{"VOID":250},"[\"1904300269960927840\"]",{"VOID":252},"Alan, S., & Ertac, S. (2018). Fostering patience in the classroom: Results from randomized educational intervention. Journal of Political Economy, 126(5), 1865–1911.\nAmagir, A., Groot, W., Maassen van den Brink, H., & Wilschut, A. (2018). A review of financial-literacy education programs for children and adolescents. Citizenship, Social and Economics Education, 17(1), 56–80. https:\u002F\u002Fdoi.org\u002F10.1177\u002F2047173417719555\nBatty, M., Collins, J. M., & Odders-White, E. (2015). Experimental evidence on the effects of financial education on elementary school students’ knowledge, behavior, and attitudes. Journal of Consumer Affairs, 49(1), 69–96. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fjoca.12058\nBernheim, B. D., Garrett, D. M., & Maki, D. M. (2001). Education and saving: The long-term effects of high school financial curriculum mandates. Journal of Public Economics, 80(3), 435–465. https:\u002F\u002Fdoi.org\u002F10.1016\u002FS0047-2727(00)00120-1\nBerry, J., Karlan, D., & Pradhan, M. (2018). The impact of financial education for youth in Ghana. World Development, 102, 71–89. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.worlddev.2017.09.011\nBlascovich, J., & Tomaka, J. (1991). Measures of self-esteem. In J. Robinson, P. Shaver, & L. Wrightsman (Eds.), Measures of personality and social psychological attitudes (pp. 115–160). Academic Press.\nBruhn, M., Leão, L. D. S., Legovini, A., Marchetti, R., & Zia, B. (2016). The impact of high school financial education: Evidence from a large-scale evaluation in Brazil. American Economic Journal: Applied Economics, 8(4), 256–295. https:\u002F\u002Fdoi.org\u002F10.1257\u002Fapp.20150149\nChen, W., & Heath, J. A. (2012). The efficacy of financial education in the early grades: Results from a statewide program. In T. Lucey & J. Laney (Eds.), Reframing financial literacy: Exploring the value of social currency (pp. 189–208). Information Age Publishing Inc.\nCanadian International Development Agency (CIDA). (2007). Impacts of microfinance initiatives on children: Overview of the study report. Retrieved from: https:\u002F\u002Fresourcecentre.savethechildren.net\u002Fpdf\u002F1983.pdf.\nChild and Youth Finance International (CYFI). (2012). Children and youth as economic citizens: Review of research on financial capability, financial inclusion, and financial education. CYFI.\nCole, S., Paulson, A., & Shastry, G. K. (2016). High school curriculum and financial outcomes: The impact of mandated personal finance and mathematics courses. Journal of Human Resources, 51(3), 656–698. https:\u002F\u002Fdoi.org\u002F10.3368\u002Fjhr.51.3.0113-5410R1\nDare, S. E., van Dijk, W. W., van Dijk, E., van Dillen, L. F., Gallucci, M., & Simonse, O. (2020). The effect of financial education on pupils’ financial knowledge and skills: Evidence from a Solomon four-group design. The Journal of Educational Research, 113(2), 93–107. https:\u002F\u002Fdoi.org\u002F10.1080\u002F00220671.2020.1733453\nDe Clercq, B. (2009). Do our children know anything about money? An Exploratory Study. Meditari Accountancy Research, 17(1), 1–13.\nDemirguc-Kunt, A., & Klapper, L. (2012). Measuring financial inclusion: The global index database. World Bank.\nDrago, F. (2011). Self-esteem and earnings. Journal of Economic Psychology, 32(3), 480–488. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.joep.2011.03.015\nEuropean Economic and Social Committee (ESC). (2016). Financial Education for all: European economic and social committee financial education strategies and best practices within the European Union. Retrieved from: https:\u002F\u002Fwww.eesc.europa.eu\u002Fsites\u002Fdefault\u002Ffiles\u002Fresources\u002Fdocs\u002Fqe-02-16-362-en-n.pdf.\nFabris, N., & Luburić, R. (2016). Financial education of children and youth. Journal of Central Banking Theory and Practice, 5(2), 65–79. https:\u002F\u002Fdoi.org\u002F10.1515\u002Fjcbtp-2016-0011\nFernandes, D., Lynch, J. G., Jr., & Netemeyer, R. G. (2014). Financial literacy, financial education, and downstream financial behaviors. Management Science, 60(8), 1861–1883. https:\u002F\u002Fdoi.org\u002F10.1287\u002Fmnsc.2013.1849\nFrisancho, V. (2020). The impact of financial education for youth. Economics of Education Review, 78, 101918. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.econedurev.2019.101918\nGarg, N., & Singh, S. (2018). Financial literacy among youth. International Journal of Social Economics, 45(1), 173–186. https:\u002F\u002Fdoi.org\u002F10.1108\u002FIJSE-11-2016-0303\nHarter, C. L., & Harter, J. F. (2009). Assessing the effectiveness of financial fitness for life in eastern Kentucky. Journal of Applied Economics and Policy, 28(1), 20–33.\nHo, M. C. S., & Lee, D. H. L. (2020). School banding effects on student financial literacy acquisition in a standardized financial literacy curriculum. The Asia-Pacific Education Researcher, 29(4), 377–391.\nHong, L., Cao, H., & Fang, G. (2009). The reliability and validity of the money attitude scale. China Journal of Clinical Psychology, 17(2), 1–10.\nJames-Wilson, D., Torres, V., van Bastelaer, T., Yamba, B., Parrott, L., Brand, M., & Fowler, B. (2008). Economic strengthening for vulnerable children: principles of program design and technical recommendations for effective field interventions. Retrieved from: https:\u002F\u002Fpdf.usaid.gov\u002Fpdf_docs\u002Fpnadu441.pdf.\nKaiser, T., Lusardi, A., Menkhoff, L., & Urban, C. (2022). Financial education affects financial knowledge and downstream behaviors. Journal of Financial Economics, 145(2), 255–272.\nKaiser, T., & Menkhoff, L. (2017). Does financial education impact financial literacy and financial behavior, and if so, when? The World Bank Economic Review, 31(3), 611–630.\nKaiser, T., & Menkhoff, L. (2020). Financial education in schools: A meta-analysis of experimental studies. Economics of Education Review, 78, 101930. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.econedurev.2019.101930\nKaiser, T., & Menkhoff, L. (2022). Active learning improves financial education: Experimental evidence from Uganda. Journal of Development Economics, 157, 102870.\nKalwij, A., Alessie, R., Dinkova, M., Schonewille, G., Van der Schors, A., & Van der Werf, M. (2019). The effects of financial education on financial literacy and savings behavior: Evidence from a controlled field experiment in Dutch primary schools. Journal of Consumer Affairs, 53(3), 699–730. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fjoca.12241\nKlapper, L., Lusardi, A., & Van Oudheusden, P. (2015). Financial literacy around the world. World Bank.\nKling, J. R., Liebman, J. B., & Katz, L. F. (2007). Experimental analysis of neighborhood effects. Econometrica, 75(1), 83–119.\nLeBaron, A. B., Holmes, E. K., Jorgensen, B. L., & Bean, R. A. (2020). Parental financial education during childhood and financial behaviors of emerging adults. Journal of Financial Counselling and Planning, 31(1), 42–54. https:\u002F\u002Fdoi.org\u002F10.1891\u002FJFCP-18-00021\nMandell, L., & Klein, L. S. (2009). The impact of financial literacy education on subsequent financial behavior. Journal of Financial Counselling and Planning, 20(1), 1–10.\nMcCormick, M. H. (2009). The effectiveness of youth financial education: A review of the literature. Journal of Financial Counseling and Planning, 20(1), 14.\nMigheli, M., & Coda Moscarola, F. (2017). Gender differences in financial education: Evidence from primary school. De Economist, 165(3), 321–347. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10645-017-9300-0\nMundy, S. (2018). Financial education programs in schools. OECD Journal: General Papers, 3, 53–127.\nO’Prey, L., & Shephard, D. (2014). Financial education for children and youth: A systematic review and meta-analysis. Aflatoun Working Paper 2014. 1C.\nOrganization for Economic Co-operation and Development (OECD). (2021). A national financial literacy strategy for Austria. Retrieved from: https:\u002F\u002Fwww.oecd.org\u002Fdaf\u002Ffin\u002Ffinancial-education\u002Faustria-financial-literacy-strategy.htm.\nOrth, U., Robins, R. W., & Widaman, K. F. (2012). Life-span development of self-esteem and its effects on important life outcomes. Journal of Personality and Social Psychology, 102(6), 1271–1288. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0025558\nPaulhus, D. L. (1991). Measurement and control of response bias. In J. P. Robinson, P. R. Shaver, & L. S. Wrightsman (Eds.), Measures of personality and social psychological attitudes (pp. 17–59). Academic Press.\nRodriguez-Raga, S., & Martinez-Camelo, N. (2022). Game, guide or website for financial education improvement: Evidence from an experiment in Colombian schools. Journal of Behavioral and Experimental Finance, 33, 100606.\nRosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press.\nSari, R. C., & Fatimah, P. L. (2017). Bringing voluntary financial education in emerging economy: Role of financial socialization during elementary years. The Asia-Pacific Education Researcher, 26(3), 183–192. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs40299-017-0339-0\nSherraden, M. S., Johnson, L., Guo, B., & Elliott, W. (2011). Financial capability in children: Effects of participation in a school-based financial education and savings program. Journal of Family and Economic Issues, 32(3), 385–399. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10834-010-9220-5\nSoldz, S., & Vaillant, G. E. (1999). The Big Five personality traits and the life course: A 45-year longitudinal study. Journal of Research in Personality, 33(2), 208–232. https:\u002F\u002Fdoi.org\u002F10.1006\u002Fjrpe.1999.2243\nThe BNU Financial Literacy Education Center (CFLE). (2018). Whiter paper on financial literacy in China. Retrieved from: http:\u002F\u002Fwww.practicalmoneyskills.com.cn\u002Fassets\u002Fpdfs\u002Fresidents_finance_and_economics_2018.pdf [In Chinese].\nThe China Financial Consumer Protection Bureau. (2021). A survey report on consumer financial literacy. Retrieved from: http:\u002F\u002Fjrj.sh.gov.cn\u002Fcmsres\u002F48\u002F48cd4773521a481ca2510a6c487e1a04\u002Ffd261e9ce347c8e43f9d4bb8a5c03fe5.pdf [In Chinese].\nThe OECD council (2005). Recommendation on principles and good practices for financial education and awareness. Retrieved from: https:\u002F\u002Fwww.oecd.org\u002Fdaf\u002Ffin\u002Ffinancial-education\u002F35108560.pdf.\nThe State Council. (2015). Plan for promoting financial inclusion (2016–2020). Retrieved from: http:\u002F\u002Fwww.gov.cn\u002Fzhengce\u002Fcontent\u002F2016-01\u002F15\u002Fcontent_10602.htm [In Chinese].\nTotenhagen, C. J., Casper, D. M., Faber, K. M., Bosch, L. A., Wiggs, C. B., & Borden, L. M. (2015). Youth financial literacy: A review of key considerations and promising delivery methods. Journal of Family and Economic Issues, 36(2), 167–191. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10834-014-9397-0\nWalstad, W. B., Rebeck, K., & MacDonald, R. A. (2010). The effects of financial education on the financial knowledge of high school students. Journal of Consumer Affairs, 44(2), 336–357. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1745-6606.2010.01172.x\nWalstad, W., Urban, C., Asarta, C. J., Breitbach, E., Bosshardt, W., Heath, J., Barbara, O., Jamie, W., & Xiao, J. J. (2017). Perspectives on evaluation in financial education: Landscape, issues, and studies. The Journal of Economic Education, 48(2), 93–112. https:\u002F\u002Fdoi.org\u002F10.1080\u002F00220485.2017.1285738\nWang, L. (2019). “Yue Guang Zu” change to “Yue Qian Zu”: Excessive consumption creates a young \"Fu Wen\". China Youth Daily. [In Chinese.].\nXiao, J. J., & Huang, J. (2021). Financial capability: A conceptual review, extension, and synthesis. Retrieved from https:\u002F\u002Fpapers.ssrn.com\u002Fsol3\u002Fpapers.cfm?abstract_id=3943629.\nYamauchi, K. T., & Templer, D. J. (1982). The development of a money attitude scale. Journal of Personality Assessment, 46(5), 522–528. https:\u002F\u002Fdoi.org\u002F10.1207\u002Fs15327752jpa4605_14\nZhou, H., Niu, L. L., & Zou, H. (2000). The development of the big five-factor personality inventory on middle school students. Psychological Development and Education, 16(1), 48–54. [In Chinese].",{"VOID":254},"10.1007\u002Fs40299-023-00716-2","2024-06-22T23:46:02.524+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs40299-023-00716-2",[258,275,288,303],{"id":259,"sortIndex":23,"researcher":22,"roles":260,"affiliations":261,"properties":270,"displayName":272,"givenName":22,"familyName":22},"4e90898a-f390-425d-8dff-9f656006bc82",[138],[262],{"id":263,"sortIndex":23,"affiliation":264,"properties":22},"994d9c3f-44d3-4694-96f9-1a23cfa3369b",{"id":263,"createTime":22,"updateTime":22,"relativeEntities":265,"slug":22,"properties":266,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":269,"statistic":22},[],{"title":267},{"VI":268},"Faculty of Education, Beijing Normal University, Beijing, China",[],{"title":271,"gsAuthor":273},{"VI":272},"Jinyan Zhou",{"VOID":274},"[\"8pavcjMAAAAJ\"]",{"id":276,"sortIndex":132,"researcher":22,"roles":277,"affiliations":278,"properties":285,"displayName":287,"givenName":22,"familyName":22},"dff6f7d1-44ed-4905-96cd-b2cdf73b3c4b",[138],[279],{"id":263,"sortIndex":23,"affiliation":280,"properties":22},{"id":263,"createTime":22,"updateTime":22,"relativeEntities":281,"slug":22,"properties":282,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":284,"statistic":22},[],{"title":283},{"VI":268},[],{"title":286},{"VI":287},"Siche Feng",{"id":289,"sortIndex":168,"researcher":22,"roles":290,"affiliations":291,"properties":300,"displayName":302,"givenName":22,"familyName":22},"d9aad22e-0405-4829-a13b-8ff16a86661b",[138],[292],{"id":293,"sortIndex":23,"affiliation":294,"properties":22},"28f0b8ca-bbc3-402c-9891-cda4d4d878cf",{"id":293,"createTime":22,"updateTime":22,"relativeEntities":295,"slug":22,"properties":296,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":299,"statistic":22},[],{"title":297},{"VI":298},"East China University of Science and Technology, Shanghai, China",[],{"title":301},{"VI":302},"Lihuan Wu",{"id":304,"sortIndex":305,"researcher":22,"roles":306,"affiliations":307,"properties":316,"displayName":318,"givenName":22,"familyName":22},"0dc5b700-7fd3-4dae-ade5-7573d53d15a2",3,[138],[308],{"id":309,"sortIndex":23,"affiliation":310,"properties":22},"9a38f376-48a5-4de8-9eba-2db3c19f6831",{"id":309,"createTime":22,"updateTime":22,"relativeEntities":311,"slug":22,"properties":312,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":315,"statistic":22},[],{"title":313},{"VI":314},"BeBetter Education Center, Shanghai, China",[],{"title":317},{"VI":318},"Sheng Wang",{"url":256,"publisher":320,"properties":369},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":321,"slug":10,"properties":322,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":326,"manageAffiliations":331,"indexDatabases":347,"url":22,"thumbnailPath":22,"statistic":22,"gsStatistic":22,"type":22,"analyzePriority":22},[],{"issn":323,"title":324,"eissn":325},{"VOID":15},{"EN":17},{"VOID":13},[327],{"id":26,"createTime":22,"updateTime":22,"relativeEntities":328,"label":329,"description":330,"parentId":22,"standard":22,"scholarHubFieldId":22},[],{"EN":29,"VI":30},{},[332,337,342],{"id":34,"createTime":22,"updateTime":22,"relativeEntities":333,"slug":22,"properties":334,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":336,"statistic":22},[],{"title":335},{"EN":38},[40],{"id":42,"createTime":22,"updateTime":22,"relativeEntities":338,"slug":22,"properties":339,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":341,"statistic":22},[],{"title":340},{"EN":46},[40],{"id":49,"createTime":22,"updateTime":22,"relativeEntities":343,"slug":22,"properties":344,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":346,"statistic":22},[],{"title":345},{"EN":53},[40],[348,355,362],{"id":57,"indexDatabase":349,"url":68,"indexYears":69,"academicFieldIds":354,"indexDatabaseRanking":22},{"id":59,"createTime":22,"updateTime":22,"relativeEntities":350,"label":351,"description":352,"key":65,"publicationTags":353,"standard":22},[],{"EN":62,"VI":62},{"EN":64,"VI":64},[67],[71],{"id":73,"indexDatabase":356,"url":86,"indexYears":22,"academicFieldIds":361,"indexDatabaseRanking":22},{"id":75,"createTime":22,"updateTime":22,"relativeEntities":357,"label":358,"description":359,"key":82,"publicationTags":360,"standard":22},[],{"EN":78,"VI":78},{"EN":80,"VI":81},[84,85],[88],{"id":90,"indexDatabase":363,"url":101,"indexYears":102,"academicFieldIds":368,"indexDatabaseRanking":105},{"id":92,"createTime":22,"updateTime":22,"relativeEntities":364,"label":365,"description":366,"key":98,"publicationTags":367,"standard":22},[],{"EN":95,"VI":95},{"EN":95,"VI":97},[100],[104],{"pages":370,"volume":372},{"VOID":371},"157-169",{"VOID":373},"33",{"total":23,"publishYear":235,"statisticByYear":375},{},"2023-03-12","DONE_ANALYZE_CITATION","2026-07-26T06:10:32.806+00:00",[84,100],{"id":381,"createTime":382,"updateTime":383,"relativeEntities":384,"slug":385,"properties":386,"entityType":126,"verifyStatus":127,"verifyTime":397,"verifyNote":129,"languages":398,"translateLanguages":22,"viewCount":23,"primaryUrl":400,"fullTextUrl":22,"authors":401,"publicationType":180,"publisherRelationship":470,"citationCount":527,"citationInfo":528,"publishDate":532,"publishYear":529,"citationAnalyzeStatus":377,"lastCitationAnalyze":533,"indexDatabases":534,"openAccess":22,"references":535,"isForceReanalyzing":237},"f67ab9f4-c392-41e5-8083-b2cfd4e5a928","2024-04-17T18:13:02.132+00:00","2026-07-22T08:56:13.920+00:00",[],"Longitudinal-Relations-Between-Students-Engagement-and-Their-Perceived-Relationships-with-Teachers-and-Peers-in-a-Chinese-Secondary-School",{"openalex":387,"mag":389,"title":391,"gsPaper":393,"doi":395},{"VOID":388},"W2950230555",{"VOID":390},"2950230555",{"EN":392},"Longitudinal Relations Between Students’ Engagement and Their Perceived Relationships with Teachers and Peers in a Chinese Secondary School",{"VOID":394},"[\"17758479229705411352\"]",{"VOID":396},"10.1007\u002Fs40299-019-00463-3","2024-05-04T21:17:36.092+00:00",[399],"EN","http:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs40299-019-00463-3",[402,421,436,453],{"id":403,"sortIndex":23,"researcher":22,"roles":404,"affiliations":405,"properties":414,"displayName":418,"givenName":22,"familyName":22},"2edf1420-f71d-4999-815c-d03257db0376",[],[406],{"id":407,"sortIndex":23,"affiliation":408,"properties":22},"5ff298a1-0a6f-49f5-b771-424597121833",{"id":407,"createTime":22,"updateTime":22,"relativeEntities":409,"slug":22,"properties":410,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":413,"statistic":22},[],{"title":411},{"VI":412},"Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China",[],{"orcid":415,"title":417,"openalex":419},{"VOID":416},"https:\u002F\u002Forcid.org\u002F0000-0001-6403-1672",{"EN":418},"Geng Li",{"VOID":420},"A5086485895",{"id":422,"sortIndex":132,"researcher":22,"roles":423,"affiliations":424,"properties":431,"displayName":433,"givenName":22,"familyName":22},"db82455f-5032-4aaa-9c7c-2e5519f3d13f",[],[425],{"id":407,"sortIndex":23,"affiliation":426,"properties":22},{"id":407,"createTime":22,"updateTime":22,"relativeEntities":427,"slug":22,"properties":428,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":430,"statistic":22},[],{"title":429},{"VI":412},[],{"title":432,"openalex":434},{"EN":433},"Qiao Zheng",{"VOID":435},"A5070354615",{"id":437,"sortIndex":168,"researcher":22,"roles":438,"affiliations":439,"properties":446,"displayName":450,"givenName":22,"familyName":22},"4d2283eb-fb17-4e7d-b9fe-bf0a04369ccf",[],[440],{"id":407,"sortIndex":23,"affiliation":441,"properties":22},{"id":407,"createTime":22,"updateTime":22,"relativeEntities":442,"slug":22,"properties":443,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":445,"statistic":22},[],{"title":444},{"VI":412},[],{"orcid":447,"title":449,"openalex":451},{"VOID":448},"https:\u002F\u002Forcid.org\u002F0000-0002-3973-3119",{"EN":450},"Xiaoyu Zhong",{"VOID":452},"A5018952164",{"id":454,"sortIndex":305,"researcher":22,"roles":455,"affiliations":456,"properties":463,"displayName":467,"givenName":22,"familyName":22},"b6075ea9-ad65-42e7-9b85-9ef671fc2ef1",[],[457],{"id":407,"sortIndex":23,"affiliation":458,"properties":22},{"id":407,"createTime":22,"updateTime":22,"relativeEntities":459,"slug":22,"properties":460,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":462,"statistic":22},[],{"title":461},{"VI":412},[],{"orcid":464,"title":466,"openalex":468},{"VOID":465},"https:\u002F\u002Forcid.org\u002F0000-0003-1028-0918",{"EN":467},"Lingyan Li",{"VOID":469},"A5062023507",{"url":22,"publisher":471,"properties":520},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":472,"slug":10,"properties":473,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":477,"manageAffiliations":482,"indexDatabases":498,"url":22,"thumbnailPath":22,"statistic":22,"gsStatistic":22,"type":22,"analyzePriority":22},[],{"issn":474,"title":475,"eissn":476},{"VOID":15},{"EN":17},{"VOID":13},[478],{"id":26,"createTime":22,"updateTime":22,"relativeEntities":479,"label":480,"description":481,"parentId":22,"standard":22,"scholarHubFieldId":22},[],{"EN":29,"VI":30},{},[483,488,493],{"id":34,"createTime":22,"updateTime":22,"relativeEntities":484,"slug":22,"properties":485,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":487,"statistic":22},[],{"title":486},{"EN":38},[40],{"id":42,"createTime":22,"updateTime":22,"relativeEntities":489,"slug":22,"properties":490,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":492,"statistic":22},[],{"title":491},{"EN":46},[40],{"id":49,"createTime":22,"updateTime":22,"relativeEntities":494,"slug":22,"properties":495,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":497,"statistic":22},[],{"title":496},{"EN":53},[40],[499,506,513],{"id":57,"indexDatabase":500,"url":68,"indexYears":69,"academicFieldIds":505,"indexDatabaseRanking":22},{"id":59,"createTime":22,"updateTime":22,"relativeEntities":501,"label":502,"description":503,"key":65,"publicationTags":504,"standard":22},[],{"EN":62,"VI":62},{"EN":64,"VI":64},[67],[71],{"id":73,"indexDatabase":507,"url":86,"indexYears":22,"academicFieldIds":512,"indexDatabaseRanking":22},{"id":75,"createTime":22,"updateTime":22,"relativeEntities":508,"label":509,"description":510,"key":82,"publicationTags":511,"standard":22},[],{"EN":78,"VI":78},{"EN":80,"VI":81},[84,85],[88],{"id":90,"indexDatabase":514,"url":101,"indexYears":102,"academicFieldIds":519,"indexDatabaseRanking":105},{"id":92,"createTime":22,"updateTime":22,"relativeEntities":515,"label":516,"description":517,"key":98,"publicationTags":518,"standard":22},[],{"EN":95,"VI":95},{"EN":95,"VI":97},[100],[104],{"issue":521,"pages":523,"volume":525},{"VOID":522},"2",{"VOID":524},"171-181",{"VOID":526},"29",59,{"total":527,"publishYear":529,"statisticByYear":530},2020,{"2021":132,"2023":132,"2024":305,"2025":132,"2026":531},5,"2020-04-01","2026-07-22T08:56:13.919+00:00",[84,67,100],[536,540,544,548,551,555,559,563,567,571,575,579,583,587,591,595,599,603,607,611,615,619,623,627,631,635,639,642,645,649,653,657,661,665,669,672,676,680,684,688,692,696,700,704,708,712],{"id":22,"text":537,"url":22,"identifiers":538},"Appleton, J. J. (2012). Systems consultation: Developing the assessment-to-intervention link with the Student Engagement Instrument. In J. Juvonen, G. Espinoza, & C. Knifsend (Eds.), Handbook of research on student engagement (pp. 725–741). New York: Springer.",{"doi":539},"10.1007\u002F978-1-4614-2018-7_35",{"id":22,"text":541,"url":22,"identifiers":542},"Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology,44(5), 427–445. \nhttps:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.jsp.2006.04.002\n\n.",{"doi":543},"10.1016\u002Fj.jsp.2006.04.002",{"id":22,"text":545,"url":22,"identifiers":546},"Archambault, I., Pagani, L. S., & Fitzpatrick, C. (2013). Transactional associations between classroom engagement and relations with teachers from first through fourth grade. Learning and Instruction,23, 1–9. \nhttps:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.learninstruc.2012.09.003\n\n.",{"doi":547},"10.1016\u002Fj.learninstruc.2012.09.003",{"id":22,"text":549,"url":22,"identifiers":550},"Brown, B. B., & Larson, J. (2009). Peer relationships in adolescence. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (3rd ed., pp. 74–103). Hoboken, NJ: Wiley.",{},{"id":22,"text":552,"url":22,"identifiers":553},"Chiu, M. M., Pong, S.-L., Mori, I., & Chow, B. W.-Y. (2012). Immigrant students’ emotional and cognitive engagement at school: A multilevel analysis of students in 41 countries. Journal of Youth and Adolescence,41(11), 1409–1425. \nhttps:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10964-012-9763-x\n\n.",{"doi":554},"10.1007\u002Fs10964-012-9763-x",{"id":22,"text":556,"url":22,"identifiers":557},"Conner, J. O., & Pope, D. C. (2013). Not just robo-students: Why full engagement matters and how schools can promote it. Journal of Youth and Adolescence,42(9), 1426–1442. \nhttps:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10964-013-9948-y\n\n.",{"doi":558},"10.1007\u002Fs10964-013-9948-y",{"id":22,"text":560,"url":22,"identifiers":561},"De Laet, S., Colpin, H., Vervoort, E., Doumen, S., Van Leeuwen, K., Goossens, L., et al. (2015). Developmental trajectories of children’s behavioral engagement in late elementary school: Both teachers and peers matter. Developmental Psychology,51(9), 1292–1306. \nhttps:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0039478\n\n.",{"doi":562},"10.1037\u002Fa0039478",{"id":22,"text":564,"url":22,"identifiers":565},"Deci, E. L. (2009). Large-scale school reform as viewed from the self-determination theory perspective. School Field,7(2), 244–252. \nhttps:\u002F\u002Fdoi.org\u002F10.1177\u002F1477878509104329\n\n.",{"doi":566},"10.1177\u002F1477878509104329",{"id":22,"text":568,"url":22,"identifiers":569},"Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher,44(4), 237–251. \nhttps:\u002F\u002Fdoi.org\u002F10.3102\u002F0013189X15584327\n\n.",{"doi":570},"10.3102\u002F0013189X15584327",{"id":22,"text":572,"url":22,"identifiers":573},"Engels, M. C., Colpin, H., Van Leeuwen, K., Bijttebier, P., Van Den Noortgate, W., Claes, S., et al. (2016). Behavioral engagement, peer status, and teacher-student relationships in adolescence: A longitudinal study on reciprocal influences. Journal of Youth and Adolescence,45(6), 1192–1207. \nhttps:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10964-016-0414-5\n\n.",{"doi":574},"10.1007\u002Fs10964-016-0414-5",{"id":22,"text":576,"url":22,"identifiers":577},"Engels, M. C., Colpin, H., Van Leeuwen, K., Bijttebier, P., Van Den Noortgate, W., Claes, S., et al. (2017). School engagement trajectories in adolescence: The role of peer likeability and popularity. Journal of School Psychology,64, 61–75. \nhttps:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.jsp.2017.04.006\n\n.",{"doi":578},"10.1016\u002Fj.jsp.2017.04.006",{"id":22,"text":580,"url":22,"identifiers":581},"Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research,74(1), 59–109. \nhttps:\u002F\u002Fdoi.org\u002F10.3102\u002F00346543074001059\n\n.",{"doi":582},"10.3102\u002F00346543074001059",{"id":22,"text":584,"url":22,"identifiers":585},"Fredricks, J. A., Blumenfeld, P. C., Friedel, J., & Paris, A. (2005). School engagement. In K. A. Moore & L. Lippman (Eds.), What do children need to flourish? Conceptualizing and measuring indicators of positive development (pp. 305–321). New York, NY: Springer.",{"doi":586},"10.1007\u002F0-387-23823-9_19",{"id":22,"text":588,"url":22,"identifiers":589},"Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology,95(1), 148–162. \nhttps:\u002F\u002Fdoi.org\u002F10.1037\u002F0022-0663.95.1.148\n\n.",{"doi":590},"10.1037\u002F0022-0663.95.1.148",{"id":22,"text":592,"url":22,"identifiers":593},"Galván, A., Spatzier, A., & Juvonen, J. (2011). Perceived norms and social values to capture school culture in elementary and middle school. Journal of Applied Developmental Psychology,32(6), 346–353. \nhttps:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.appdev.2011.08.005\n\n.",{"doi":594},"10.1016\u002Fj.appdev.2011.08.005",{"id":22,"text":596,"url":22,"identifiers":597},"Hafen, C. A., Allen, J. P., Mikami, A. Y., Gregory, A., Hamre, B., & Pianta, R. C. (2012). The pivotal role of adolescent autonomy in secondary school classrooms. Journal of Youth and Adolescence,41(3), 245–255. \nhttps:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10964-011-9739-2\n\n.",{"doi":598},"10.1007\u002Fs10964-011-9739-2",{"id":22,"text":600,"url":22,"identifiers":601},"Juvonen, J., Espinoza, G., & Knifsend, C. (2012). The role of peer relationships in student academic and extracurricular engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 387–401). New York: Springer.",{"doi":602},"10.1007\u002F978-1-4614-2018-7_18",{"id":22,"text":604,"url":22,"identifiers":605},"King, R. B., & Ganotice, F. A. (2014). The social underpinnings of motivation and achievement: Investigating the role of parents, teachers, and peers on academic outcomes. The Asia-Pacific Education Researcher,23(3), 745–756. \nhttps:\u002F\u002Fdoi.org\u002F10.1007\u002Fs40299-013-0148-z\n\n.",{"doi":606},"10.1007\u002Fs40299-013-0148-z",{"id":22,"text":608,"url":22,"identifiers":609},"Laet, S. D., Doumen, S., Vervoort, E., Colpin, H., Leeuwen, K. V., Goossens, L., et al. (2014). Transactional links between teacher-child relationship quality and perceived versus sociometric popularity: A three-wave longitudinal study. Child Development,85(4), 1647–1662. \nhttps:\u002F\u002Fdoi.org\u002F10.1111\u002Fcdev.12216\n\n.",{"doi":610},"10.1111\u002Fcdev.12216",{"id":22,"text":612,"url":22,"identifiers":613},"Lam, S.-F., Jimerson, S., Kikas, E., Cefai, C., Veiga, F. H., Nelson, B., et al. (2012). Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries. Journal of School Psychology,50(1), 77–94. \nhttps:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.jsp.2011.07.004\n\n.",{"doi":614},"10.1016\u002Fj.jsp.2011.07.004",{"id":22,"text":616,"url":22,"identifiers":617},"Lawson, M. A., & Lawson, H. A. (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of Educational Research,83(3), 432–479. \nhttps:\u002F\u002Fdoi.org\u002F10.3102\u002F0034654313480891\n\n.",{"doi":618},"10.3102\u002F0034654313480891",{"id":22,"text":620,"url":22,"identifiers":621},"Li, Y., & Lerner, R. M. (2011). Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use. Developmental Psychology,47(1), 233–247. \nhttps:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0021307\n\n.",{"doi":622},"10.1037\u002Fa0021307",{"id":22,"text":624,"url":22,"identifiers":625},"Li, Y., & Lerner, R. M. (2013). Interrelations of behavioral, emotional, and cognitive school engagement in high school students. Journal of Youth and Adolescence,42(1), 20–32. \nhttps:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10964-012-9857-5\n\n.",{"doi":626},"10.1007\u002Fs10964-012-9857-5",{"id":22,"text":628,"url":22,"identifiers":629},"Lynch, M., & Cicchetti, D. (1997). Children’s relationships with adults and peers: An examination of elementary and junior high school students. Journal of School Psychology,35(1), 81–99. \nhttps:\u002F\u002Fdoi.org\u002F10.1016\u002FS0022-4405(96)00031-3\n\n.",{"doi":630},"10.1016\u002FS0022-4405(96)00031-3",{"id":22,"text":632,"url":22,"identifiers":633},"McElhaney, K. B., Antonishak, J., & Allen, J. P. (2008). “They like me, they like me not”: Popularity and adolescents’ perceptions of acceptance predicting social functioning over time. Child Development,79(3), 720–731. \nhttps:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1467-8624.2008.01153.x\n\n.",{"doi":634},"10.1111\u002Fj.1467-8624.2008.01153.x",{"id":22,"text":636,"url":22,"identifiers":637},"Mikami, A. Y., Ruzek, E. A., Hafen, C. A., Gregory, A., & Allen, J. P. (2017). Perceptions of relatedness with classroom peers promote adolescents’ behavioral engagement and achievement in secondary school. Journal of Youth and Adolescence,46(11), 2341–2354. \nhttps:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10964-017-0724-2\n\n.",{"doi":638},"10.1007\u002Fs10964-017-0724-2",{"id":22,"text":640,"url":22,"identifiers":641},"Ministry of Education. (2010). Outline of China’s National Plan for Medium- and Long-Term Educational Reform and Development (2010–20). Resouce document. Xinhua News Agency. \nhttp:\u002F\u002Fwww.gov.cn\u002Fjrzg\u002F2010-07\u002F29\u002Fcontent_1667143.htm\n\n. Accessed 29 July 2010.",{},{"id":22,"text":643,"url":22,"identifiers":644},"Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide. Los Angeles, CA: Muthen and Muthen.",{},{"id":22,"text":646,"url":22,"identifiers":647},"Nurmi, J.-E., & Kiuru, N. (2015). Students’ evocative impact on teacher instruction and teacher–child relationships: Theoretical background and an overview of previous research. International Journal of Behavioral Development,39(5), 445–457. \nhttps:\u002F\u002Fdoi.org\u002F10.1177\u002F0165025415592514\n\n.",{"doi":648},"10.1177\u002F0165025415592514",{"id":22,"text":650,"url":22,"identifiers":651},"Nurmi, J.-E., Silinskas, G., Kiuru, N., Pakarinen, E., Turunen, T., Siekkinen, M., et al. (2017). A child’s psychological adjustment impacts teachers’ instructional support and affective response. European Journal of Psychology of Education,1, 20. \nhttps:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10212-017-0337-x\n\n.",{"doi":652},"10.1007\u002Fs10212-017-0337-x",{"id":22,"text":654,"url":22,"identifiers":655},"Pakarinen, E., Aunola, K., Kiuru, N., Lerkkanen, M.-K., Poikkeus, A.-M., Siekkinen, M., et al. (2014). The cross-lagged associations between classroom interactions and children’s achievement behaviors. Contemporary Educational Psychology,39(3), 248–261. \nhttps:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.cedpsych.2014.06.001\n\n.",{"doi":656},"10.1016\u002Fj.cedpsych.2014.06.001",{"id":22,"text":658,"url":22,"identifiers":659},"Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research,81(4), 493–529. \nhttps:\u002F\u002Fdoi.org\u002F10.3102\u002F0034654311421793\n\n.",{"doi":660},"10.3102\u002F0034654311421793",{"id":22,"text":662,"url":22,"identifiers":663},"Sameroff, A. J., & Mackenzie, M. J. (2003). Research strategies for capturing transactional models of development: The limits of the possible. Development and Psychopathology,15(3), 613–640. \nhttps:\u002F\u002Fdoi.org\u002F10.1017\u002FS0954579403000312\n\n.",{"doi":664},"10.1017\u002FS0954579403000312",{"id":22,"text":666,"url":22,"identifiers":667},"Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire a cross-national study. Educational and Psychological Measurement,66(4), 701–716. \nhttps:\u002F\u002Fdoi.org\u002F10.1177\u002F0013164405282471\n\n.",{"doi":668},"10.1177\u002F0013164405282471",{"id":22,"text":670,"url":22,"identifiers":671},"Selig, J. P., & Little, T. D. (2012). Autoregressive and cross-lagged panel analysis for longitudinal data. In B. P. Laursen, T. D. Little, & N. A. Card (Eds.), Handbook of developmental research methods (pp. 265–278). New York: Guilford Press.",{},{"id":22,"text":673,"url":22,"identifiers":674},"Sinclair, M. F., Christenson, S. L., Lehr, C. A., & Anderson, A. R. (2003). Facilitating student engagement: Lessons learned from Check & Connect longitudinal studies. The California School Psychologist,8(1), 29–41. \nhttps:\u002F\u002Fdoi.org\u002F10.1007\u002FBF03340894\n\n.",{"doi":675},"10.1007\u002FBF03340894",{"id":22,"text":677,"url":22,"identifiers":678},"Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology,100(4), 765–781. \nhttps:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0012840\n\n.",{"doi":679},"10.1037\u002Fa0012840",{"id":22,"text":681,"url":22,"identifiers":682},"Tan, C., & Chua, C. S. (2015). Education policy borrowing in China: Has the West wind overpowered the East wind? Compare: A Journal of Comparative and International Education,45(5), 686–704. \nhttps:\u002F\u002Fdoi.org\u002F10.1080\u002F03057925.2013.871397\n\n.",{"doi":683},"10.1080\u002F03057925.2013.871397",{"id":22,"text":685,"url":22,"identifiers":686},"Tetzner, J., Becker, M., & Maaz, K. (2017). Development in multiple areas of life in adolescence: Interrelations between academic achievement, perceived peer acceptance, and self-esteem. International Journal of Behavioral Development,41(6), 704–713. \nhttps:\u002F\u002Fdoi.org\u002F10.1177\u002F0165025416664432\n\n.",{"doi":687},"10.1177\u002F0165025416664432",{"id":22,"text":689,"url":22,"identifiers":690},"Wang, M. T., & Eccles, J. S. (2012a). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence,22(1), 31–39. \nhttps:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1532-7795.2011.00753.x\n\n.",{"doi":691},"10.1111\u002Fj.1532-7795.2011.00753.x",{"id":22,"text":693,"url":22,"identifiers":694},"Wang, M. T., & Eccles, J. S. (2012b). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development,83(3), 877–895. \nhttps:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1467-8624.2012.01745.x\n\n.",{"doi":695},"10.1111\u002Fj.1467-8624.2012.01745.x",{"id":22,"text":697,"url":22,"identifiers":698},"Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction,28, 12–23. \nhttps:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.learninstruc.2013.04.002\n\n.",{"doi":699},"10.1016\u002Fj.learninstruc.2013.04.002",{"id":22,"text":701,"url":22,"identifiers":702},"Wang, M. T., & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development,85(2), 722–737. \nhttps:\u002F\u002Fdoi.org\u002F10.1111\u002Fcdev.12138\n\n.",{"doi":703},"10.1111\u002Fcdev.12138",{"id":22,"text":705,"url":22,"identifiers":706},"Wang, J., Wang, X., & Jiang, B. (2012). Structural equation modeling: Methods and applications. China: Higher Education Press.",{"doi":707},"10.1002\u002F9781118356258",{"id":22,"text":709,"url":22,"identifiers":710},"Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology,35(3), 193–202. \nhttps:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.cedpsych.2010.03.002\n\n.",{"doi":711},"10.1016\u002Fj.cedpsych.2010.03.002",{"id":22,"text":713,"url":22,"identifiers":714},"Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., D’Mello, S., Spitzer, B. J., & Duckworth, A. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality & Social Psychology, 107(4), 559–580.",{"doi":715},"10.1037\u002Fa0037637",{"id":717,"createTime":718,"updateTime":719,"relativeEntities":720,"slug":721,"properties":722,"entityType":126,"verifyStatus":127,"verifyTime":731,"verifyNote":129,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":732,"fullTextUrl":22,"authors":733,"publicationType":180,"publisherRelationship":801,"citationCount":23,"citationInfo":854,"publishDate":856,"publishYear":235,"citationAnalyzeStatus":857,"lastCitationAnalyze":858,"indexDatabases":859,"openAccess":22,"references":860,"isForceReanalyzing":237},"1dcb5f95-40e8-4a84-805f-7660cb3daa1c","2024-02-09T20:13:28.764+00:00","2026-07-16T15:07:39.486+00:00",[],"How-is-Student-Resilience-Affected-by-Teacher-Feedback-Teacher-Support-and-Achievement-Goals-A-Mediation-Model-Based-on-PISA-2018-Survey-Data",{"abstract":723,"title":725,"gsPaper":727,"doi":729},{"EN":724},"Although teacher feedback and teacher support are believed as important predictors of student resilience, few studies have compared their effects on student resilience and explored how such effects are mediated by students’ achievement goals. To address this gap, this study analysed the PISA 2018 student survey data on the four variables (i.e., student resilience, teacher feedback, teacher support and achievement goals) obtained from 41,872 participants (girls = 20,527; boys = 21,345) in six academically high-performing East Asian countries\u002F economies. The findings showed that (i) mastery and performance-approach goals significantly and positively predicted student resilience while the impacts of performance-avoidance goals on student resilience were negative; (ii) teacher feedback exerted a significant positive influence on student resilience both directly and indirectly, and the indirect influence was mediated by students’ achievement goals; and (iii) teacher support had only an indirect significant positive effect on student resilience mediated by achievement goals. This study establishes a mediation model to associate teacher feedback and support with student resilience via students’ achievement goals. It also reveals the cultural relevance of student resilience. The findings have implications for East Asian teachers to cultivate resilient students in changing times.",{"EN":726},"How is Student Resilience Affected by Teacher Feedback, Teacher Support, and Achievement Goals? A Mediation Model Based on PISA 2018 Survey Data",{"VOID":728},"[\"10233560642967799165\"]",{"VOID":730},"10.1007\u002Fs40299-023-00764-8","2024-05-06T09:15:33.256+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs40299-023-00764-8",[734,751,768,785],{"id":735,"sortIndex":23,"researcher":22,"roles":736,"affiliations":737,"properties":746,"displayName":748,"givenName":22,"familyName":22},"b8dfa97c-a041-4c3f-877c-7bb9b4246743",[138],[738],{"id":739,"sortIndex":23,"affiliation":740,"properties":22},"f7b263f5-aabb-4e70-9d4d-3951ad1bff42",{"id":739,"createTime":22,"updateTime":22,"relativeEntities":741,"slug":22,"properties":742,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":745,"statistic":22},[],{"title":743},{"VI":744},"Analytic\\Assessment Research Centre and Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong",[],{"title":747,"gsAuthor":749},{"VI":748},"Ying Zhan",{"VOID":750},"[\"79IfhfMAAAAJ\"]",{"id":752,"sortIndex":132,"researcher":22,"roles":753,"affiliations":754,"properties":763,"displayName":765,"givenName":22,"familyName":22},"d98dc946-cfad-4962-ac66-be3b73f22030",[138],[755],{"id":756,"sortIndex":23,"affiliation":757,"properties":22},"16bed6da-79db-4d8a-a5c6-0542253630c8",{"id":756,"createTime":22,"updateTime":22,"relativeEntities":758,"slug":22,"properties":759,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":762,"statistic":22},[],{"title":760},{"EN":761},"Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong",[],{"title":764,"gsAuthor":766},{"VI":765},"Zhi Hong Wan",{"VOID":767},"[\"1_P2wKoAAAAJ\"]",{"id":769,"sortIndex":168,"researcher":22,"roles":770,"affiliations":771,"properties":780,"displayName":782,"givenName":22,"familyName":22},"ddd1e416-7b4f-4d8b-9cb7-60e485c19f64",[138],[772],{"id":773,"sortIndex":23,"affiliation":774,"properties":22},"942532cf-1b32-4582-af43-ce26d0312b9d",{"id":773,"createTime":22,"updateTime":22,"relativeEntities":775,"slug":22,"properties":776,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":779,"statistic":22},[],{"title":777},{"VI":778},"Department of Education Policy and Leadership, The Education University of Hong Kong, Tai Po, Hong Kong",[],{"title":781,"gsAuthor":783},{"VI":782},"Junjun Chen",{"VOID":784},"[\"iVMlR5sAAAAJ\"]",{"id":786,"sortIndex":305,"researcher":22,"roles":787,"affiliations":788,"properties":797,"displayName":799,"givenName":22,"familyName":22},"b2635539-efc0-4880-b8e5-e2f2a8f42378",[138],[789],{"id":790,"sortIndex":23,"affiliation":791,"properties":22},"a4546996-75f5-4e20-aa72-268189748a8c",{"id":790,"createTime":22,"updateTime":22,"relativeEntities":792,"slug":22,"properties":793,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":796,"statistic":22},[],{"title":794},{"VI":795},"School of Teacher Education, Nanjing Xiaozhuang University, Nanjing, China",[],{"title":798,"gsAuthor":800},{"VI":799},"Mi Wang",{"VOID":767},{"url":732,"publisher":802,"properties":851},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":803,"slug":10,"properties":804,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":808,"manageAffiliations":813,"indexDatabases":829,"url":22,"thumbnailPath":22,"statistic":22,"gsStatistic":22,"type":22,"analyzePriority":22},[],{"issn":805,"title":806,"eissn":807},{"VOID":15},{"EN":17},{"VOID":13},[809],{"id":26,"createTime":22,"updateTime":22,"relativeEntities":810,"label":811,"description":812,"parentId":22,"standard":22,"scholarHubFieldId":22},[],{"EN":29,"VI":30},{},[814,819,824],{"id":34,"createTime":22,"updateTime":22,"relativeEntities":815,"slug":22,"properties":816,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":818,"statistic":22},[],{"title":817},{"EN":38},[40],{"id":42,"createTime":22,"updateTime":22,"relativeEntities":820,"slug":22,"properties":821,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":823,"statistic":22},[],{"title":822},{"EN":46},[40],{"id":49,"createTime":22,"updateTime":22,"relativeEntities":825,"slug":22,"properties":826,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":828,"statistic":22},[],{"title":827},{"EN":53},[40],[830,837,844],{"id":57,"indexDatabase":831,"url":68,"indexYears":69,"academicFieldIds":836,"indexDatabaseRanking":22},{"id":59,"createTime":22,"updateTime":22,"relativeEntities":832,"label":833,"description":834,"key":65,"publicationTags":835,"standard":22},[],{"EN":62,"VI":62},{"EN":64,"VI":64},[67],[71],{"id":73,"indexDatabase":838,"url":86,"indexYears":22,"academicFieldIds":843,"indexDatabaseRanking":22},{"id":75,"createTime":22,"updateTime":22,"relativeEntities":839,"label":840,"description":841,"key":82,"publicationTags":842,"standard":22},[],{"EN":78,"VI":78},{"EN":80,"VI":81},[84,85],[88],{"id":90,"indexDatabase":845,"url":101,"indexYears":102,"academicFieldIds":850,"indexDatabaseRanking":105},{"id":92,"createTime":22,"updateTime":22,"relativeEntities":846,"label":847,"description":848,"key":98,"publicationTags":849,"standard":22},[],{"EN":95,"VI":95},{"EN":95,"VI":97},[100],[104],{"pages":852},{"VOID":853},"1-12",{"total":23,"publishYear":235,"statisticByYear":855},{},"2023-08-28","ERROR_IN_ANALYZE_CITATION","2026-07-16T15:07:39.485+00:00",[84,100],[861,867,873,879,885,891,897,903,909,915,921,924,930,936,942,948,954,957,963,969,976,982,988,994,1000,1006,1012,1015,1018,1024,1030,1036,1042,1048,1051,1057,1063,1069,1075,1081,1084,1090,1097,1100,1106,1112,1118,1127,1133,1136,1142,1145,1151,1158,1164,1167,1170],{"id":862,"text":863,"url":864,"identifiers":865},"4a06ec62-fd47-40b4-becf-faa9a095bca5","Agbuga, B., & Xiang, P. (2008). Achievement goals and their relations to self-reported persistence\u002Feffort in secondary physical education: A trichotomous achievement goal framework. Journal of Teaching in Physical Education, 27(2), 179–191. https:\u002F\u002Fdoi.org\u002F10.1123\u002Fjtpe.27.2.179","https:\u002F\u002Fjournals.humankinetics.com\u002Fview\u002Fjournals\u002Fjtpe\u002F27\u002F2\u002Farticle-p179.xml",{"doi":866},"10.1123\u002Fjtpe.27.2.179",{"id":868,"text":869,"url":870,"identifiers":871},"0f47b253-b6bd-4369-baec-543bdd38e537","Brewer, M. L., Van Kessel, G., Sanderson, B., Naumann, F., Lane, M., Reubenson, A., et al. (2019). Resilience in higher education students: A scoping review. Higher Education Research & Development, 38(6), 1105–1120. https:\u002F\u002Fdoi.org\u002F10.1080\u002F07294360.2019.1626810","https:\u002F\u002Fwww.tandfonline.com\u002Fdoi\u002Ffull\u002F10.1080\u002F07294360.2019.1626810",{"doi":872},"10.1080\u002F07294360.2019.1626810",{"id":874,"text":875,"url":876,"identifiers":877},"50e8f7d5-9dd0-4689-9822-ccb6a1e27496","Cassidy, S. (2016). The Academic Resilience Scale (ARS-30): A new multidimensional construct measure. Frontiers in Psychology, 7, 1787. https:\u002F\u002Fdoi.org\u002F10.3389\u002Ffpsyg.2016.01787","http:\u002F\u002Fjournal.frontiersin.org\u002Farticle\u002F10.3389\u002Ffpsyg.2016.01787\u002Ffull",{"doi":878},"10.3389\u002Ffpsyg.2016.01787",{"id":22,"text":880,"url":881,"identifiers":882},"Chazan, D. J., Pelletier, G. N., & Daniels, L. M. (2022). Achievement goal theory review: An application to school psychology. Canadian Journal of School Psychology, 37(1), 40–56. https:\u002F\u002Fdoi.org\u002F10.1177\u002F082957352110583","https:\u002F\u002Fdoi.org\u002F10.1177\u002F08295735211058319",{"openalex":883,"doi":884},"W4200347399","10.1177\u002F08295735211058319",{"id":886,"text":887,"url":888,"identifiers":889},"4c68646b-0035-4279-8000-0006b275d4fa","Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 85–107). Oxford University Press Inc.","https:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs10440-022-00541-7",{"doi":890},"10.1007\u002Fs10440-022-00541-7",{"id":892,"text":893,"url":894,"identifiers":895},"5a7f6e17-99c7-4145-94fb-351073dcead2","Diaconu-Gherasim, L. R., Măirean, C., & Brumariu, L. E. (2019). Quality of teachers’ and peers’ behaviors and achievement goals: The mediating role of self-efficacy. Learning and Individual Differences, 73, 147–156. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.lindif.2019.06.001","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS1041608019300755",{"doi":896},"10.1016\u002Fj.lindif.2019.06.001",{"id":898,"text":899,"url":900,"identifiers":901},"15065d5c-8f85-4edd-8e38-9c7383e444a7","Drew, B., & Matthews, J. (2019). The prevalence of depressive and anxiety symptoms in student-athletes and the relationship with resilience and help-seeking behavior. Journal of Clinical Sport Psychology, 13(3), 421–439. https:\u002F\u002Fdoi.org\u002F10.1123\u002Fjcsp.2017-0043","https:\u002F\u002Fjournals.humankinetics.com\u002Fview\u002Fjournals\u002Fjcsp\u002F13\u002F3\u002Farticle-p421.xml",{"doi":902},"10.1123\u002Fjcsp.2017-0043",{"id":904,"text":905,"url":906,"identifiers":907},"bd928fa0-ed07-4c10-b754-481b444cc040","Edwards, M. S., & Ashkanasy, N. M. (2018). Emotions and failure in academic life: Normalising the experience and building resilience. Journal of Management & Organization, 24(2), 167–188. https:\u002F\u002Fdoi.org\u002F10.1017\u002Fjmo.2018.20","https:\u002F\u002Fwww.cambridge.org\u002Fcore\u002Fproduct\u002Fidentifier\u002FS1833367218000202\u002Ftype\u002Fjournal_article",{"doi":908},"10.1017\u002Fjmo.2018.20",{"id":910,"text":911,"url":912,"identifiers":913},"c8706e96-f7fb-43fc-b365-d6681aca47fc","Ekholm, E., Zumbrunn, S., & Conklin, S. (2015). The relation of college student self-efficacy toward writing and writing self-regulation aptitude: Writing feedback perceptions as a mediating variable. Teaching in Higher Education, 20(2), 197–207. https:\u002F\u002Fdoi.org\u002F10.1080\u002F13562517.2014.974026","http:\u002F\u002Fwww.tandfonline.com\u002Fdoi\u002Fabs\u002F10.1080\u002F13562517.2014.974026",{"doi":914},"10.1080\u002F13562517.2014.974026",{"id":916,"text":917,"url":918,"identifiers":919},"f9b51508-7dbf-4653-85c7-482074315e98","Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218–232. https:\u002F\u002Fdoi.org\u002F10.1037\u002F0022-3514.72.1.218","https:\u002F\u002Fdoi.apa.org\u002Fdoi\u002F10.1037\u002F0022-3514.72.1.218",{"doi":920},"10.1037\u002F0022-3514.72.1.218",{"id":886,"text":922,"url":888,"identifiers":923},"Elliot, A. J., & McGregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 76, 628–644.",{"doi":890},{"id":925,"text":926,"url":927,"identifiers":928},"3530cc9d-9e61-4ddd-bca7-814ca7beffc2","Fang, G., Chan, P. W. K., & Kalogeropoulos, P. (2020). Social support and academic achievement of chinese low-income children: A mediation effect of academic resilience. International Journal of Psychological Research, 13(1), 19–28. https:\u002F\u002Fdoi.org\u002F10.21500\u002F20112084.4480","https:\u002F\u002Frevistas.usb.edu.co\u002Findex.php\u002FIJPR\u002Farticle\u002Fview\u002F4480",{"doi":929},"10.21500\u002F20112084.4480",{"id":931,"text":932,"url":933,"identifiers":934},"87d0b3c4-a7c4-4412-895c-8a81df6223f9","Govorova, E., Benítez, I., & Muñiz, J. (2020). Predicting student well-being: Network analysis based on PISA 2018. International Journal of Environmental Research and Public Health, 17(11), 4014. https:\u002F\u002Fdoi.org\u002F10.3390\u002Fijerph17114014","https:\u002F\u002Fwww.mdpi.com\u002F1660-4601\u002F17\u002F11\u002F4014",{"doi":935},"10.3390\u002Fijerph17114014",{"id":937,"text":938,"url":939,"identifiers":940},"59dea250-cc9a-439b-88ee-6b0f35cdf08c","Guan, J. M., Xiang, P., McBride, R. E., & Bruene, A. (2006). Achievement goals, social goals, and students’ self-reported persistence and effort in high school physical education. Journal of Teaching in Physical Education, 25, 58–74. https:\u002F\u002Fdoi.org\u002F10.1123\u002Fjtpe.25.1.58","https:\u002F\u002Fjournals.humankinetics.com\u002Fview\u002Fjournals\u002Fjtpe\u002F25\u002F1\u002Farticle-p58.xml",{"doi":941},"10.1123\u002Fjtpe.25.1.58",{"id":943,"text":944,"url":945,"identifiers":946},"4b1d3439-4cce-465e-ad8c-39aff563297f","Guo, W., Lau, K. L., & Wei, J. (2019). Teacher feedback and students’ self-regulated learning in mathematics: A comparison between a high-achieving and a low-achieving secondary school. Studies in Educational Evaluation, 63, 48–58. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.stueduc.2019.07.001","https:\u002F\u002Flinkinghub.elsevier.com\u002Fretrieve\u002Fpii\u002FS0191491X18301846",{"doi":947},"10.1016\u002Fj.stueduc.2019.07.001",{"id":949,"text":950,"url":951,"identifiers":952},"4dfa1d04-be27-4ffa-8b30-a4923f7a33a3","Hansen, G., & Ringdal, R. (2018). Formative assessment as a future step in maintaining the mastery-approach and performance-avoidance goal stability. Studies in Educational Evaluation, 56, 59–70. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.stueduc.2017.11.005","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS0191491X17300615",{"doi":953},"10.1016\u002Fj.stueduc.2017.11.005",{"id":22,"text":955,"url":22,"identifiers":956},"Hattie, J., & Clarke, S. (2019). Visible learning: Feedback. Routledge.",{},{"id":958,"text":959,"url":960,"identifiers":961},"6dcb3204-8486-4b1a-85c4-799900b3424c","Herbers, J. E., Hayes, K. R., & Cutuli, J. J. (2021). Adaptive systems for student resilience in the context of COVID-19. School Psychology, 36(5), 422–426. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fspq0000471","https:\u002F\u002Fdoi.apa.org\u002Fdoi\u002F10.1037\u002Fspq0000471",{"doi":962},"10.1037\u002Fspq0000471",{"id":964,"text":965,"url":966,"identifiers":967},"2be8d1ea-9694-4ab4-a6cf-97328eb857dd","Hopfenbeck, T. N. (2016). The power of PISA—Limitations and possibilities for educational research. Assessment in Education: Principles, Policy & Practice, 23(4), 423–426. https:\u002F\u002Fdoi.org\u002F10.1080\u002F0969594X.2016.1247518","https:\u002F\u002Fwww.tandfonline.com\u002Fdoi\u002Ffull\u002F10.1080\u002F0969594X.2016.1247518",{"doi":968},"10.1080\u002F0969594x.2016.1247518",{"id":22,"text":970,"url":971,"identifiers":972},"Hunter, C. (2012). Is resilience still a useful concept when working with children and young people? Journal of the Home Economics Institute of Australia, 19(1), 45–52. https:\u002F\u002Fdoi.org\u002F10.3316\u002Finformit.020407233943460","http:\u002F\u002Fcemh.lbpsb.qc.ca\u002Fprofessionals\u002FresilieceAustralia.pdf",{"mag":973,"openalex":974,"doi":975},"2184582355","W2184582355","10.11428\u002Fjhej1951.19.45",{"id":977,"text":978,"url":979,"identifiers":980},"6de5ffcc-fdc6-4e6c-8af8-ef37542e8a17","Khine, M. S., Fraser, B. J., Afari, E., & Liu, Y. (2022). Language learning environments and reading achievement among students in China: Evidence from PISA 2018 data. Learning Environments Research. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10984-021-09404-8","https:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs10984-021-09404-8",{"doi":981},"10.1007\u002Fs10984-021-09404-8",{"id":983,"text":984,"url":985,"identifiers":986},"54338e0d-00c4-41fe-90bf-a5d1f0d804bd","Kuster, M., Backes, S., Brandstätter, V., Nussbeck, F. W., Bradbury, T. N., Sutter-Stickel, D., et al. (2017). Approach-avoidance goals and relationship problems, communication of stress, and dyadic coping in couples. Motivation and Emotion, 41(5), 576–590. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11031-017-9629-3","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs11031-017-9629-3",{"doi":987},"10.1007\u002Fs11031-017-9629-3",{"id":989,"text":990,"url":991,"identifiers":992},"09088b98-f714-48b2-b203-94b40d1c6b63","Li, J. (2005). Mind or virtue: Western and Chinese beliefs about learning. Current Directions in Psychological Science, 14(4), 190–194. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.0963-7214.2005.00362.x","https:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.1111\u002Fj.0963-7214.2005.00362.x",{"doi":993},"10.1111\u002Fj.0963-7214.2005.00362.x",{"id":995,"text":996,"url":997,"identifiers":998},"4b442052-6ad1-4d2f-8c04-4c2d7d53251d","Li, J., Holloway, S. D., Bempechat, J., & Loh, E. (2008). Building and using a social network: Nurture for low-income Chinese American adolescents’ learning. New Directions for Child and Adolescent Development, 121, 9–25. https:\u002F\u002Fdoi.org\u002F10.1002\u002Fcd.220","https:\u002F\u002Fonlinelibrary.wiley.com\u002Fdoi\u002F10.1002\u002Fcd.220",{"doi":999},"10.1002\u002Fcd.220",{"id":1001,"text":1002,"url":1003,"identifiers":1004},"0a0d1017-14ca-435c-bc9b-a78759f8a34c","Li, H., Martin, A. J., & Yeung, W. J. J. (2017). Academic risk and resilience for children and young people in Asia. Educational Psychology, 37(8), 921–929. https:\u002F\u002Fdoi.org\u002F10.1080\u002F01443410.2017.1331973","https:\u002F\u002Fwww.tandfonline.com\u002Fdoi\u002Ffull\u002F10.1080\u002F01443410.2017.1331973",{"doi":1005},"10.1080\u002F01443410.2017.1331973",{"id":1007,"text":1008,"url":1009,"identifiers":1010},"aba73225-a39c-41f2-976d-2877920d4c49","Liebenberg, L., Theron, L., Sanders, J., Munford, R., Van Rensburg, A., Rothmann, S., & Ungar, M. (2016). Bolstering resilience through teacher-student interaction: Lessons for school psychologists. School Psychology International, 37(2), 140–154. https:\u002F\u002Fdoi.org\u002F10.1177\u002F0143034315614689","https:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.1177\u002F0143034315614689",{"doi":1011},"10.1177\u002F0143034315614689",{"id":22,"text":1013,"url":22,"identifiers":1014},"Liem, G. A. D., & Elliot, A. J. (2018). Sociocultural influences on achievement goal adoption and regulation: A goal complex perspective. In G. A. D. Liem & D. M. McInerney (Eds.), Big theories revisited (pp. 41–67). Information Age Publishing.",{},{"id":886,"text":1016,"url":888,"identifiers":1017},"Liew, J., Cao, Q., Hughes, J. N., & Deutz, M. H. (2020). Academic resilience despite early academic adversity: a three-wave longitudinal study on regulation-related resiliency, interpersonal relationships, and achievement in first to third grade. In C. L. Smith & D. J. Bridgett (Eds.), Moving Forward in the Study of Temperament and Early Education Outcomes. Routledge.",{"doi":890},{"id":1019,"text":1020,"url":1021,"identifiers":1022},"9ca1d3b9-ebed-48f3-b49b-75d2d815fb3d","Ma, L., Du, X., Hau, K. T., & Liu, J. (2018). The association between teacher-student relationship and academic achievement in Chinese EFL context: A serial multiple mediation model. Educational Psychology, 38(5), 687–707. https:\u002F\u002Fdoi.org\u002F10.1080\u002F01443410.2017.1412400","https:\u002F\u002Fwww.tandfonline.com\u002Fdoi\u002Ffull\u002F10.1080\u002F01443410.2017.1412400",{"doi":1023},"10.1080\u002F01443410.2017.1412400",{"id":1025,"text":1026,"url":1027,"identifiers":1028},"cf8632d6-1f08-44bf-93f9-06b9d4bb16ae","Mai, Y., Wu, Y. J., & Huang, Y. (2021). What type of social support is important for student resilience during COVID-19? A latent profile analysis. Frontiers in Psychology, 12, 646145. https:\u002F\u002Fdoi.org\u002F10.3389\u002Ffpsyg.2021.646145","https:\u002F\u002Fwww.frontiersin.org\u002Farticles\u002F10.3389\u002Ffpsyg.2021.646145\u002Ffull",{"doi":1029},"10.3389\u002Ffpsyg.2021.646145",{"id":1031,"text":1032,"url":1033,"identifiers":1034},"f7bfb44b-db67-46d5-9e9b-2b9be6a6274e","Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3), 353–370. https:\u002F\u002Fdoi.org\u002F10.1080\u002F03054980902934639","http:\u002F\u002Fwww.tandfonline.com\u002Fdoi\u002Fabs\u002F10.1080\u002F03054980902934639",{"doi":1035},"10.1080\u002F03054980902934639",{"id":1037,"text":1038,"url":1039,"identifiers":1040},"1f0e8c9e-e868-4d6a-914e-3a9816abe2eb","Morrison, G. M., & Allen, M. R. (2007). Promoting student resilience in school contexts. Theory into Practice, 46(2), 162–169. https:\u002F\u002Fdoi.org\u002F10.1080\u002F00405840701233172","https:\u002F\u002Fwww.tandfonline.com\u002Fdoi\u002Ffull\u002F10.1080\u002F00405840701233172",{"doi":1041},"10.1080\u002F00405840701233172",{"id":1043,"text":1044,"url":1045,"identifiers":1046},"5f04e508-5c7b-46ea-a23d-f38e2381b490","Muis, K. R., Ranellucci, J., Franco, G. M., & Crippen, K. J. (2013). The interactive effects of personal achievement goals and performance feedback in an undergraduate science class. The Journal of Experimental Education, 81(4), 556–578. https:\u002F\u002Fdoi.org\u002F10.1080\u002F00220973.2012.738257","http:\u002F\u002Fwww.tandfonline.com\u002Fdoi\u002Fabs\u002F10.1080\u002F00220973.2012.738257",{"doi":1047},"10.1080\u002F00220973.2012.738257",{"id":886,"text":1049,"url":888,"identifiers":1050},"OECD. (2017). Promising practices in supporting success for indigenous students. OECD Publishing.",{"doi":890},{"id":1052,"text":1053,"url":1054,"identifiers":1055},"2580a532-0f92-45bc-897b-31c854ca5c21","Özcan, B., & Bulus, M. (2022). Protective factors associated with academic resilience of adolescents in individualist and collectivist cultures: Evidence from PISA 2018 large scale assessment. Current Psychology, 41(4), 1740–1756. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs12144-022-02944-z","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs12144-022-02944-z",{"doi":1056},"10.1007\u002Fs12144-022-02944-z",{"id":1058,"text":1059,"url":1060,"identifiers":1061},"eae637b9-004c-4f25-8729-e6d033b5f10c","Pitzer, J., & Skinner, E. (2017). Predictors of changes in students’ motivational resilience over the school year: The roles of teacher support, self-appraisals, and emotional reactivity. International Journal of Behavioral Development, 41(1), 15–29. https:\u002F\u002Fdoi.org\u002F10.1177\u002F0165025416642051","https:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.1177\u002F0165025416642051",{"doi":1062},"10.1177\u002F0165025416642051",{"id":1064,"text":1065,"url":1066,"identifiers":1067},"935ae014-dbb3-48d4-ba1b-dc4307c94bc0","Qian, Q., Lau, K., & l. (2022). The effects of achievement goals and perceived reading instruction on Chinese student reading performance: Evidence from PISA 2018. Journal of Research in Reading, 45(1), 137–156. https:\u002F\u002Fdoi.org\u002F10.1111\u002F1467-9817.12388","https:\u002F\u002Fonlinelibrary.wiley.com\u002Fdoi\u002F10.1111\u002F1467-9817.12388",{"doi":1068},"10.1111\u002F1467-9817.12388",{"id":1070,"text":1071,"url":1072,"identifiers":1073},"0c29cd3f-2777-417d-a0b3-b937a73ee470","Régner, I., Loose, F., & Dumas, F. (2009). Students’ perceptions of parental and teacher academic involvement: Consequences on achievement goals. European Journal of Psychology of Education, 24(2), 263–277. https:\u002F\u002Fdoi.org\u002F10.1007\u002FBF03173016","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002FBF03173016",{"doi":1074},"10.1007\u002FBF03173016",{"id":1076,"text":1077,"url":1078,"identifiers":1079},"c241e146-b300-4c74-89b1-6f9bc46bf28a","Reinke, W. M., & Herman, K. C. (2002). Creating school environments that deter antisocial behaviors in youth. Psychology in the Schools, 39(5), 549–559. https:\u002F\u002Fdoi.org\u002F10.1002\u002Fpits.10048","https:\u002F\u002Fonlinelibrary.wiley.com\u002Fdoi\u002F10.1002\u002Fpits.10048",{"doi":1080},"10.1002\u002Fpits.10048",{"id":886,"text":1082,"url":888,"identifiers":1083},"Robbins, A., Kaye, E., & Catling, J. C. (2018). Predictors of student resilience in higher education. Psychology Teaching Review, 24(1), 44–52.",{"doi":890},{"id":1085,"text":1086,"url":1087,"identifiers":1088},"96b5631a-8f21-4dac-989a-a19a3a778e6c","Russell, J. E., Smith, A., & Larsen, R. (2020). Elements of success: Supporting at-risk student resilience through learning analytics. Computers & Education, 152, 103890. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.compedu.2020.103890","https:\u002F\u002Flinkinghub.elsevier.com\u002Fretrieve\u002Fpii\u002FS0360131520300890",{"doi":1089},"10.1016\u002Fj.compedu.2020.103890",{"id":22,"text":1091,"url":1092,"identifiers":1093},"Sautelle, E., Bowles, T., Hattie, J., & Arifin, D. N. (2015). Personality, resilience, self-regulation and cognitive ability relevant to teacher selection. Australian Journal of Teacher Education, 40(4), 54–71. https:\u002F\u002Fdoi.org\u002F10.3316\u002Fielapa.080852592705061","https:\u002F\u002Fdoi.org\u002F10.14221\u002Fajte.2015v40n4.4",{"mag":1094,"openalex":1095,"doi":1096},"2037780866","W2037780866","10.14221\u002Fajte.2015v40n4.4",{"id":886,"text":1098,"url":888,"identifiers":1099},"Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323–338.",{"doi":890},{"id":1101,"text":1102,"url":1103,"identifiers":1104},"188db2ac-a7c9-428c-a681-b9d4a4d2ecc0","Shim, S. H. (2008). A philosophical investigation of the role of teachers: A synthesis of Plato, Confucius, Buber, and Freire. Teaching and Teacher Education, 24(3), 515–535. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.tate.2007.09.014","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS0742051X0700128X",{"doi":1105},"10.1016\u002Fj.tate.2007.09.014",{"id":1107,"text":1108,"url":1109,"identifiers":1110},"d763b0b9-cd5c-41c2-861e-4f5b6383a9a6","Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https:\u002F\u002Fdoi.org\u002F10.3102\u002F003465430731379","http:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.3102\u002F0034654307313795",{"doi":1111},"10.3102\u002F0034654307313795",{"id":1113,"text":1114,"url":1115,"identifiers":1116},"b28a924f-bee4-42be-95d8-d03e0d12e494","Sideridis, G. D., & Kaplan, A. (2011). Achievement goals and persistence across tasks: The roles of failure and success. The Journal of Experimental Education, 79(4), 429–451. https:\u002F\u002Fdoi.org\u002F10.1080\u002F00220973.2010.539634","http:\u002F\u002Fwww.tandfonline.com\u002Fdoi\u002Fabs\u002F10.1080\u002F00220973.2010.539634",{"doi":1117},"10.1080\u002F00220973.2010.539634",{"id":22,"text":1119,"url":1120,"identifiers":1121},"Ungar, M., Theron, L., Murphy, K., & Jeferies, P. (2021). Researching multisystemic resilience: A sample methodology. Frontiers in Psychology, 11, 607994. https:\u002F\u002Fdoi.org\u002F10.3389\u002Ffpsyg.2020","https:\u002F\u002Fdoi.org\u002F10.3389\u002Ffpsyg.2020.607994",{"mag":1122,"pmc":1123,"openalex":1124,"pm":1125,"doi":1126},"3120776228","7835509","W3120776228","33510683","10.3389\u002Ffpsyg.2020.607994",{"id":1128,"text":1129,"url":1130,"identifiers":1131},"8d0a53ae-25a6-41f5-89aa-71208936c41d","Wang, F., King, R. B., & Leung, S. O. (2022). Beating the odds: Identifying the top predictors of resilience among Hong Kong students. Child Indicators Research, 15(5), 1921–1944. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs12187-022-09939-z","https:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs12187-022-09939-z",{"doi":1132},"10.1007\u002Fs12187-022-09939-z",{"id":886,"text":1134,"url":888,"identifiers":1135},"Watkins, D. A., & Biggs, J. B. (2001). Teaching the Chinese Learner: Psychological and pedagogical perspectives. Hong Kong\u002FMelbourne: Comparative Education Research Centre. Australian Council for Educational Research, London",{"doi":890},{"id":1137,"text":1138,"url":1139,"identifiers":1140},"db2a5075-1e3b-4735-b546-f79857ee8372","Wei, M., Zhou, Y., Barber, C., & Den Brok, P. (2015). Chinese students’ perceptions of teacher–student interpersonal behavior and implications. System, 55, 134–144. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.system.2015.09.007","https:\u002F\u002Flinkinghub.elsevier.com\u002Fretrieve\u002Fpii\u002FS0346251X15001530",{"doi":1141},"10.1016\u002Fj.system.2015.09.007",{"id":886,"text":1143,"url":888,"identifiers":1144},"Werner, E. E. (2000). Protective factors and individual resilience. In M. Samuel & S. Jack (Eds.), Handbook of early childhood intervention. Adams, Bannister and Cox.",{"doi":890},{"id":1146,"text":1147,"url":1148,"identifiers":1149},"e6564109-90d6-492a-85f4-b26107f54469","Yan, Z., & Brown, G. T. (2021). Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing. Studies in Educational Evaluation, 68, 100985. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.stueduc.2021.100985","https:\u002F\u002Flinkinghub.elsevier.com\u002Fretrieve\u002Fpii\u002FS0191491X21000110",{"doi":1150},"10.1016\u002Fj.stueduc.2021.100985",{"id":22,"text":1152,"url":1153,"identifiers":1154},"Yan, Z., King, R. B., & Haw, J. Y. (2021). Formative assessment, growth mindset, and achievement: Examining their relations in the East and the West. Assessment in Education: Principles, Policy & Practice, 28(5–6), 676–702. https:\u002F\u002Fdoi.org\u002F10.1080\u002F0969594X.2021.1988510","https:\u002F\u002Fdoi.org\u002F10.1080\u002F0969594x.2021.1988510",{"mag":1155,"openalex":1156,"doi":1157},"3210068963","W3210068963","10.1080\u002F0969594x.2021.1988510",{"id":1159,"text":1160,"url":1161,"identifiers":1162},"1709d048-bf24-4873-94aa-af61f85ad048","Yıldırım, S. (2012). Teacher support, motivation, learning strategy use, and achievement: A multilevel mediation model. The Journal of Experimental Education, 80(2), 150–172. https:\u002F\u002Fdoi.org\u002F10.1080\u002F00220973.2011.596855","http:\u002F\u002Fwww.tandfonline.com\u002Fdoi\u002Fabs\u002F10.1080\u002F00220973.2011.596855",{"doi":1163},"10.1080\u002F00220973.2011.596855",{"id":886,"text":1165,"url":888,"identifiers":1166},"Zhan, Y. (2019). Conventional or sustainable? Chinese university students’ thinking about feedback used in their English lessons. Assessment & Evaluation in Higher Education, 44(7), 973–986.",{"doi":890},{"id":886,"text":1168,"url":888,"identifiers":1169},"Zhan, Y. (2020). Motivated or informed? Chinese undergraduates’ beliefs about the functions of continuous assessment in their college English course. Higher Education Research & Development, 39(5), 1055–1069.",{"doi":890},{"id":886,"text":1171,"url":888,"identifiers":1172},"Zhan, Y., & Wan, Z. H. (2010). Perspectives on the cultural appropriacy of assessment for learning in Chinese context. Educate, 10(2), 9–16.",{"doi":890},{"id":1174,"createTime":1175,"updateTime":1176,"relativeEntities":1177,"slug":1178,"properties":1179,"entityType":126,"verifyStatus":127,"verifyTime":1194,"verifyNote":129,"languages":22,"translateLanguages":1195,"viewCount":23,"primaryUrl":1196,"fullTextUrl":22,"authors":1197,"publicationType":180,"publisherRelationship":1245,"citationCount":23,"citationInfo":1300,"publishDate":1303,"publishYear":1301,"citationAnalyzeStatus":21,"lastCitationAnalyze":1304,"indexDatabases":1305,"openAccess":22,"references":22,"isForceReanalyzing":237},"bf6163f0-ba6b-48da-8822-6141cbda7a5e","2024-02-22T12:14:36.591+00:00","2026-07-14T11:11:47.813+00:00",[],"The-Role-of-Subjective-Task-Value-in-Forming-Satisfaction-and-Loyalty-Among-Vietnamese-International-Students-A-Structural-Equation-Model",{"abstract":1180,"title":1183,"gsPaper":1186,"keywords":1188,"references":1190,"doi":1192},{"VI":1181,"EN":1182},"Mối quan hệ với sinh viên quốc tế có thể mang lại lợi ích cho giáo dục đại học về mặt tài chính và nguồn nhân lực. Chính vì lý do này, việc thiết lập và duy trì mối quan hệ như vậy thường là mối quan tâm hàng đầu của các nhà cung cấp giáo dục đại học. Trong nghiên cứu này, chúng tôi đã mở rộng ứng dụng của mô hình bất xác nhận-hy vọng bằng cách kết hợp ba thành phần từ giá trị nhiệm vụ chủ quan (tức là, đạt được, hữu ích, và nội tại) để dự đoán lòng trung thành của sinh viên quốc tế đối với các quốc gia tiếp nhận. Trên một mẫu gồm 410 sinh viên Việt Nam đang theo học tại các cơ sở giáo dục đại học ở hơn 15 quốc gia trên toàn cầu, chúng tôi đã sử dụng mô hình phương trình cấu trúc để xác thực mô hình khái niệm. Các phát hiện thực nghiệm của chúng tôi cho thấy sự hài lòng và bất xác nhận vẫn đóng vai trò quan trọng như các yếu tố trực tiếp và gián tiếp dẫn đến lòng trung thành của sinh viên quốc tế, tuy nhiên, yếu tố dự đoán có tác động lớn nhất là giá trị nội tại, ảnh hưởng trực tiếp và gián tiếp đến lòng trung thành thông qua vai trò trung gian của sự hài lòng và bất xác nhận. Trong khi đó, các phát hiện của chúng tôi cũng chỉ ra rằng giá trị đạt được có tác động nhẹ, nhưng giá trị hữu ích không có bất kỳ tác động nào đến lòng trung thành. Một số hệ quả có thể được rút ra cho các lãnh đạo trường đại học và các nhà làm chính sách khi thực hiện quốc tế hóa giáo dục đại học như là hệ quả của những kết quả trên.","Relationship with international students can be beneficial to higher education in terms of financial and human resources. For this reason, establishing and maintaining such relationship are usually pre-eminent concerns for higher education providers. In this study, we extended the application of the disconfirmation-expectation model by incorporating three components from subjective task value (i.e., attainment, utility, and intrinsic) to predict the loyalty of international students toward their host countries. On a sample of 410 Vietnamese students enrolled in higher education institutions in over 15 countries across the globe, we employed structural equation model to validate the conceptual model. Our empirical findings revealed that satisfaction and disconfirmation still play important roles as direct and indirect antecedents of international student loyalty, respectively; nonetheless, the most impactful predictor is intrinsic value which directly and indirectly affects loyalty through the mediating roles of satisfaction and disconfirmation. Meanwhile, our findings also unveiled that attainment value has slight impact, but utility value does not have any impact on loyalty. A number of implications might be withdrawn for heads of universities and policy makers while practicing in internationalization of higher education as a consequence of these above results.",{"EN":1184,"VI":1185},"The Role of Subjective Task Value in Forming Satisfaction and Loyalty Among Vietnamese International Students: A Structural Equation Model","Vai trò của giá trị nhiệm vụ chủ quan trong việc hình thành sự hài lòng và lòng trung thành của sinh viên quốc tế Việt Nam: Một mô hình phương trình cấu trúc",{"VOID":1187},"57019831482145623",{"VI":1189},"giá trị nhiệm vụ chủ quan, sinh viên quốc tế, lòng trung thành, giáo dục đại học, mô hình phương trình cấu trúc",{"VOID":1191},"Ahn, J.-H., Han, S.-P., & Lee, Y.-S. (2006). Customer churn analysis: Churn determinants and mediation effects of partial defection in the Korean mobile telecommunications service industry. Telecommunications Policy, 30, 552–568.\nAlves, H. (2011). The measurement of perceived value in higher education: A unidimensional approach. The Service Industries Journal, 31(12), 1943–1960.\nAndrade, M. S. (2006). International students in English-speaking universities: Adjustment factors. Journal of Research in International Education, 5(2), 131–154.\nAshwill, M. (2016). Vietnamese student numbers growing in the US. Retrieved from: https:\u002F\u002Fwww.universityworldnews.com\u002Farticle.php?story=2016011313585113.\nAthiyaman, A. (1997). Linking student satisfaction and service quality perceptions: The case of university education. European Journal of Marketing, 31(7), 528–540.\nAustralia Bureau Statistics. (2016). International trade: Supplementary information, financial year, 2015–2016. Retrieved from: https:\u002F\u002Fwww.abs.gov.au\u002FAUSSTATS\u002Fabs@.nsf\u002FDetailsPage\u002F5368.0.55.0032015-16?OpenDocument.\nBack, K. J., & Lee, J. S. (2009). Country club members’ perceptions of value, image congruence, and switching costs: An exploratory study of country club members’ loyalty. Journal of Hospitality & Tourism Research, 33(4), 528–546.\nBattle, A., & Wigfield, A. (2003). College women’s value orientations toward family, career, and graduate school. Journal of Vocational Behavior, 62(1), 56–75.\nBhattacherjee, A. (2001). Understanding information systems continuance: An expectation-confirmation model. MIS Quarterly, 25(3), 351–370.\nBolton, R. (2018, Feb, 16). Universities are too reliant on income from China, experts say. Retrieved from: https:\u002F\u002Fwww.afr.com\u002Fnews\u002Fpolicy\u002Feducation\u002Funiversities-are-too-reliant-on-income-from-china-experts-say-20180216-h0w6vn.\nBoulding, W., Kalra, A., Staelin, R., & Zeithaml, V. A. (1993). A dynamic process model of service quality: From expectations to behavioral intentions. Journal of marketing research, 30(1), 7–27.\nChen, Y. C. (2016). The Drive Behind International Student Loyalty in Higher-Educational Institutions: A Structural Equation Model. The Asia-Pacific Education Researcher, 25(2), 315–323.\nChiou, J.-S., & Droge, C. (2006). Service quality, trust, specific asset investment, and expertise: Direct and indirect effects in a satisfaction-loyalty framework. Journal of the Academy of Marketing Science, 34(4), 613–627.\nChiu, C. M., & Wang, E. T. (2008). Understanding Web-based learning continuance intention: The role of subjective task value. Information & Management, 45(3), 194–201.\nChoudaha, R., & Kono, Y. (2012). Beyond more of the same: The top four emerging markets for international student recruitment. World Education News & Reviews. Retrieved from: https:\u002F\u002Fwenr.wes.org\u002F2012\u002F10\u002Fwenr-october-2012-beyond-more-of-the-same-top-four-emerging-markets-for-international-student-recruitment.\nDouglass, J. A., & Edelstein, R. (2009). The global competition for talent: The rapidly changing market for international students and the need for a strategic approach in the US. Center for Studies in Higher Education. Retrieved from: https:\u002F\u002Fcshe.berkeley.edu\u002Fpublications\u002Fglobal-competition-talent-rapidly-changing-market-internationalstudents-and-need.\nDuque, L. C. (2013). A framework for analyzing higher education performance: Students' satisfaction, perceived learning outcomes, and dropout intentions. Total Quality Management & Business Excellence, 25, 1–21.\nEccles, J. S. (1987). Gender roles and women's achievement-related decisions. Psychology of Women Quarterly, 11(2), 135–172.\nEdvardsson, B., Tronvoll, B., & Gruber, T. (2011). Expanding understanding of service exchange and value co-creation: A social construction approach. Journal of the Academy of Marketing Science, 39(2), 327–339.\nEhrenberg, R. G. (2012). American higher education in transition. The Journal of Economic Perspectives, 26(1), 193–216.\nField, A. M. (1999). The college student market segment: A comparative study of travel behaviors of international and domestic students at a southeastern university. Journal of Travel Research, 37(4), 375–381.\nFloh, A., Zauner, A., Koller, M., & Rusch, T. (2014). Customer segmentation using unobserved heterogeneity in the perceived-value–loyalty–intentions link. Journal of Business Research, 67(5), 974–982.\nFryrear, A. (2015, July, 27). What is a good survey response rate?. Retrieved from: https:\u002F\u002Fwww.surveygizmo.com\u002Fresources\u002Fblog\u002Fsurvey-response-rates\u002F.\nGrace, B. Y., & Kim, J. H. (2008). Testing the mediating effect of the quality of college life in the student satisfaction and student loyalty relationship. Applied Research in Quality of Life, 3(1), 1–21.\nGrönroos, C., & Voima, P. (2013). Critical service logic: Making sense of value creation and co-creation. Journal of the Academy of Marketing Science, 41(2), 133–150.\nHa, H. Y., & Janda, S. (2008). An empirical test of a proposed customer satisfaction model in e-services. Journal of Services Marketing, 22(5), 399–408.\nHaigh, M. J. (2002). Internationalisation of the curriculum: Designing inclusive education for a small world. Journal of Geography in Higher Education, 26(1), 49–66.\nHelgesen, Ø., & Nesset, E. (2007). Images, satisfaction, and antecedents: Drivers of student loyalty? A case study of a Norwegian University College. Corporate Reputation Review, 10(1), 38–59.\nHennig-Thurau, T., Langer, M. F., & Hansen, U. (2001). Modeling and managing student loyalty: An approach based on the concept of relationship quality. Journal of service research, 3(4), 331–344.\nHoogland, J. J., & Boomsma, A. (1998). Robustness studies in covariance structure modeling: An overview and a meta-analysis. Sociological Methods & Research, 26(3), 329–367.\nJones, M. A., Reynolds, K. E., & Arnold, M. J. (2006). Hedonic and utilitarian shopping value: Investigating differential effects on retail outcomes. Journal of Business Research, 59(9), 974–981.\nKhawaja, N. G., & Dempsey, J. (2008). A comparison of international and domestic tertiary students in Australia. Australian Journal of Guidance and Counselling, 18(01), 30–46.\nKumar, V., Dalla Pozza, I., & Ganesh, J. (2013). Revisiting the satisfaction–loyalty relationship: Empirical generalizations and directions for future research. Journal of Retailing, 89(3), 246–262.\nLiao, C., Chen, J. L., & Yen, D. C. (2007). Theory of planning behavior (TPB) and customer satisfaction in the continued use of e-service: An integrated model. Computers in Human Behavior, 23(6), 2804–2822.\nMarginson, S. (2007). Global position and position taking: The case of Australia. Journal of Studies in International Education, 11(1), 5–32.\nMinistry of Education (2017, September, 20). The fifth Taiwan-Vietnam Education Forum opens new prospects for Taiwan-Vietnam Educational Cooperation. Retrieved from: https:\u002F\u002Fenglish.moe.gov.tw\u002Fcp-13-17267-645DC-1.html.\nNarayandas, N. (1996). The link between customer satisfaction and customer loyalty: An empirical investigation. Harvard Business School: Division of Research.\nOliver, R. L. (1980). A cognitive model of the antecedents and consequences of satisfaction decisions. Journal of Marketing Research, 17(4), 460–469.\nPandža Bajs, I. (2015). Tourist perceived value, relationship to satisfaction, and behavioral intentions: The example of the Croatian tourist destination Dubrovnik. Journal of Travel Research, 54(1), 122–134.\nParasuraman, A., & Grewal, D. (2000). The impact of technology on the quality-value-loyalty chain: a research agenda. Journal of the Academy of Marketing Science, 28(1), 168–174.\nPham, H. (2013). As degree mills proliferate, new measures published. Retrieved from: https:\u002F\u002Fwww.universityworldnews.com\u002Farticle.php?story=2013082311472624.\nPham, H. H., & Lai, S. L. (2016). Higher education as an extended duration service: An investigation of the determinants of Vietnamese overseas student loyalty. Journal of Studies in International Education, 20(5), 454–471.\nPhan, L. H. (2016). Student identities in transnational space: Vietnam in focus. In Transnational Education Crossing ‘Asia’ and ‘the West’ (pp. 151–174). Routledge.\nPhuong, H. (2016). Vietnamese oversea students mostly stay in Japan. Retrieved from: http:\u002F\u002Fvietnamnet.vn\u002Fvn\u002Fgiao-duc\u002Fdu-hoc\u002Fdu-hoc-nhat-ban-du-hocmy-du-hoc-sinh-viet-namdong-nhat-o-nhat-337144.html\nSawir, E. (2005). Language difficulties of international students in Australia: The effects of prior learning experience. International Education Journal, 6(5), 567–580.\nStudy Kyoto. (2017). Free Entry to Kyoto’s Museums and Heritage Sites? For Kyoto International Students, yes! Retrieved from: https:\u002F\u002Fwww.studykyoto.jp\u002Fen \u002Fmagazine \u002F2017\u002F08\u002F09\u002Ffree-entry-for-students\u002F\nSweeney, J. C., & Soutar, G. N. (2001). Consumer perceived value: The development of a multiple item scale. Journal of Retailing, 77(2), 203–220.\nTellis, G. J. (1988). Advertising exposure, loyalty, and brand purchase: A two-stage model of choice. Journal of Marketing Research, 25, 134–144.\nTrines, S. (2017, November, 8). Education in Vietnam. Retrieved from: https:\u002F\u002Fwenr.wes.org\u002F2017\u002F11\u002Feducation-in-vietnam.\nUniversity Australia. (2016, November, 21). International education generates a record $20.3 billion for Australia. Retrieved from: https:\u002F\u002Fwww.universitiesaustralia. edu.au\u002FMedia-and-Events\u002Fmedia-releases\u002FInternational-education-generates-a-record--20-3-billion-for-Australia#.Wdy1KmKCzC8\nVaras, J. (2016 April, 5). The native-born STEM shortage, American Action Forum . Retrieved from: https:\u002F\u002Fwww.americanactionforum.org\u002Fresearch\u002Fnative-born-stem-shortage\u002F.\nVNA. (2018, July, 5). Vietnam ranks 5 th international students in Australia in February. Retrieved from: https:\u002F\u002Fenglish.vov.vn\u002Fsociety\u002Fvietnam-ranks-5th-in-international-students-in-australia-in-february-374090.vov.\nWigfield, A., & Eccles, J. S. (1989). Relations of expectancies and values to students' math grades and intentions. San Francisco: In Meeting of the American Educational Research Association.\nZhou, Y., Jindal-Snape, D., Topping, K., & Todman, J. (2008). Theoretical models of culture shock and adaptation in international students in higher education. Studies in higher education, 33(1), 63–75.",{"VOID":1193},"10.1007\u002Fs40299-019-00439-3","2024-12-13T20:51:25.015+00:00",[131],"https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs40299-019-00439-3",[1198,1215,1230],{"id":1199,"sortIndex":23,"researcher":22,"roles":1200,"affiliations":1201,"properties":1210,"displayName":1212,"givenName":22,"familyName":22},"bfb4b71f-2e66-48bf-be87-c78785da9270",[138],[1202],{"id":1203,"sortIndex":23,"affiliation":1204,"properties":22},"6980d0df-3eef-48b9-b9be-88a9f1284d1b",{"id":1203,"createTime":22,"updateTime":22,"relativeEntities":1205,"slug":22,"properties":1206,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1209,"statistic":22},[],{"title":1207},{"VI":1208},"Center for Research and Practice in Education, Phu Xuan University, Hue, Vietnam",[],{"title":1211,"gsAuthor":1213},{"VI":1212},"Hiep-Hung Pham",{"VOID":1214},"142gXVgAAAAJ",{"id":1216,"sortIndex":132,"researcher":22,"roles":1217,"affiliations":1218,"properties":1227,"displayName":1229,"givenName":22,"familyName":22},"e412f4d4-c32c-425a-8499-be3f7d2f71cc",[138],[1219],{"id":1220,"sortIndex":23,"affiliation":1221,"properties":22},"ae41ed51-1645-45f6-b969-b80ad935ab4e",{"id":1220,"createTime":22,"updateTime":22,"relativeEntities":1222,"slug":22,"properties":1223,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1226,"statistic":22},[],{"title":1224},{"VI":1225},"College of Business, Chinese Culture University, Taipei, Taiwan, ROC",[],{"title":1228},{"VI":1229},"Sue Ling Lai",{"id":1231,"sortIndex":168,"researcher":22,"roles":1232,"affiliations":1233,"properties":1242,"displayName":1244,"givenName":22,"familyName":22},"87972339-f148-404b-93a8-c2f1f32368d3",[138],[1234],{"id":1235,"sortIndex":23,"affiliation":1236,"properties":22},"5998b105-ac39-4f1b-a605-c78d70d97afc",{"id":1235,"createTime":22,"updateTime":22,"relativeEntities":1237,"slug":22,"properties":1238,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1241,"statistic":22},[],{"title":1239},{"VI":1240},"Centre for Interdisciplinary Social Research, Phenikaa University, Hanoi, Vietnam",[],{"title":1243},{"VI":1244},"Quan-Hoang Vuong",{"url":1196,"publisher":1246,"properties":1295},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1247,"slug":10,"properties":1248,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":1252,"manageAffiliations":1257,"indexDatabases":1273,"url":22,"thumbnailPath":22,"statistic":22,"gsStatistic":22,"type":22,"analyzePriority":22},[],{"issn":1249,"title":1250,"eissn":1251},{"VOID":15},{"EN":17},{"VOID":13},[1253],{"id":26,"createTime":22,"updateTime":22,"relativeEntities":1254,"label":1255,"description":1256,"parentId":22,"standard":22,"scholarHubFieldId":22},[],{"EN":29,"VI":30},{},[1258,1263,1268],{"id":34,"createTime":22,"updateTime":22,"relativeEntities":1259,"slug":22,"properties":1260,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1262,"statistic":22},[],{"title":1261},{"EN":38},[40],{"id":42,"createTime":22,"updateTime":22,"relativeEntities":1264,"slug":22,"properties":1265,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1267,"statistic":22},[],{"title":1266},{"EN":46},[40],{"id":49,"createTime":22,"updateTime":22,"relativeEntities":1269,"slug":22,"properties":1270,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1272,"statistic":22},[],{"title":1271},{"EN":53},[40],[1274,1281,1288],{"id":57,"indexDatabase":1275,"url":68,"indexYears":69,"academicFieldIds":1280,"indexDatabaseRanking":22},{"id":59,"createTime":22,"updateTime":22,"relativeEntities":1276,"label":1277,"description":1278,"key":65,"publicationTags":1279,"standard":22},[],{"EN":62,"VI":62},{"EN":64,"VI":64},[67],[71],{"id":73,"indexDatabase":1282,"url":86,"indexYears":22,"academicFieldIds":1287,"indexDatabaseRanking":22},{"id":75,"createTime":22,"updateTime":22,"relativeEntities":1283,"label":1284,"description":1285,"key":82,"publicationTags":1286,"standard":22},[],{"EN":78,"VI":78},{"EN":80,"VI":81},[84,85],[88],{"id":90,"indexDatabase":1289,"url":101,"indexYears":102,"academicFieldIds":1294,"indexDatabaseRanking":105},{"id":92,"createTime":22,"updateTime":22,"relativeEntities":1290,"label":1291,"description":1292,"key":98,"publicationTags":1293,"standard":22},[],{"EN":95,"VI":95},{"EN":95,"VI":97},[100],[104],{"pages":1296,"volume":1298},{"VOID":1297},"399-409",{"VOID":1299},"28",{"total":23,"publishYear":1301,"statisticByYear":1302},2019,{},"2019-03-12","2026-07-14T11:11:47.812+00:00",[84,67,100],{"id":1307,"createTime":1308,"updateTime":1309,"relativeEntities":1310,"slug":1311,"properties":1312,"entityType":126,"verifyStatus":127,"verifyTime":1323,"verifyNote":129,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":1324,"fullTextUrl":22,"authors":1325,"publicationType":180,"publisherRelationship":1367,"citationCount":22,"citationInfo":22,"publishDate":1422,"publishYear":1423,"citationAnalyzeStatus":1424,"lastCitationAnalyze":1425,"indexDatabases":1426,"openAccess":22,"references":22,"isForceReanalyzing":237},"3c0b92b3-7243-49e4-8151-a6cb7c2e01a5","2024-01-19T10:57:59.817+00:00","2026-07-13T00:05:28.269+00:00",[],"Student-Teachers-Motivation-and-Perceptions-of-E-Portfolio-in-the-Context-of-Problem-Based-Learning",{"abstract":1313,"title":1315,"gsPaper":1317,"references":1319,"doi":1321},{"EN":1314},"E-portfolios are increasingly seen as a promising tool for facilitating learning as students engage in the Problem-Based Learning (PBL) process. Research that evaluates e-portfolios in the context of PBL is, however, limited. In addition, advantages of the use of e-portfolios both generally as well as in the context of PBL have tended to be advanced from the researcher’s perspective. Studies that have evaluated student perceptions remain unclear with regard to the factors beyond specific features of the e-portfolio which are likely to affect the perceptions. The purpose of this study is to address these gaps from the perspective of self-determination theory (SDT). It seeks to examine how student teachers’ motivational profile and their experiences of value, enjoyment, and effort are related to their perceptions of the e-portfolio in a PBL environment. Participants in this study were 413 students teachers enrolled in the Diploma in Education programme at the National Institute of Education, Singapore. Results were consistent with SDT and suggest that students with more self-determined forms of motivation and who reported enjoying, valuing, and putting effort into the process were more likely to view e-portfolios in PBL in a positive light.",{"EN":1316},"Student Teachers’ Motivation and Perceptions of E-Portfolio in the Context of Problem-Based Learning",{"VOID":1318},"[]",{"VOID":1320},"Ahn, J. (2004). Electronic portfolios: Blending technology, accountability and assessment. The Journal, 31(9), 12–15.\nAl Kahtani, S. (1999). Electronic portfolios in ESL writing: An alternative approach. Computer Assisted Language Learning, 12(3), 261–268.\nBarrett, H. C. (2002). Electronic portfolios. Paper presented at the SITE 2002: 13th International Conference of the Society for Information Technology and Teacher Education, March 18–23, Nashville, TN.\nBarrett, H. C., & Carney, J. (2005). Conflicting paradigms and competing purposes in electronic portfolio development. Educational Assessment Retrieved 1 July, 2011, from http:\u002F\u002Felectronicportfolios.org\u002Fportfolios\u002FLEAJournal-BarrettCarney.pdf.\nBartlett, A., & Sherry, A. (2004). Non-technology-savvy preservice teachers’ perceptions of electronic teaching portfolios. Contemporary Issues in Technology and Teacher Education, 4(2), 225–247.\nBeetham, H. (2005). E-portfolios in post-16 learning in the UK: Developments, issues and opportunities. A report prepared for the JISC e-Learning and Pedagogy strand of the JISC e-Learning Programme.\nButler, P. (2006). A review of the literature on portfolios and electronic portfolios. Retrieved 27 Nov, 2012, from http:\u002F\u002Fakoaotearoa.ac.nz\u002Fdownload\u002Fng\u002Ffile\u002Fgroup-996\u002Fn2620-eportfolio-research-report.pdf.\nConstantino, P. M., & De Lorenzo, M. N. (2002). Developing a professional teaching portfolio. Boston: Allyn & Bacon.\nDeci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. NY: Plenum.\nDeci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227–268.\nDeci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49(3), 182–185.\nDriessen, E. W., Muijtjens, A. M., van Tartwijk, J., & van der Vleuten, C. P. (2007). Web- or paper-based portfolios: Is there a difference? Medical Education, 41(11), 1067–1073.\nFrank, M., & Barzilai, A. (2004). Integrating alternative assessment in a project-based learning course for pre-service science and technology teachers. Assessment and Evaluation in Higher Education, 29(1), 41–61.\nGoudas, M., Biddle, S., & Fox, K. (1994). Achievement goal orientations and intrinsic motivation in physical fitness testing with children. Pediatric Exercise Science, 6, 159–167\nGranberg, C. (2010). E-portfolio in teacher education 2002–2009: The social construction of discourse, design and dissemination. European Journal of Teacher Education, 33(3), 309–322.\nGreenberg, G. (2004). The digital convergence: Extending the portfolios model. Educause Review, 39(4), 28–36.\nGrolnick, W. S., & Ryan, R. M. (1987). Autonomy in children’s learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890–898.\nGrolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner resources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83(4), 508–517.\nHagger, M., Chatzisarantis, N., & Biddle, S. J. H. (2002). The influence of autonomous and controlling motives on physical activity intentions within the Theory of Planned Behaviour. British Journal of Health Psychology, 7, 283–297.\nKariuki, M., Franklin, T., & Duran, M. (2001). A technology partnership: Lessons learned by mentors. Journal of Technology and Teacher Education, 9(3), 407–418.\nKovalchick, A., Milman, N. B., & Elizabeth, M. (1998). Instructional strategies for integrating technology: Electronic journals and technology portfolios as facilitators for self-efficacy and reflection in preservice teachers. Paper presented at the SITE 98: The Society for Information Technology and Teacher Education International Conference, Washington, DC.\nLam, P., & McNaught, C. (2004). Evaluating educational websites: A system for multiple websites at multiple universities. Paper presented at the 16th Annual World Conference on Educational Multimedia, Hypermedia and Telecommunications, June 21–26, Lugano, Switzerland.\nLiu, W. C., Liau, A. K., & Tan, O. S. (2009a). E-portfolios for problem-based learning: Scaffolding thinking and learning in preservice teacher education. In O. S. Tan (Ed.), Problem-based learning and creativity (pp. 205–224). Singapore: Cengage Learning Asia Pte Ltd.\nLiu, W. C., Wang, C. K. J., Tan, O. S., Koh, C., & Ee, J. (2009b). A self-determination approach to understanding students’ motivation in project work. Learning and Individual Differences, 19, 139–145.\nLorenzon, G., & Ittelson, J. (2005). An overview of e-portfolios. In D. Oblinger (Ed.), Educause Learning Initiative: Advancing Learning through IT Innovation. Louisville, CO: ELI White Papers.\nMcAuley, E., Duncan, T., & Tammen, V. V. (1989). Psychometric properties of the intrinsic motivation inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60, 48–58\nMiserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88, 203–214.\nNorton-Meier, L. A. (2003). To efoliate or not to efoliate? The rise of the electronic portfolio in teacher education. Journal of Adolescent and Adult Literacy, 46(6), 516–518.\nNtoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71, 225–242.\nOberski, I. M., Matthews-Smith, G., Gray, M., & Carter, D. E. (2004). Assessing problem-based learning with practice portfolios: One innovation too many? Innovations in Education and Teaching International, 41(2), 207–221.\nPelletier, L. G., Fortier, M. S., Vallerand, R. J., Tuson, K. M., Briere, N. M., & Blais, M. R. (1995). Toward a new measure of intrinsic motivation, extrinsic motivation, and amotivation in sports: The Sport Motivation Scale. Journal of Sport & Exercise Psychology, 17, 35–53.\nRyan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalisation: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761.\nStandage, M., Duda, J. L., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75, 411–433.\nTan, O. S. (2003). Problem-based learning innovation: Using problems to power learning in the 21st century. Singapore: Thomson Learning.\nTosh, D., Light, T. P., Fleming, K., & Haywood, J. (2005). Engagement with electronic portfolios: Challenges from the student perspective. Canadian Journal of Learning and Technology, 31(3), 89–110.\nTuksinvarajan, A., & Todd, R. W. (2009). The E-pet: Enhancing motivation in e-portfolios. English Teaching Forum, 1, 22–31.\nVallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. P. Zanna (Ed.), Advances in experimental social psychology (pp. 271–360). NY: Academic Press.\nVallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the academic motivation scale. Educational and Psychological Measurement, 53, 159–172.\nvan Wesel, M., & Prop, A. (2008a). Comparing students’ perceptions of paper-based and electronic portfolios. Canadian Journal of Learning and Technology, 34(3). Retrieved 27 Nov, 2012, from http:\u002F\u002Fwww.cjlt.ca\u002Findex.php\u002Fcjlt\u002Farticle\u002Fview\u002F505\u002F236.\nvan Wesel, M., & Prop, A. (2008b). The influence of portfolio media on student perceptions and learning outcomes. Paper presented at the student mobility and ICT: Can E-learning Overcome Barriers of Life-Long Learning? November 19–20, 2008, Maastricht, The Netherlands.\nWang, C. K. J., Hagger, M., & Liu, W. C. (2009). A cross-cultural validation of perceived locus of causality scale in physical education context. Research Quarterly for Exercise and Sport, 80(2), 313–325.\nYost, N., Brzycki, D., & Onyett, L. C. (2002). Electronic portfolios on a grand scale. Paper presented at the Annual Meeting of the Society for Information Technology and Teacher Education, Nashville, TN. Retrieved 27 Nov, 2012, from http:\u002F\u002Fwww.aace.org\u002Fconf\u002Fsite\u002Fpt3\u002Fpaper_3008_331.pdf.\nZeichner, K., & Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17(5), 613–621.",{"VOID":1322},"10.1007\u002Fs40299-012-0022-4","2024-06-25T11:43:44.845+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs40299-012-0022-4",[1326,1341,1354],{"id":1327,"sortIndex":23,"researcher":22,"roles":1328,"affiliations":1329,"properties":1338,"displayName":1340,"givenName":22,"familyName":22},"20224add-9673-40e1-9923-7230cf1fa2ee",[138],[1330],{"id":1331,"sortIndex":23,"affiliation":1332,"properties":22},"3766355d-fbc3-465f-abdb-b1cab88dc6a1",{"id":1331,"createTime":22,"updateTime":22,"relativeEntities":1333,"slug":22,"properties":1334,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1337,"statistic":22},[],{"title":1335},{"VI":1336},"National Institute of Education, Nanyang Technological University, Singapore, Singapore",[],{"title":1339},{"VI":1340},"Stefanie Y. Chye",{"id":1342,"sortIndex":132,"researcher":22,"roles":1343,"affiliations":1344,"properties":1351,"displayName":1353,"givenName":22,"familyName":22},"8f714e24-8ada-4cde-bc71-46de30d1f24b",[138],[1345],{"id":1331,"sortIndex":23,"affiliation":1346,"properties":22},{"id":1331,"createTime":22,"updateTime":22,"relativeEntities":1347,"slug":22,"properties":1348,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1350,"statistic":22},[],{"title":1349},{"VI":1336},[],{"title":1352},{"VI":1353},"Albert K. Liau",{"id":1355,"sortIndex":168,"researcher":22,"roles":1356,"affiliations":1357,"properties":1364,"displayName":1366,"givenName":22,"familyName":22},"f4b01c59-7a17-45d5-95ca-2a28210124fc",[138],[1358],{"id":1331,"sortIndex":23,"affiliation":1359,"properties":22},{"id":1331,"createTime":22,"updateTime":22,"relativeEntities":1360,"slug":22,"properties":1361,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1363,"statistic":22},[],{"title":1362},{"VI":1336},[],{"title":1365},{"VI":1366},"Woon Chia Liu",{"url":1324,"publisher":1368,"properties":1417},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1369,"slug":10,"properties":1370,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":1374,"manageAffiliations":1379,"indexDatabases":1395,"url":22,"thumbnailPath":22,"statistic":22,"gsStatistic":22,"type":22,"analyzePriority":22},[],{"issn":1371,"title":1372,"eissn":1373},{"VOID":15},{"EN":17},{"VOID":13},[1375],{"id":26,"createTime":22,"updateTime":22,"relativeEntities":1376,"label":1377,"description":1378,"parentId":22,"standard":22,"scholarHubFieldId":22},[],{"EN":29,"VI":30},{},[1380,1385,1390],{"id":34,"createTime":22,"updateTime":22,"relativeEntities":1381,"slug":22,"properties":1382,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1384,"statistic":22},[],{"title":1383},{"EN":38},[40],{"id":42,"createTime":22,"updateTime":22,"relativeEntities":1386,"slug":22,"properties":1387,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1389,"statistic":22},[],{"title":1388},{"EN":46},[40],{"id":49,"createTime":22,"updateTime":22,"relativeEntities":1391,"slug":22,"properties":1392,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1394,"statistic":22},[],{"title":1393},{"EN":53},[40],[1396,1403,1410],{"id":57,"indexDatabase":1397,"url":68,"indexYears":69,"academicFieldIds":1402,"indexDatabaseRanking":22},{"id":59,"createTime":22,"updateTime":22,"relativeEntities":1398,"label":1399,"description":1400,"key":65,"publicationTags":1401,"standard":22},[],{"EN":62,"VI":62},{"EN":64,"VI":64},[67],[71],{"id":73,"indexDatabase":1404,"url":86,"indexYears":22,"academicFieldIds":1409,"indexDatabaseRanking":22},{"id":75,"createTime":22,"updateTime":22,"relativeEntities":1405,"label":1406,"description":1407,"key":82,"publicationTags":1408,"standard":22},[],{"EN":78,"VI":78},{"EN":80,"VI":81},[84,85],[88],{"id":90,"indexDatabase":1411,"url":101,"indexYears":102,"academicFieldIds":1416,"indexDatabaseRanking":105},{"id":92,"createTime":22,"updateTime":22,"relativeEntities":1412,"label":1413,"description":1414,"key":98,"publicationTags":1415,"standard":22},[],{"EN":95,"VI":95},{"EN":95,"VI":97},[100],[104],{"pages":1418,"volume":1420},{"VOID":1419},"367-375",{"VOID":1421},"22","2012-12-18",2012,"ERROR_IN_GET_PLATFORM_ID","2026-07-13T00:05:28.268+00:00",[84,100],{"id":1428,"createTime":1429,"updateTime":1430,"relativeEntities":1431,"slug":1432,"properties":1433,"entityType":126,"verifyStatus":127,"verifyTime":1443,"verifyNote":129,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":1444,"fullTextUrl":22,"authors":1445,"publicationType":180,"publisherRelationship":1502,"citationCount":22,"citationInfo":22,"publishDate":1557,"publishYear":1558,"citationAnalyzeStatus":1424,"lastCitationAnalyze":1559,"indexDatabases":1560,"openAccess":22,"references":22,"isForceReanalyzing":237},"66c58eab-3063-4cb7-812f-f0bfd6cd41d5","2023-12-12T16:58:35.232+00:00","2026-06-09T04:01:52.321+00:00",[],"Participants-Experiences-and-Interactions-on-Facebook-Group-in-an-EFL-Course-in-Taiwan",{"abstract":1434,"title":1436,"gsPaper":1438,"references":1439,"doi":1441},{"EN":1435},"Educational practitioners have attempted to use online technology such as Facebook (FB) in recent years to incorporate learning into students’ daily social media usage. Past studies have explored FB affordances for informal learning, with a lack of investigations on interactive patterns among course participants, especially for learners in East Asian contexts. To fill the research gap, this study adopts the community of inquiry model (CoI) in an attempt to find out (1) how interactions on a FB Group facilitate the formation of an online learning community in Taiwan, and (2) students’ and teacher’s experiences of using FB Group for English learning. Content analysis of the group page through thematic coding, and Chi Square tests resulted in significant relations among interaction types, initiation type, and response type for the posts. Semi-structured interviews further yielded more positive than negative experiences associated with the FB usage. The results are discussed in relation to three elements of the CoI, with an indication of a strong teacher presence for fostering the online learning environment in this particular learning context.",{"EN":1437},"Participants’ Experiences and Interactions on Facebook Group in an EFL Course in Taiwan",{"VOID":1318},{"VOID":1440},"Abdous, M., & Yen, C. J. (2010). A predictive study of learner satisfaction and outcomes in face-to-face, satellite broadcast, and live video-streaming learning environments. The Internet and Higher Education, 13, 48–257.\nAkyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12(3–4), 3–22.\nAkyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233–250.\nAnderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1–17.\nAugustsson, G. (2010). Web 2.0 pedagogical support for reflexive and emotional social interaction among Swedish students. The Internet and Higher Education, 13, 197–205.\nBarnes, S. (2006). A privacy paradox: Social networking in the United States. First Monday,. doi:10.5210\u002Ffm.v11i9.1394.\nBowman, N. D., & Akcaoglu, M. (2014). “I see smart people!”: Using Facebook to supplement cognitive and affective learning in the university mass lecture. Internet and Higher Education, 23, 1–8.\nBoyd, D. M., & Ellison, N. B. (2008). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13, 210–230.\nBracken, C. C., & Skalski, P. (2009). Telepresence and vide games: The impact of image quality. PsychNology Journal, 7(1), 101–112.\nChau, P. Y. K., Cole, M., Massey, A. P., Montoya-Weiss, M., & O’Keefe, R. M. (2002). Cultural differences in the online behavior of consumers. Communications of the ACM, 45(10), 138–143.\nChen, C. C., & Brown, K. L. (2012). The effects of authentic audience on English as a second language (ESL) writers: A task-based, computer-mediated approach. Computer Assisted Language Learning, 25, 435–454. doi:10.1080\u002F09588221.2011.606224.\nCorbin, J., & Strauss, A. (1990). Grounded Theory Research: Procedures, Canons, and Evaluative Criteria. Qualitative Sociology, 13, 3–12.\nDeng, L., & Tavares, N. (2013). From moodle to Facebook: Exploring students’ motivation and experiences in online communities. Computers & Education, 68, 167–176.\nGarrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.\nGarrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10, 157–172.\nGarrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7, 95–105.\nGunawardena, C. N., & Zittle, F. (1997). Social presence as a predictor of satisfaction within a computer mediated conferencing environment. American Journal of distance Education, 11(3), 8–26.\nJunco, R. (2011). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58(1), 162–171.\nJunco, R. (2012). In-class multitasking and academic performance. Computers in Human Behavior, 28, 2236–2243.\nKabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An online environment for learning of english in institutions of higher education? The Internet and Higher Education, 13, 179–187.\nKim, Y., Sohn, D., & Choi, S. M. (2011). Cultural difference in motivations for using social network sites: A comparative study of American and Korean college students. Computers in Human Behavior, 27(1), 365–372.\nKirschner, P., Strijbos, J. W., Kreijns, K., & Beers, P. J. (2004). Designing electronic collaborative learning environments. Educational Technology Research and Development, 52(3), 47–66.\nKozan, K., & Richardson, J. (2014). New exploratory and confirmatory factor analysis insights into the community of inquiry survey. The Internet and Higher Education, 23, 39–47.\nLampe, C., Wohn, D. Y., Vitak, J., Ellison, N. B., & Wash, R. (2011). Student use of Facebook for organizing collaborative classroom activities. International Journal of Computer-Supported Collaborative Learning, 6, 329–347.\nLee, B. C., Yoon, J. O., & Lee, I. (2009). Learners’ acceptance of E-learning in South Korea: Theories and results. Computers & Education, 53, 1320–1329.\nLeis, A. (2014). Encouraging autonomy through the use of a social networking system. The JALT CALL Journal, 10(1), 69–80.\nLiu, G. Z. (2011). The blended language learning course in Taiwan: Issues & challenges of instructional design. In J. Macalister & I. S. P. Nation (Eds.), Case studies in language curriculum design: Concepts and approaches in action around the world (pp. 82–100). New York, NY: Routledge.\nLiu, G. Z., Chiu, W. Y., Lin, C. C., & Barrett, N. E. (2014a). English for Scientific Purposes (EScP): Technology, trends, and future challenges for science education. Journal of Science Education and Technology, 23(6), 827–839.\nLiu, G. Z., & Hwang, G. J. (2010). A key step to understanding paradigm shifts in e-learning: Towards context-aware ubiquitous learning. British Journal of Educational Technology, 41(2), E1–E9.\nLiu, G. Z., Hwang, G. J., Kuo, Y. L., & Lee, C. Y. (2014b). Designing dynamic English: A creative reading system in a context-aware fitness center using a smart phone and QR-Codes. Digital Creativity, 25(2), 269–286.\nLiu, G. Z., Liu, Z. H., & Hwang, G. J. (2011). Developing multi-dimensional evaluation criteria for English learning websites with university students and professors. Computers & Education, 56(1), 65–79.\nLiu, G. Z., Lu, H. C., & Lai, C. T. (2014c). Towards the construction of a field: The developments and implications of mobile assisted language learning (MALL). Digital Scholarship in the Humanities,. doi:10.1093\u002Fllc\u002Ffqu070.\nLo, H. Y., Liu, G. Z., & Wang, T. I. (2014). Learning how to write effectively for academic journals: A case study investigating the design and development of a genre-based writing tutorial system. Computers & Education, 78, 250–267.\nLockley, T. (2013). Answers to outstanding questions about Japanese student ICT competencies and a glance into a mobile future. Asia-Pacific Education Researcher, 22(4), 603–617.\nLombard, M., & Ditton, T. (1997). At the heart of it all: The concept of presence. Journal of Computer-Mediated Communication,. doi:10.1111\u002Fj.1083-6101.1997.tb00072.x.\nLoncar, M., Barrett, N. E., & Liu, G. Z. (2014). Towards the refinement of forum and asynchronous online discussion in educational contexts worldwide: Trends and investigative approaches within a dominant research paradigm. Computers & Education, 73, 93–110.\nMazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I’ll see you on “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1–17.\nMazman, S. G., & Usluel, Y. K. (2013). Modeling educational usage of Facebook. Computers & Education, 55, 444–453.\nMeyer, K. A. (2004). Evaluating online discussions: Four different frames of analysis. Journal of Asynchronous Learning Networks, 8(2), 101–114.\nMorita, N. (2004). Negotiating participation and identity in second language academic communities. TESOL Quarterly, 38, 573–603.\nPrensky, M. (2011). Digital wisdom and Homo sapiens. In M. Thomas (Ed.), Deconstructing digital natives (pp. 15–29). New York: Routledge.\nRichardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68–88.\nRosen, D., Stefanone, M.A., & Lackaff, D. (Eds.). (2010). Proceedings of the 43rd Hawaii international conference on system sciences 2010. Online and offline social networks: Investigating culturally-specific behavior and satisfaction. Retrieved January 20, 2015, from http:\u002F\u002Fit.aut.uah.es\u002Fjdp\u002Far\u002Factividad01\u002Ftrabajo09.pdf.\nRuiz, J. G., Mintzer, M. J., & Leipzig, R. M. (2006). The impact of E-learning in medical education. Academic Medicine, 81(3), 207–212.\nShea, P., & Bidjerano, T. (2013). Understanding distinctions in learning in hybrid, and online environments: An empirical investigation of the community of inquiry framework. Interactive Learning Environments, 21(4), 355–370.\nSkehan, P. (1998). Task-based instruction. Annual Review of Applied Linguistics, 18, 268–286.\nStutzman, F., Vitak, J., Ellison, N.B., Gray, R., & Lampe, C. (2012). Privacy in interaction: Exploring disclosure and social capital in Facebook. In Proceedings of the six international AAAI conference on weblogs and social media. Association for the Advancement of Artificial Intelligence.\nVitak, J. (2013). Measuring privacy in online spaces: Considerations for users’ attitudes, disclosures, and composition. CSCW 2013 Measuring Networked Social Privacy Workshop, February 23–27, 2013. San Antonio, Texas, USA.\nWalther, J. B. (2007). Selective self-presentation in computer-mediated communication: Hyperpersonal dimensions of technology, language, and cognition. Computers in Human Behavior, 23, 2538–2557.\nWang, Q. Y. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45(3), 411–419.\nWang, Q., Woo, H. L., Quek, C. L., Yang, Y., & Liu, M. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43(3), 428–438.\nXin, C., & Feenberg, A. (2006). Pedagogy in cyberspace: The dynamics of online discourse. Journal of Distance Education, 21(2), 1–25.\nYang, J., Morris, M.R., Teevan, J., Adamic, L.A., & Ackerman, M.S. (Eds.). (2011). Proceedings of the Fifth International AAAI Conference on Weblogs and Social Media 2011: Culture Matters: A Survey Study of Social Q&A Behavior. Association for the Advancement of Artificial Intelligence. Retrieved December 2, from http:\u002F\u002Fwww.aaai.org\u002Focs\u002Findex.php\u002FICWSM\u002FICWSM11\u002Fpaper\u002FviewFile\u002F2755\u002F3305.",{"VOID":1442},"10.1007\u002Fs40299-015-0239-0","2024-06-23T06:46:10.767+00:00","http:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs40299-015-0239-0",[1446,1461,1474,1487],{"id":1447,"sortIndex":23,"researcher":22,"roles":1448,"affiliations":1449,"properties":1458,"displayName":1460,"givenName":22,"familyName":22},"26721a1d-db98-429c-b238-8e50005070b4",[138],[1450],{"id":1451,"sortIndex":23,"affiliation":1452,"properties":22},"bf218630-301d-4028-8f46-c7bbee2cdd31",{"id":1451,"createTime":22,"updateTime":22,"relativeEntities":1453,"slug":22,"properties":1454,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1457,"statistic":22},[],{"title":1455},{"VI":1456},"Department of Foreign Languages & Literature, National Cheng Kung University, Tainan City, Taiwan",[],{"title":1459},{"VI":1460},"Vivien Lin",{"id":1462,"sortIndex":132,"researcher":22,"roles":1463,"affiliations":1464,"properties":1471,"displayName":1473,"givenName":22,"familyName":22},"a6879264-c8e9-4118-b692-ad3ffdeb1bca",[138],[1465],{"id":1451,"sortIndex":23,"affiliation":1466,"properties":22},{"id":1451,"createTime":22,"updateTime":22,"relativeEntities":1467,"slug":22,"properties":1468,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1470,"statistic":22},[],{"title":1469},{"VI":1456},[],{"title":1472},{"VI":1473},"Ya-Chen Kang",{"id":1475,"sortIndex":168,"researcher":22,"roles":1476,"affiliations":1477,"properties":1484,"displayName":1486,"givenName":22,"familyName":22},"93791f02-7269-4070-a538-756d8ef7022f",[138],[1478],{"id":1451,"sortIndex":23,"affiliation":1479,"properties":22},{"id":1451,"createTime":22,"updateTime":22,"relativeEntities":1480,"slug":22,"properties":1481,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1483,"statistic":22},[],{"title":1482},{"VI":1456},[],{"title":1485},{"VI":1486},"Gi-Zen Liu",{"id":1488,"sortIndex":305,"researcher":22,"roles":1489,"affiliations":1490,"properties":1499,"displayName":1501,"givenName":22,"familyName":22},"736c7c11-6073-4b83-b3b0-fa27f4bfc135",[138],[1491],{"id":1492,"sortIndex":23,"affiliation":1493,"properties":22},"00a1cb97-29d0-47f2-9c29-f5903bede7fd",{"id":1492,"createTime":22,"updateTime":22,"relativeEntities":1494,"slug":22,"properties":1495,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1498,"statistic":22},[],{"title":1496},{"VI":1497},"Center for English Language Teaching, Wenzao Ursuline University of Languages, Kaohsiung City, Taiwan",[],{"title":1500},{"VI":1501},"Weiting Lin",{"url":1444,"publisher":1503,"properties":1552},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1504,"slug":10,"properties":1505,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":1509,"manageAffiliations":1514,"indexDatabases":1530,"url":22,"thumbnailPath":22,"statistic":22,"gsStatistic":22,"type":22,"analyzePriority":22},[],{"issn":1506,"title":1507,"eissn":1508},{"VOID":15},{"EN":17},{"VOID":13},[1510],{"id":26,"createTime":22,"updateTime":22,"relativeEntities":1511,"label":1512,"description":1513,"parentId":22,"standard":22,"scholarHubFieldId":22},[],{"EN":29,"VI":30},{},[1515,1520,1525],{"id":34,"createTime":22,"updateTime":22,"relativeEntities":1516,"slug":22,"properties":1517,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1519,"statistic":22},[],{"title":1518},{"EN":38},[40],{"id":42,"createTime":22,"updateTime":22,"relativeEntities":1521,"slug":22,"properties":1522,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1524,"statistic":22},[],{"title":1523},{"EN":46},[40],{"id":49,"createTime":22,"updateTime":22,"relativeEntities":1526,"slug":22,"properties":1527,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1529,"statistic":22},[],{"title":1528},{"EN":53},[40],[1531,1538,1545],{"id":57,"indexDatabase":1532,"url":68,"indexYears":69,"academicFieldIds":1537,"indexDatabaseRanking":22},{"id":59,"createTime":22,"updateTime":22,"relativeEntities":1533,"label":1534,"description":1535,"key":65,"publicationTags":1536,"standard":22},[],{"EN":62,"VI":62},{"EN":64,"VI":64},[67],[71],{"id":73,"indexDatabase":1539,"url":86,"indexYears":22,"academicFieldIds":1544,"indexDatabaseRanking":22},{"id":75,"createTime":22,"updateTime":22,"relativeEntities":1540,"label":1541,"description":1542,"key":82,"publicationTags":1543,"standard":22},[],{"EN":78,"VI":78},{"EN":80,"VI":81},[84,85],[88],{"id":90,"indexDatabase":1546,"url":101,"indexYears":102,"academicFieldIds":1551,"indexDatabaseRanking":105},{"id":92,"createTime":22,"updateTime":22,"relativeEntities":1547,"label":1548,"description":1549,"key":98,"publicationTags":1550,"standard":22},[],{"EN":95,"VI":95},{"EN":95,"VI":97},[100],[104],{"pages":1553,"volume":1555},{"VOID":1554},"99-109",{"VOID":1556},"25","2015-05-17",2015,"2026-06-09T04:01:52.320+00:00",[84,67,100],{"id":1562,"createTime":1563,"updateTime":1564,"relativeEntities":1565,"slug":1566,"properties":1567,"entityType":126,"verifyStatus":127,"verifyTime":1576,"verifyNote":129,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":1577,"fullTextUrl":22,"authors":1578,"publicationType":180,"publisherRelationship":1611,"citationCount":23,"citationInfo":1666,"publishDate":1669,"publishYear":1667,"citationAnalyzeStatus":21,"lastCitationAnalyze":1670,"indexDatabases":1671,"openAccess":22,"references":1672,"isForceReanalyzing":237},"6c156513-f29b-4062-8018-cded6197ffc1","2024-01-19T17:30:49.221+00:00","2026-05-01T20:40:25.461+00:00",[],"The-Role-of-Parents-in-University-Choice-Evidence-from-Vietnam",{"abstract":1568,"title":1570,"gsPaper":1572,"doi":1574},{"EN":1569},"This paper reports on the ways in which a selected group of parents in Vietnam decided which university one of their children should attend. Drawing upon narrative accounts provided by 16 parents of recent graduates from three universities in Hanoi, the paper seeks to elucidate the kinds of considerations taken into account by parents in their decision-making and the nature of the parent–child relationships that were evident in the process. The paper presents a classification of parent–child relationships concerning the matter of university choice in Vietnam.",{"EN":1571},"The Role of Parents in University Choice: Evidence from Vietnam",{"VOID":1573},"[\"17295125589311893821\"]",{"VOID":1575},"10.1007\u002Fs40299-017-0335-4","2024-04-27T10:15:45.763+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs40299-017-0335-4",[1579,1594],{"id":1580,"sortIndex":23,"researcher":22,"roles":1581,"affiliations":1582,"properties":1591,"displayName":1593,"givenName":22,"familyName":22},"65b17324-9a32-4eda-8152-8a88b6a17cdb",[138],[1583],{"id":1584,"sortIndex":23,"affiliation":1585,"properties":22},"436340f1-e69e-4f35-ad97-8aa9c2de00f4",{"id":1584,"createTime":22,"updateTime":22,"relativeEntities":1586,"slug":22,"properties":1587,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1590,"statistic":22},[],{"title":1588},{"VI":1589},"Graduate Institute of International and Development Studies, Geneva 21, Switzerland",[],{"title":1592},{"VI":1593},"Luna Iacopini",{"id":1595,"sortIndex":132,"researcher":22,"roles":1596,"affiliations":1597,"properties":1606,"displayName":1608,"givenName":22,"familyName":22},"866a14d0-1cc4-491a-979a-1901be1a7b52",[138],[1598],{"id":1599,"sortIndex":23,"affiliation":1600,"properties":22},"3260a574-5f2d-4008-8ef1-016f0ea22a9d",{"id":1599,"createTime":22,"updateTime":22,"relativeEntities":1601,"slug":22,"properties":1602,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1605,"statistic":22},[],{"title":1603},{"VI":1604},"School of Education, Southern Cross University, Lismore, Australia",[],{"title":1607,"gsAuthor":1609},{"VI":1608},"Martin Hayden",{"VOID":1610},"[\"3jARz2cAAAAJ\"]",{"url":1577,"publisher":1612,"properties":1661},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1613,"slug":10,"properties":1614,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":1618,"manageAffiliations":1623,"indexDatabases":1639,"url":22,"thumbnailPath":22,"statistic":22,"gsStatistic":22,"type":22,"analyzePriority":22},[],{"issn":1615,"title":1616,"eissn":1617},{"VOID":15},{"EN":17},{"VOID":13},[1619],{"id":26,"createTime":22,"updateTime":22,"relativeEntities":1620,"label":1621,"description":1622,"parentId":22,"standard":22,"scholarHubFieldId":22},[],{"EN":29,"VI":30},{},[1624,1629,1634],{"id":34,"createTime":22,"updateTime":22,"relativeEntities":1625,"slug":22,"properties":1626,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1628,"statistic":22},[],{"title":1627},{"EN":38},[40],{"id":42,"createTime":22,"updateTime":22,"relativeEntities":1630,"slug":22,"properties":1631,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1633,"statistic":22},[],{"title":1632},{"EN":46},[40],{"id":49,"createTime":22,"updateTime":22,"relativeEntities":1635,"slug":22,"properties":1636,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1638,"statistic":22},[],{"title":1637},{"EN":53},[40],[1640,1647,1654],{"id":57,"indexDatabase":1641,"url":68,"indexYears":69,"academicFieldIds":1646,"indexDatabaseRanking":22},{"id":59,"createTime":22,"updateTime":22,"relativeEntities":1642,"label":1643,"description":1644,"key":65,"publicationTags":1645,"standard":22},[],{"EN":62,"VI":62},{"EN":64,"VI":64},[67],[71],{"id":73,"indexDatabase":1648,"url":86,"indexYears":22,"academicFieldIds":1653,"indexDatabaseRanking":22},{"id":75,"createTime":22,"updateTime":22,"relativeEntities":1649,"label":1650,"description":1651,"key":82,"publicationTags":1652,"standard":22},[],{"EN":78,"VI":78},{"EN":80,"VI":81},[84,85],[88],{"id":90,"indexDatabase":1655,"url":101,"indexYears":102,"academicFieldIds":1660,"indexDatabaseRanking":105},{"id":92,"createTime":22,"updateTime":22,"relativeEntities":1656,"label":1657,"description":1658,"key":98,"publicationTags":1659,"standard":22},[],{"EN":95,"VI":95},{"EN":95,"VI":97},[100],[104],{"pages":1662,"volume":1664},{"VOID":1663},"147-154",{"VOID":1665},"26",{"total":23,"publishYear":1667,"statisticByYear":1668},2017,{},"2017-04-28","2026-05-01T20:40:25.460+00:00",[84,67,100],[1673,1676,1679,1682,1685,1688,1691,1694,1697,1701,1705,1708,1711,1714,1717,1720,1723,1726,1729,1732,1738,1741,1744,1748,1752,1755,1758],{"id":22,"text":1674,"url":22,"identifiers":1675},"Attias-Donfut, C., Lapierre, N., & Segalen, M. (2002). Le nouvel esprit de famille. Paris: Editions Odile Jacob.",{},{"id":886,"text":1677,"url":888,"identifiers":1678},"Baumrind, D. (1978). Parental disciplinary patterns and social competence in children. Youth and Society, 9(3), 239–276.",{"doi":890},{"id":22,"text":1680,"url":22,"identifiers":1681},"Blair, S. L., & Qian, Z. (1998). Family and Asian students’ educational performance: A consideration of diversity. Journal of Family Issues, 19, 355–374.",{},{"id":22,"text":1683,"url":22,"identifiers":1684},"Chao, R., & Tseng, V. (2002). Parenting of Asians. In M. H. Bornstein (Ed.), Handbook of parenting (Vol. 4, pp. 59–94)., Social conditions and applied parenting Mahwah: Lawrence Erlbaum Associates.",{},{"id":22,"text":1686,"url":22,"identifiers":1687},"Chiu, L.-H. (1987). Child-rearing attitudes of Chinese, Chinese-American, and Anglo-American mothers. International Journal of Psychology, 22, 409–419.",{},{"id":886,"text":1689,"url":888,"identifiers":1690},"Chow, S., & Dao, T. N. (2013). Bribes for enrolment in desired schools in Vietnam. In T. International (Ed.), Global corruption report: education (pp. 60–68). Abingdon: Routledge.",{"doi":890},{"id":22,"text":1692,"url":22,"identifiers":1693},"Hayden, M., & Lam, Q. T. (2010). Vietnam’s higher education system. In G. Harman, M. Hayden, & T. N. Pham (Eds.), Reforming higher education in Vietnam (pp. 15–30). Dordrecht: Springer.",{},{"id":886,"text":1695,"url":888,"identifiers":1696},"Hayden, M., & Pham, T. L. (2015). Higher education access and inclusion: Lessons from Vietnam. Advances in Education in Diverse Communities: Research, Policy and Praxis, 11, 19–33.",{"doi":890},{"id":22,"text":1698,"url":1699,"identifiers":1700},"High graduate unemployment rate blamed on bad career advice (2016). dtinews. http:\u002F\u002Fwww.dtinews.vn\u002Fen\u002Fnews\u002F020\u002F48743\u002Fhigh-graduate-unemployment-rate-blamed-on-bad-career-advice.html.","http:\u002F\u002Fwww.dtinews.vn\u002Fen\u002Fnews\u002F020\u002F48743\u002Fhigh-graduate-unemployment-rate-blamed-on-bad-career-advice.html",{},{"id":22,"text":1702,"url":1703,"identifiers":1704},"Iacopini, L. (2013). University choice in Vietnam: The impact of internationalisation and privatisation. (Doctoral dissertation). https:\u002F\u002Farchive-ouverte.unige.ch\u002Funige:34097.","https:\u002F\u002Farchive-ouverte.unige.ch\u002Funige",{},{"id":22,"text":1706,"url":22,"identifiers":1707},"Kellerhals, J., & Montandon, C. (1991). Les stratégies éducatives des familles. Neuchâtel: Delachaux & Niestlé.",{},{"id":22,"text":1709,"url":22,"identifiers":1710},"Kellerhals, J., Widmer, E., & Levy, R. (2004). Mesure et démesure du couple. Paris: Payot.",{},{"id":22,"text":1712,"url":22,"identifiers":1713},"Lareau, A. (2011). Unequal childhoods. Class, race, and family life with an update a decade later (Second Edition with an update a decade (later ed.). Berkeley: University of California Press.",{},{"id":22,"text":1715,"url":22,"identifiers":1716},"Lescarret, O., Van-Thi, K. C., & Tran, T. M. D. (2000). Les théories de la scolarité chez les familles vietnamiennes et françaises. In O. Lescarret, O. Le Khanh & H. Ricaud (Eds.), Etudes vietnamiennes (Vol. 4, pp. 195–203). Hanoi: Ed. du Monde.",{},{"id":886,"text":1718,"url":888,"identifiers":1719},"Lin, C. Y. C., & Fu, V. R. (1990). A comparison of child-rearing practices among Chinese, immigrant Chinese, and Caucasian-American parents. Child Development, 61(2), 429–433.",{"doi":890},{"id":22,"text":1721,"url":22,"identifiers":1722},"Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park: Sage Publications.",{},{"id":22,"text":1724,"url":22,"identifiers":1725},"London, J. D. (2011). Education in Viet Nam: Historical roots, recent trends. In J. D. London (Ed.), Education in Viet Nam (pp. 1–56). Singapore: Institute for Southeast Asian Studies Press.",{},{"id":886,"text":1727,"url":888,"identifiers":1728},"Maccoby, E., & Martin, J. (1983). Socialization in the context of the family: Parent-child interaction. In P. Mussen & M. E. Hetherington (Eds.), Handbook of child psychology. Socialization, personality, and social development. New York: John Wiley & Sons.",{"doi":890},{"id":886,"text":1730,"url":888,"identifiers":1731},"McCornac, D. C. (2007). Corruption in Vietnamese higher education. International Higher Education, 50, 25–26.",{"doi":890},{"id":1733,"text":1734,"url":1735,"identifiers":1736},"22c8e20c-2903-4035-8f3d-f6cf9a9c1c3b","McCornac, D. C. (2012). The challenge of corruption in higher education: The case of Vietnam. Asian Education and Development Studies in Higher Education, 1(3), 252–275.","https:\u002F\u002Fwww.emerald.com\u002Finsight\u002Fcontent\u002Fdoi\u002F10.1108\u002F20463161211270482\u002Ffull\u002Fhtml",{"doi":1737},"10.1108\u002F20463161211270482",{"id":22,"text":1739,"url":22,"identifiers":1740},"Nguyen, N. A., (2012). (In Vietnamese). The financial allocations for public universities in Vietnam: The recent situation and recommendations (Co che phan bo ngan sach cho dai hoc cong lap: hien trang va khuyen nghi). Conference Proceedings, Higher Education Financing Reforms, Ministry of Finance, Hanoi, Vietnam, November 2012.",{},{"id":22,"text":1742,"url":22,"identifiers":1743},"Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks: Sage Publications.",{},{"id":22,"text":1745,"url":1746,"identifiers":1747},"Pham, T. L., & Dam, M. Q. (2014). The Non-public sector of H.Edu in Vietnam: Uncorking is needed. http:\u002F\u002Fcheer.edu.vn\u002Fen\u002F?p=4175.","http:\u002F\u002Fcheer.edu.vn\u002Fen\u002F?p=4175",{},{"id":22,"text":1749,"url":1750,"identifiers":1751},"Select school or choosing a career? (2016). Laodongthudo. http:\u002F\u002Flaodongthudo.vn\u002Fchon-truong-hay-chon-nghe-39873.html.","http:\u002F\u002Flaodongthudo.vn\u002Fchon-truong-hay-chon-nghe-39873.html",{},{"id":22,"text":1753,"url":22,"identifiers":1754},"Strauss, A. L., & Corbin, J. (2004). Open coding. In C. Seale (Ed.), Social research methods: A reader (pp. 303–306). London and New York: Routledge.",{},{"id":22,"text":1756,"url":22,"identifiers":1757},"Trinh, L. T., Oubrayrie-Roussel, N., & Lescarret, O. (2009). Pratiques éducatives parentales et estime de soi de l’adolescent vietnamien. Psychologie et éducation, 1, 57–74.",{},{"id":22,"text":1759,"url":22,"identifiers":1760},"van Zanten, A. (2009). Choisir son école. Stratégies familiales et médiations locales. Paris: Presses Universitaires de France.",{},{"id":1762,"createTime":1763,"updateTime":1764,"relativeEntities":1765,"slug":1766,"properties":1767,"entityType":126,"verifyStatus":127,"verifyTime":1776,"verifyNote":129,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":1777,"fullTextUrl":22,"authors":1778,"publicationType":180,"publisherRelationship":1845,"citationCount":23,"citationInfo":1900,"publishDate":1903,"publishYear":1901,"citationAnalyzeStatus":21,"lastCitationAnalyze":1904,"indexDatabases":1905,"openAccess":22,"references":1906,"isForceReanalyzing":237},"858b8828-21f2-4d3d-8071-b3231a0d1a38","2024-02-05T23:57:20.109+00:00","2026-04-30T10:22:35.998+00:00",[],"Emotional-Labour-Matters-for-Kindergarten-Teachers-An-Examination-of-the-Antecedents-and-Consequences",{"abstract":1768,"title":1770,"gsPaper":1772,"doi":1774},{"EN":1769},"This study examined the relationships between kindergartens teachers’ emotional labour strategies and their relations to instructional leadership, trust in colleagues, teaching experiences, and teaching satisfaction. With a sample of 491 kindergarten teachers in Hong Kong, this study found that surface acting negatively predicted while deep acting and expression of naturally felt emotion positively predicted teachers’ teaching satisfaction; instructional leadership and trust in colleagues were positively related to deep acting and expression of naturally felt emotion, respectively. Meanwhile, teaching experience was found to be positively related to their adoption of expression of naturally felt emotion and teaching satisfaction. These findings shed light on the nature of kindergarten teachers’ work, and provide some implications for teacher development in kindergartens.",{"EN":1771},"Emotional Labour Matters for Kindergarten Teachers: An Examination of the Antecedents and Consequences",{"VOID":1773},"[\"3486543383919078613\"]",{"VOID":1775},"10.1007\u002Fs40299-022-00647-4","2024-05-03T21:46:47.484+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs40299-022-00647-4",[1779,1796,1811,1828],{"id":1780,"sortIndex":23,"researcher":22,"roles":1781,"affiliations":1782,"properties":1791,"displayName":1793,"givenName":22,"familyName":22},"8334422a-0877-4fd9-8e73-37d949587f02",[138],[1783],{"id":1784,"sortIndex":23,"affiliation":1785,"properties":22},"8d452a09-4da1-4e7c-b7cc-f2ceab32ebac",{"id":1784,"createTime":22,"updateTime":22,"relativeEntities":1786,"slug":22,"properties":1787,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1790,"statistic":22},[],{"title":1788},{"VI":1789},"Department of Curriculum and Instruction, Faculty of Education, Chinese University of Hong Kong, Hong Kong SAR, China",[],{"title":1792,"gsAuthor":1794},{"VI":1793},"Hongbiao Yin",{"VOID":1795},"[\"Jx70iKUAAAAJ\"]",{"id":1797,"sortIndex":132,"researcher":22,"roles":1798,"affiliations":1799,"properties":1808,"displayName":1810,"givenName":22,"familyName":22},"e0411bcc-1a1a-4d11-8376-3818b427fd31",[138],[1800],{"id":1801,"sortIndex":23,"affiliation":1802,"properties":22},"4212d9b5-847d-418b-9cee-4ae9cc4011a0",{"id":1801,"createTime":22,"updateTime":22,"relativeEntities":1803,"slug":22,"properties":1804,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1807,"statistic":22},[],{"title":1805},{"VI":1806},"Centre for University and School Partnership, Faculty of Education, Chinese University of Hong Kong, Hong Kong SAR, China",[],{"title":1809},{"VI":1810},"Winnie Wing Yi Tam",{"id":1812,"sortIndex":168,"researcher":22,"roles":1813,"affiliations":1814,"properties":1823,"displayName":1825,"givenName":22,"familyName":22},"67dd25e4-83dd-4346-b88e-4c242bcf80ca",[138],[1815],{"id":1816,"sortIndex":23,"affiliation":1817,"properties":22},"0cf4952c-19bf-4379-9418-589bf9510b3f",{"id":1816,"createTime":22,"updateTime":22,"relativeEntities":1818,"slug":22,"properties":1819,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1822,"statistic":22},[],{"title":1820},{"VI":1821},"Department of English Education, College of Education, Jeju National University, Jeju-si, Republic of Korea",[],{"title":1824,"gsAuthor":1826},{"VI":1825},"Moonyoung Park",{"VOID":1827},"[\"wWUdnDEAAAAJ\"]",{"id":1829,"sortIndex":305,"researcher":22,"roles":1830,"affiliations":1831,"properties":1840,"displayName":1842,"givenName":22,"familyName":22},"f90aa5ed-c4ed-4fe1-a6ae-6a3984486941",[138],[1832],{"id":1833,"sortIndex":23,"affiliation":1834,"properties":22},"f8a90ae6-4ba1-42c5-9104-e65d9530e4f2",{"id":1833,"createTime":22,"updateTime":22,"relativeEntities":1835,"slug":22,"properties":1836,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1839,"statistic":22},[],{"title":1837},{"VI":1838},"Department of Education Policy and Leadership, Faculty of Education and Human Development, Education University of Hong Kong, Hong Kong SAR, China",[],{"title":1841,"gsAuthor":1843},{"VI":1842},"Chrysa Pui Chi Keung",{"VOID":1844},"[\"LwKBJYQAAAAJ\"]",{"url":1777,"publisher":1846,"properties":1895},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1847,"slug":10,"properties":1848,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":1852,"manageAffiliations":1857,"indexDatabases":1873,"url":22,"thumbnailPath":22,"statistic":22,"gsStatistic":22,"type":22,"analyzePriority":22},[],{"issn":1849,"title":1850,"eissn":1851},{"VOID":15},{"EN":17},{"VOID":13},[1853],{"id":26,"createTime":22,"updateTime":22,"relativeEntities":1854,"label":1855,"description":1856,"parentId":22,"standard":22,"scholarHubFieldId":22},[],{"EN":29,"VI":30},{},[1858,1863,1868],{"id":34,"createTime":22,"updateTime":22,"relativeEntities":1859,"slug":22,"properties":1860,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1862,"statistic":22},[],{"title":1861},{"EN":38},[40],{"id":42,"createTime":22,"updateTime":22,"relativeEntities":1864,"slug":22,"properties":1865,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1867,"statistic":22},[],{"title":1866},{"EN":46},[40],{"id":49,"createTime":22,"updateTime":22,"relativeEntities":1869,"slug":22,"properties":1870,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1872,"statistic":22},[],{"title":1871},{"EN":53},[40],[1874,1881,1888],{"id":57,"indexDatabase":1875,"url":68,"indexYears":69,"academicFieldIds":1880,"indexDatabaseRanking":22},{"id":59,"createTime":22,"updateTime":22,"relativeEntities":1876,"label":1877,"description":1878,"key":65,"publicationTags":1879,"standard":22},[],{"EN":62,"VI":62},{"EN":64,"VI":64},[67],[71],{"id":73,"indexDatabase":1882,"url":86,"indexYears":22,"academicFieldIds":1887,"indexDatabaseRanking":22},{"id":75,"createTime":22,"updateTime":22,"relativeEntities":1883,"label":1884,"description":1885,"key":82,"publicationTags":1886,"standard":22},[],{"EN":78,"VI":78},{"EN":80,"VI":81},[84,85],[88],{"id":90,"indexDatabase":1889,"url":101,"indexYears":102,"academicFieldIds":1894,"indexDatabaseRanking":105},{"id":92,"createTime":22,"updateTime":22,"relativeEntities":1890,"label":1891,"description":1892,"key":98,"publicationTags":1893,"standard":22},[],{"EN":95,"VI":95},{"EN":95,"VI":97},[100],[104],{"pages":1896,"volume":1898},{"VOID":1897},"239-249",{"VOID":1899},"32",{"total":23,"publishYear":1901,"statisticByYear":1902},2022,{},"2022-02-09","2026-04-30T10:22:35.997+00:00",[84,100],[1907,1910,1913,1916,1919,1922,1925,1928,1931,1934,1937,1940,1943,1946,1953,1956,1959,1962,1965,1968,1971,1974,1977,1980,1983,1986,1989,1992,1998,2004,2007,2010,2016],{"id":886,"text":1908,"url":888,"identifiers":1909},"Bolton, S. C. (2005). Emotion management in the workplace. Palgrave Macmillan.",{"doi":890},{"id":886,"text":1911,"url":888,"identifiers":1912},"Brown, E. L., Vesely, C. K., Mahatmya, D., & Visconti, K. J. (2018). Emotions matter: The moderating role of emotional labor on preschool teacher and children interactions. Early Child Development and Care, 188(12), 1773–1787.",{"doi":890},{"id":886,"text":1914,"url":888,"identifiers":1915},"Côté, S. (2005). A social interaction model of the effects of emotion regulation on work strain. Academy of Management Review, 30(3), 509–530.",{"doi":890},{"id":22,"text":1917,"url":22,"identifiers":1918},"Curriculum Development Council. (2017). Kindergarten education curriculum guide. Curriculum Development Council of Hong Kong SAR.",{},{"id":886,"text":1920,"url":888,"identifiers":1921},"Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137–143.",{"doi":890},{"id":886,"text":1923,"url":888,"identifiers":1924},"Diefendorff, J. M., Croyle, M. H., & Gosserand, R. H. (2005). The dimensionality and antecedents of emotional labor strategies. Journal of Vocational Behavior, 66(2), 339–357.",{"doi":890},{"id":22,"text":1926,"url":22,"identifiers":1927},"Duyar, I., Gumus, S., & Bellibas, M. S. (2013). Multilevel analysis of teacher attitudes: The influence of principal leadership and teacher collaboration. International Journal of Educational Management, 27(7), 700–719.",{},{"id":886,"text":1929,"url":888,"identifiers":1930},"Ferguson, K., Frost, L., & Hall, D. (2012). Predicting teacher anxiety, depression, and job satisfaction. Journal of Teaching and Learning, 8(1), 27–42.",{"doi":890},{"id":886,"text":1932,"url":888,"identifiers":1933},"Grandey, A. A. (2003). When “the show must go on”: Surface acting and deep acting as determinants of emotional exhaustion and peer-rated service delivery. Academy of Management Journal, 46(1), 86–96.",{"doi":890},{"id":22,"text":1935,"url":22,"identifiers":1936},"Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39(3), 281–291.",{},{"id":886,"text":1938,"url":888,"identifiers":1939},"Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056–1080.",{"doi":890},{"id":886,"text":1941,"url":888,"identifiers":1942},"Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408–420.",{"doi":890},{"id":22,"text":1944,"url":22,"identifiers":1945},"Ho, C. L., & Au, W. T. (2006). Teaching satisfaction scale: Measuring job satisfaction of teachers. Educational and Psychological Measurement, 66(1), 172–185.",{},{"id":1947,"text":1948,"url":1949,"identifiers":1950},"85586928-a563-4642-858f-fe8b42db4e39","Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. University of California Press.","https:\u002F\u002Fwww.goodreads.com\u002Fbook\u002Fshow\u002F268673.The_Managed_Heart",{"isbn":1951,"isbn13":1952},"0520239334","9780520239333",{"id":886,"text":1954,"url":888,"identifiers":1955},"Hong, X. M., & Zhang, M. Z. (2019). Early childhood teachers’ emotional labor: A cross-cultural qualitative study in China and Norway. European Early Childhood Education Research Journal, 27(4), 479–493.",{"doi":890},{"id":886,"text":1957,"url":888,"identifiers":1958},"Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283–2290.",{"doi":890},{"id":886,"text":1960,"url":888,"identifiers":1961},"Kinman, G., Wray, S., & Strange, C. (2011). Emotional labour, burnout and job satisfaction in UK teachers: The role of workplace social support. Educational Psychology, 31(7), 843–856.",{"doi":890},{"id":886,"text":1963,"url":888,"identifiers":1964},"Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). Guilford Press.",{"doi":890},{"id":886,"text":1966,"url":888,"identifiers":1967},"Louis, K., Dretzke, B., & Wahlstrom, K. (2010). How does leadership affect student achievement? Results from a national US survey. School Effectiveness and School Improvement, 21(3), 315–336.",{"doi":890},{"id":22,"text":1969,"url":22,"identifiers":1970},"OECD. (2019). Good practice for good jobs in early childhood education and care: Eight policy measures from OECD countries. OECD Publishing.",{},{"id":886,"text":1972,"url":888,"identifiers":1973},"Peng, J., He, Y., Deng, J., Zheng, L., Chang, Y., & Liu, X. (2019). Emotional labor strategies and job burnout in preschool teachers: Psychological capital as a mediator and moderator. Work, 96(3), 335–345.",{"doi":890},{"id":886,"text":1975,"url":888,"identifiers":1976},"Qi, X., Ji, S., Lu, W., Sluiter, J. K., & Deng, H. (2017). Correlation of emotional labor and cortisol concentration in hair among female kindergarten teachers. International Archives of Occupational and Environmental Health, 90(1), 117–122.",{"doi":890},{"id":886,"text":1978,"url":888,"identifiers":1979},"Schreiber, J. B., Stage, F. K., King, J., Nora, A., & Barlow, E. A. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323–338.",{"doi":890},{"id":886,"text":1981,"url":888,"identifiers":1982},"Veríssimo, M., Torres, N., Silva, F., Fernandes, C., Vaughn, B. E., & Santos, A. J. (2017). Children’s representations of attachment and positive teacher-child relationships. Frontiers in Psychology, 8, 2270.",{"doi":890},{"id":886,"text":1984,"url":888,"identifiers":1985},"Wang, H., Hall, N. C., & Taxer, J. L. (2019). Antecedents and consequences of teachers’ emotional labor: A systematic review and meta-analytic investigation. Educational Psychology Review, 31(3), 663–698.",{"doi":890},{"id":886,"text":1987,"url":888,"identifiers":1988},"Yin, H. (2012). Adaptation and validation of the teacher emotional labour strategy scale in China. Educational Psychology, 32(4), 451–465.",{"doi":890},{"id":886,"text":1990,"url":888,"identifiers":1991},"Yin, H. (2015). The effect of teachers’ emotional labour on teaching satisfaction: Moderation of emotional intelligence. Teachers and Teaching, 21(7), 789–810.",{"doi":890},{"id":1993,"text":1994,"url":1995,"identifiers":1996},"2544d69c-86ca-4a7c-81ed-10deb4923fb8","Yin, H. (2016). Knife-like mouth and tofu-like heart: Emotion regulation by Chinese teachers in classroom teaching. Social Psychology of Education, 19(1), 1–22.","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs11218-015-9319-5",{"doi":1997},"10.1007\u002Fs11218-015-9319-5",{"id":1999,"text":2000,"url":2001,"identifiers":2002},"fc7d0877-e6a4-4d69-acfb-a6278050fb0a","Yin, H., Huang, S., & Chen, G. (2019). The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review. Educational Research Review, 28, 100283.","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS1747938X18302458",{"doi":2003},"10.1016\u002Fj.edurev.2019.100283",{"id":886,"text":2005,"url":888,"identifiers":2006},"Yin, H., Huang, S., & Lee, J. C. K. (2017). Choose your strategy wisely: Examining the relationships between emotional labor in teaching and teacher efficacy in Hong Kong primary schools. Teaching and Teacher Education, 66, 127–136.",{"doi":890},{"id":22,"text":2008,"url":22,"identifiers":2009},"Zapf, D. (2002). Emotion work and psychological well-being: A review of the literature and some conceptual considerations. Human Resource Management Review, 12(2), 237–268.",{},{"id":2011,"text":2012,"url":2013,"identifiers":2014},"b73bc67f-6778-4472-ba58-5d439c2ff670","Zhang, L., Yu, S., & Jiang, L. (2020). Chinese preschool teachers’ emotional labor and regulation strategies. Teaching and Teacher Education, 92, 103024.","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS0742051X19310972",{"doi":2015},"10.1016\u002Fj.tate.2020.103024",{"id":886,"text":2017,"url":888,"identifiers":2018},"Zheng, X., Yin, H., & Wang, M. (2018). Leading with teachers’ emotional labour: Relationship among leadership practices, emotional labour strategies and teacher efficacy in China. Teachers and Teaching, 24(8), 965–979.",{"doi":890},{"id":2020,"createTime":2021,"updateTime":2022,"relativeEntities":2023,"slug":2024,"properties":2025,"entityType":126,"verifyStatus":127,"verifyTime":2036,"verifyNote":129,"languages":2037,"translateLanguages":22,"viewCount":23,"primaryUrl":2038,"fullTextUrl":22,"authors":2039,"publicationType":180,"publisherRelationship":2093,"citationCount":23,"citationInfo":2149,"publishDate":2152,"publishYear":2150,"citationAnalyzeStatus":21,"lastCitationAnalyze":2153,"indexDatabases":2154,"openAccess":22,"references":2155,"isForceReanalyzing":237},"842d15c0-dfab-4fd3-80e8-f3aee4ed5501","2024-04-18T04:02:39.515+00:00","2026-04-23T17:26:28.330+00:00",[],"IE-Behavior-Intent-A-Study-on-ICT-Ethics-of-College-Students-in-Korea",{"openalex":2026,"mag":2028,"title":2030,"gsPaper":2032,"doi":2034},{"VOID":2027},"W2037115557",{"VOID":2029},"2037115557",{"EN":2031},"IE Behavior Intent: A Study on ICT Ethics of College Students in Korea",{"VOID":2033},"[\"6213857418673452310\"]",{"VOID":2035},"10.1007\u002Fs40299-013-0100-2","2024-05-16T10:30:37.086+00:00",[399],"http:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs40299-013-0100-2",[2040,2061,2078],{"id":2041,"sortIndex":23,"researcher":22,"roles":2042,"affiliations":2043,"properties":2052,"displayName":2056,"givenName":22,"familyName":22},"feae6b88-9b3e-4833-b397-e379f3dc3ed6",[],[2044],{"id":2045,"sortIndex":23,"affiliation":2046,"properties":22},"d8f8cac0-da6a-4764-8e17-fa4d7f09255b",{"id":2045,"createTime":22,"updateTime":22,"relativeEntities":2047,"slug":22,"properties":2048,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":2051,"statistic":22},[],{"title":2049},{"EN":2050},"Department of Computer Science Education, Graduate School, Korea University, Seoul, Republic of Korea",[],{"orcid":2053,"title":2055,"gsAuthor":2057,"openalex":2059},{"VOID":2054},"https:\u002F\u002Forcid.org\u002F0000-0003-4907-0491",{"EN":2056},"Han Sung Kim",{"VOID":2058},"[\"xfqFpeAAAAAJ\"]",{"VOID":2060},"A5033840544",{"id":2062,"sortIndex":132,"researcher":22,"roles":2063,"affiliations":2064,"properties":2073,"displayName":2075,"givenName":22,"familyName":22},"854aa8dc-4430-43d8-b735-5f37a3991fea",[],[2065],{"id":2066,"sortIndex":23,"affiliation":2067,"properties":22},"abb6e60b-d159-4ea6-86b6-1539031b9cff",{"id":2066,"createTime":22,"updateTime":22,"relativeEntities":2068,"slug":22,"properties":2069,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":2072,"statistic":22},[],{"title":2070},{"EN":2071},"Department of Computer Science Education, Korea University, Seoul, Republic of Korea",[],{"title":2074,"openalex":2076},{"EN":2075},"Ja Mee Kim",{"VOID":2077},"A5059667450",{"id":2079,"sortIndex":168,"researcher":22,"roles":2080,"affiliations":2081,"properties":2088,"displayName":2090,"givenName":22,"familyName":22},"1bbe848b-88b5-4db1-93dc-c940654ac5bd",[],[2082],{"id":2066,"sortIndex":23,"affiliation":2083,"properties":22},{"id":2066,"createTime":22,"updateTime":22,"relativeEntities":2084,"slug":22,"properties":2085,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":2087,"statistic":22},[],{"title":2086},{"EN":2071},[],{"title":2089,"openalex":2091},{"EN":2090},"Won Gyu Lee",{"VOID":2092},"A5068248312",{"url":22,"publisher":2094,"properties":2143},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":2095,"slug":10,"properties":2096,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":2100,"manageAffiliations":2105,"indexDatabases":2121,"url":22,"thumbnailPath":22,"statistic":22,"gsStatistic":22,"type":22,"analyzePriority":22},[],{"issn":2097,"title":2098,"eissn":2099},{"VOID":15},{"EN":17},{"VOID":13},[2101],{"id":26,"createTime":22,"updateTime":22,"relativeEntities":2102,"label":2103,"description":2104,"parentId":22,"standard":22,"scholarHubFieldId":22},[],{"EN":29,"VI":30},{},[2106,2111,2116],{"id":34,"createTime":22,"updateTime":22,"relativeEntities":2107,"slug":22,"properties":2108,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":2110,"statistic":22},[],{"title":2109},{"EN":38},[40],{"id":42,"createTime":22,"updateTime":22,"relativeEntities":2112,"slug":22,"properties":2113,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":2115,"statistic":22},[],{"title":2114},{"EN":46},[40],{"id":49,"createTime":22,"updateTime":22,"relativeEntities":2117,"slug":22,"properties":2118,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":2120,"statistic":22},[],{"title":2119},{"EN":53},[40],[2122,2129,2136],{"id":57,"indexDatabase":2123,"url":68,"indexYears":69,"academicFieldIds":2128,"indexDatabaseRanking":22},{"id":59,"createTime":22,"updateTime":22,"relativeEntities":2124,"label":2125,"description":2126,"key":65,"publicationTags":2127,"standard":22},[],{"EN":62,"VI":62},{"EN":64,"VI":64},[67],[71],{"id":73,"indexDatabase":2130,"url":86,"indexYears":22,"academicFieldIds":2135,"indexDatabaseRanking":22},{"id":75,"createTime":22,"updateTime":22,"relativeEntities":2131,"label":2132,"description":2133,"key":82,"publicationTags":2134,"standard":22},[],{"EN":78,"VI":78},{"EN":80,"VI":81},[84,85],[88],{"id":90,"indexDatabase":2137,"url":101,"indexYears":102,"academicFieldIds":2142,"indexDatabaseRanking":105},{"id":92,"createTime":22,"updateTime":22,"relativeEntities":2138,"label":2139,"description":2140,"key":98,"publicationTags":2141,"standard":22},[],{"EN":95,"VI":95},{"EN":95,"VI":97},[100],[104],{"issue":2144,"pages":2145,"volume":2147},{"VOID":522},{"VOID":2146},"237-247",{"VOID":2148},"23",{"total":23,"publishYear":2150,"statisticByYear":2151},2014,{},"2014-06-01","2026-04-23T17:26:28.329+00:00",[84,67,100],[2156,2160,2164,2168,2172,2175,2178,2182,2185,2189,2193,2196,2199,2202,2206,2210,2214,2218,2222,2225,2229,2232,2236,2239,2242,2246,2249,2253,2256,2259,2262,2265,2268,2271,2275,2278,2281,2284,2287,2291,2294,2297,2300,2304,2308,2312,2316,2319,2322,2326,2330,2333,2336,2339,2343,2347,2350],{"id":22,"text":2157,"url":22,"identifiers":2158},"Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Process, 50, 179–211.",{"doi":2159},"10.1016\u002F0749-5978(91)90020-T",{"id":22,"text":2161,"url":22,"identifiers":2162},"Ajzen, I., & Fishbein, M. (1977). Attitude-behavior relationships: A theoretical analysis and review of empirical research. Psychological Bulletin, 84, 888–918.",{"doi":2163},"10.1037\u002F0033-2909.84.5.888",{"id":22,"text":2165,"url":22,"identifiers":2166},"Andrew, V. B., & Kimberly, R. H. (2007). Cyber bullying: What school administrators (and parents) can do the clearing house. Journal of Educational Strategies, Issues and Ideas, 81(1), 8–12.",{"doi":2167},"10.3200\u002FTCHS.81.1.8-12",{"id":22,"text":2169,"url":22,"identifiers":2170},"Anton, A. I., Julia, B. E., & Jessica, D. Y. (2010). How internet users’ privacy concerns have evolved since 2002. Journal of IEEE Security and Privacy, 8(1), 21–27.",{"doi":2171},"10.1109\u002FMSP.2010.38",{"id":22,"text":2173,"url":22,"identifiers":2174},"Baek, S. I., Cho, N. J., Lee, I., Kang, J. W., & Kim, B. J. (2007). A cross-cultural comparative study of cyber ethics. Informatization Policy, 14(1), 85–101.",{},{"id":22,"text":2176,"url":22,"identifiers":2177},"Belle, W., Diane, C. D., & Flaviu, A. H. (2007). The relationship between ethical decision making and ethical reasoning in information technology students. Journal of Information Systems Education, 18(2), 193–202.",{},{"id":22,"text":2179,"url":22,"identifiers":2180},"Brett, H., & Mark, G. (2012). Middle school students’ perceptions of and responses to cyber bullying. Journal of Educational Computing Research, 46(4), 395–413.",{"doi":2181},"10.2190\u002FEC.46.4.e",{"id":22,"text":2183,"url":22,"identifiers":2184},"BSA (2012). 2011 BSA Global Software Piracy Study (9th ed.). Washington: Business Software Alliance.",{},{"id":22,"text":2186,"url":22,"identifiers":2187},"Campbell, M. A. (2005). Cyber bullying: An old problem in a new guise? Australian Journal of Guidance and Counseling, 15(1), 68–76.",{"doi":2188},"10.1375\u002Fajgc.15.1.68",{"id":22,"text":2190,"url":22,"identifiers":2191},"Christina, L. C. (2011). The effect of an information ethics course on the information ethics values of students—a Chinese Guanxi culture perspective. Computers in Human Behavior, 27(5), 2028–2038.",{"doi":2192},"10.1016\u002Fj.chb.2011.05.010",{"id":22,"text":2194,"url":22,"identifiers":2195},"Chuan, L. C., & Lu, H. (2004). Internet ethics: An empirical study of students’ online ethical perception. Soochow Journal of Economics and Business, 46, 87–102.",{},{"id":22,"text":2197,"url":22,"identifiers":2198},"Cronan, T. P., & Douglas, D. E. (2005). Information technology ethical behavior: Toward a comprehensive ethical behavior model. Journal of Organizational and End User Computing., 18(1), 1–6.",{},{"id":22,"text":2200,"url":22,"identifiers":2201},"Dryden, L. M. (1999). A Distant Mirror or through the Looking Glass? Plagiarism and Intellectual Property in Japanese Education. New York: State University of New York Press.",{},{"id":22,"text":2203,"url":22,"identifiers":2204},"Harris, A. L. (2000). Is ethical attitudes among college students: A comparative study. In Proceedings of ISECON, 2000, 1–7.",{"doi":2205},"10.5465\u002Fapbpp.2000.5439172",{"id":22,"text":2207,"url":22,"identifiers":2208},"Heidi, V., & Katrien, V. C. (2008). Defining cyber bullying: A qualitative research into the perceptions of youngsters. Cyber Psychology and Behavior, 11(4), 499–503.",{"doi":2209},"10.1089\u002Fcpb.2007.0042",{"id":22,"text":2211,"url":22,"identifiers":2212},"Herman, T. T. (2002). The uniqueness debate in computer ethics: What exactly is at issue, and why does it matter? Ethics and Information Technology, 4, 37–54.",{"doi":2213},"10.1023\u002FA:1015283808882",{"id":22,"text":2215,"url":22,"identifiers":2216},"Hsu, M. H., & Kuo, F. Y. (2003). An investigation of volitional control in information ethics. Behavior and Information Technology, 22(1), 53–62.",{"doi":2217},"10.1080\u002F01449290301781",{"id":22,"text":2219,"url":22,"identifiers":2220},"Insung, J. (2009). Ethical judgments and behaviors: Applying a multidimensional ethics scale to Measuring ICT ethics of college students. Computers and Education, 53, 940–949.",{"doi":2221},"10.1016\u002Fj.compedu.2009.05.011",{"id":22,"text":2223,"url":22,"identifiers":2224},"ITU (2011). Measuring the information Society (Chapter2). Geneva: Switzerland.",{},{"id":22,"text":2226,"url":22,"identifiers":2227},"James, H. M. (1985). What is computer ethics? Metaphilosophy, 16(4), 266–275.",{"doi":2228},"10.1111\u002Fj.1467-9973.1985.tb00173.x",{"id":22,"text":2230,"url":22,"identifiers":2231},"James, H. M. (1998). Reason, relativity, and responsibility in computer ethics. In Proceedings of Computers and Society, 28, 14–21.",{},{"id":22,"text":2233,"url":22,"identifiers":2234},"Jason, B., Matthew, J. D., Robert, K., & Julie, L. S. (2010). The engineering and science issues test (ESIT): A discipline-specific approach to assessing moral judgment. Science and Engineering Ethics, 16(2), 387–407.",{"doi":2235},"10.1007\u002Fs11948-009-9148-z",{"id":22,"text":2237,"url":22,"identifiers":2238},"Jin, Y. J., & Kim, H. Y. (2002). Information ethics on the net among youths and related variables. The Korean Home Management Association, 20(5), 1–14.",{},{"id":22,"text":2240,"url":22,"identifiers":2241},"Johnson, D. G. (2001). Computer ethics (3rd ed.). Upper Saddle River: Prentice Hall.",{},{"id":22,"text":2243,"url":22,"identifiers":2244},"Joshua, F., & Elham, N. (2009). Internet social network communities: Risk taking, trust, and privacy concerns. Computers in Human Behavior, 25(1), 153–160.",{"doi":2245},"10.1016\u002Fj.chb.2008.08.006",{"id":22,"text":2247,"url":22,"identifiers":2248},"Jung, Y. L. (2010). Factors in information and communication ethics behavior of college students major in information and communication engineering. Korean Society for Engineering Education., 13(3), 69–77.",{},{"id":22,"text":2250,"url":22,"identifiers":2251},"Karen, D. L., & Sue, C. (1996). Decision making and computer use. Communications of the ACM, 39(7), 74–83.",{"doi":2252},"10.1145\u002F233977.233999",{"id":22,"text":2254,"url":22,"identifiers":2255},"Kim, D. H. (2006). Research o publication piracy and understanding of copyright: Focused on University students cases. Thesis for the Degree of Master of Communication Science, KyungHee University.",{},{"id":22,"text":2257,"url":22,"identifiers":2258},"Kim, H. S., Jung, H. J., & Lee, W. G. (2010). Philosophy and contents of information ethics in informatics education. Journal of Learner-Centered Curriculum and Instruction 2010, 10(2), 95–119.",{},{"id":22,"text":2260,"url":22,"identifiers":2261},"Kim, H. S., & Lee, W. G. (2011). Analysis of the relation between information ethics and moral development of high school students. Journal of Creative Informatics and Computing Education, 5(10), 23–29.",{},{"id":22,"text":2263,"url":22,"identifiers":2264},"Kim, S. S., Yu, H. K., Kim, K. M., & Cho, S. H. (2009). The development of test items based on scenario to measure information and communication ethics. Journal of the Korean Association of Information Education, 13(2), 237–246.",{},{"id":22,"text":2266,"url":22,"identifiers":2267},"KISA (2011). 2011 Survey on the internet usage, Korea Communications Commission.",{},{"id":22,"text":2269,"url":22,"identifiers":2270},"Kohlberg, L. (1981) Essays on moral development, vol. 1: The philosophy of moral development. New York: Harper & Row.",{},{"id":22,"text":2272,"url":22,"identifiers":2273},"Kreie, J., & Cronan, T. (1998). Judging what is ethical or unethical: There are differences between men and women. Communications of the ACM, 41(9), 70–76.",{"doi":2274},"10.1145\u002F285070.285084",{"id":22,"text":2276,"url":22,"identifiers":2277},"Kyung, J. M., & Jeon, H. R. (2010). A study on the type of using internet and information and communication ethics by college students. Korean Consumption Culture Association, 13(2), 213–247.",{},{"id":22,"text":2279,"url":22,"identifiers":2280},"Lee, D. M., Kim, O. M., & Jang, M. H. (1998). The IE cognition of the Juveniles on Information Communication. Korea Association of Information Systems, in Proceedings 1998. 39–46.",{},{"id":22,"text":2282,"url":22,"identifiers":2283},"Lickona, T. (1997). Educating for character: A comprehensive approach. Chicago: The University of Chicago Press.",{},{"id":22,"text":2285,"url":22,"identifiers":2286},"Luciano, F. (1999). Information ethics: On the philosophical foundation of computer ethics. Ethics and Information Technology, 1, 37–56.",{},{"id":22,"text":2288,"url":22,"identifiers":2289},"Michael, D., & Alan, F. (2012). Assessing graduate student progress in engineering ethics. Science and Engineering Ethics, 18(2), 351–367.",{"doi":2290},"10.1007\u002Fs11948-010-9250-2",{"id":22,"text":2292,"url":22,"identifiers":2293},"Mikko, S., Anthony, V., & Robert, W. (2012). New insights into the problem of software piracy: The effects of neutralization, shame, and moral beliefs. Information & Management (in press).",{},{"id":22,"text":2295,"url":22,"identifiers":2296},"Moon, Y. L., & Moon, M. H. (1993). A review of studies on the Korean adolescents` moral judgment development using the defining issues test (DIT). Korean Journal of Youth Studies, 1(1), 43–57.",{},{"id":22,"text":2298,"url":22,"identifiers":2299},"Motoko, M. (2006). Relation between the information ethics consciousness and ethical code consciousness of junior high school students, high school students, and college students. Journal of Japan Society for Educational Technology, 30(1), 51–58.",{},{"id":22,"text":2301,"url":22,"identifiers":2302},"Niall, H., & Lucas, D. I. (2005). Cultural values, plagiarism, and fairness: When plagiarism gets in the way of learning. Ethics and Behavior, 15(3), 213–231.",{"doi":2303},"10.1207\u002Fs15327019eb1503_2",{"id":22,"text":2305,"url":22,"identifiers":2306},"Norshidah, M., & Shahriza, A. K. (2012). Computer use ethics among university students and staffs: The influence of gender, religious work value and organizational level. Computer Wide Information Systems, 29(5), 328–343.",{"doi":2307},"10.1108\u002F10650741211275099",{"id":22,"text":2309,"url":22,"identifiers":2310},"OECD (2011). OECD Communications Outlook 2011. OECD Publishing.",{"doi":2311},"10.1787\u002Fcomms_outlook-2011-en",{"id":22,"text":2313,"url":22,"identifiers":2314},"Peace, A. G., Galletta, D. F., & Thong, Y. L. (2003). Software piracy in the workplace: A model and empirical test. Journal of Management Information Systems, 20(1), 153–177.",{"doi":2315},"10.1080\u002F07421222.2003.11045759",{"id":22,"text":2317,"url":22,"identifiers":2318},"Philip, B. (2000). Disclosive computer ethics. In Proceedings of Computers and Society, December 2000, 10–16.",{},{"id":22,"text":2320,"url":22,"identifiers":2321},"Ramayah, T., Noor, H. A., Lau, G. C., & May, C. L. (2009). Testing a causal model of internet piracy behavior among university students. European Journal of Scientific Research, 29(2), 206–214.",{},{"id":22,"text":2323,"url":22,"identifiers":2324},"Rolf, H. W. (2010). Internet of things—new security and privacy challenges. Computer Law and Security Review, 26(1), 23–30.",{"doi":2325},"10.1016\u002Fj.clsr.2009.11.008",{"id":22,"text":2327,"url":22,"identifiers":2328},"Seung, E. C., Soo, J. J., Dai, Y. K., Han, S. K., Seung, B. K., Ja, M. K., et al. (2011). Measuring achievement of ICT competency for students in Korea. Computers and Education, 56(4), 990–1002.",{"doi":2329},"10.1016\u002Fj.compedu.2010.11.003",{"id":22,"text":2331,"url":22,"identifiers":2332},"Shozo, F., Atsushi, N., Shigeto, O., Izumi, F., Tetsutato, U., Ikuya, M., et al. (2010). ICT ethical consciousness and behavior of university students: The effects of ICT experiences and information ethics education. Proceedings of Japanese Society for Information and System in Education, 35, 185–186.",{},{"id":22,"text":2334,"url":22,"identifiers":2335},"Sik, K. L. (2007). Factors influencing on cyber ethics based upon media-content-situation-culture (MCSC) Perspectives in the internet age. Korea Policy Science Review, 11(3), 49–76.",{},{"id":22,"text":2337,"url":22,"identifiers":2338},"Sik, K. L. (2010). Factors influencing and policy suggestion on cyber_ethics: Application based on media-content-situation-culture (MCSC) perspectives in the internet age. Journal of Modern Society and Public Administration, 20(2), 123–154.",{},{"id":22,"text":2340,"url":22,"identifiers":2341},"Szde, Y. (2012). College students’ justification for digital piracy: A mixed method study. Journal of Mixed Methods Research, 6(4), 364–378.",{"doi":2342},"10.1177\u002F1558689812451790",{"id":22,"text":2344,"url":22,"identifiers":2345},"Wen, J. C., Chihchia, C., Chiachien, T., & Jiangjun, G. (2008). A comparative study on the information ethics of junior high school students cognition and behavior between Taiwan and China Kaohsiung and Nanjing regions used as examples. Science and Engineering Ethics, 14, 121–138.",{"doi":2346},"10.1007\u002Fs11948-007-9018-5",{"id":22,"text":2348,"url":22,"identifiers":2349},"Wha, S. J., & Kyong, J. S. (2012). An international comparative study on the architecture of the internet culture formation: focusing on Korea, United States, and Japan. The Korea Association for Information Society, 22, 83–111.",{},{"id":22,"text":2351,"url":22,"identifiers":2352},"Zhang, M. J., & Woo, H. J. (2010). A comparative study between Korean and Chinese college students on behavior intention of the illegal contents download. Korean Journal of Journalism and Communication Studies, 54(3), 54–76.",{}]