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Pain is a prevalent and distressing symptom in patients with cancer which has a significant impact on patients’ physical health, psychological well-being, and quality of life (QOL). Deficiency of pain care, inadequate pain communication, and reluctance toward pain medication contribute to the difficulties in improving the situation of patients with cancer pain. Fortunately, the integration of self-management and professional healthcare provides new opportunities for patients with cancer pain.

Research has begun to pay more attention to intergenerational learning and its advantages, while what is the flow state of students of different generations when they participate in intergenerational learning? This study simultaneously measured the flow state of 16 college students (M = 23.13, SD = 1.82, ranging from 21 to 27 years old; 23.08% male) and 42 older adults (M = 68.61, SD = 9.23, ranging from 55 to 92 years old; 33.33% male) in Taiwan by recruiting them to participate in an intergenerational learning course. The current study measured the flow state of all participants after each class over a six-week period (from May 2021 to June 2021), and used the conditional growth model to analyze the trend of the flow state changed. The study design started with face-to-face classes and then changed to online classes in order to compare which type of class participants were more likely to experience digital distraction. The results of the study found that participants' flow state levels trended downward as the class moved from face-to-face to online. In addition, the growth rate of the flow state (both positive and negative) was significantly greater for young adults than for older adults.

The purpose of the current research was to develop an instrument for high school students aiming to explore the satisfaction and frustration of their basic psychological needs of autonomy, relatedness, and competence while learning science and to investigate their relation to self-efficacy in science learning. This research involves two studies. In study 1, a total of 392 students (32% females) were solicited from high schools in Taiwan. The results of exploratory factor analysis showed, as expected, that the students' responses were grouped into autonomy satisfaction, autonomy frustration, relatedness satisfaction, relatedness frustration, competence satisfaction, and competence frustration. The regression analysis results indicated that students whose psychological needs were satisfied displayed higher self-efficacy while learning science; however, students whose psychological needs were frustrated showed lower science learning self-efficacy. Study 2 involved 699 students (33.5% females) from high schools in Taiwan. The results of confirmatory factor analysis suggest that the survey items have good construct validity. The results of structural equation modeling also revealed that satisfaction of psychological needs was the positive factor in explaining self-efficacy; on the other hand, frustration of psychological needs did not predict self-efficacy. The findings revealed that the satisfaction of psychological needs of autonomy, relatedness, and competence provides potential impetus for positive functioning with respect to science learning.

There is a growing body of research which explores the benefits to the elderly of playing digital games for knowledge acquisition, various skills enhancement and well-being. However, few systematic literature reviews have highlighted and updated the trends and findings regarding digital games designed for older users and learners. Also, a forced dichotomization of the impacts, and discussing a single outcome or purpose of playing digital games as in the previous reviews may provide limited information because digital games may simultaneously produce multiple rather than a single dominant impact. Accordingly, this review aims to investigate and characterize the literature on the mixed impacts of playing digital games that engage older adults aged 65 years or above. Search terms identified 67 papers from 2013 to 2018 which revealed empirical evidence regarding the outcomes of digital games engaging senior adults. Furthermore, a multidimensional framework involving various dimensions to categorize digital games engaging senior adults was developed. Overall, the current review framework features both the needs and characteristics of older adults and the content and types of digital games. The findings regarding the integration of games and the elderly's needs and living experience are also discussed, and suggestions for future research are offered.

Students' conceptions of learning science and their relations with motive for learning may vary as the education level increases. This study aimed to compare the quantitative patterns in students' conceptions of learning science (COLS) and motives for learning science (MLS) across grade levels by adopting two survey instruments. A total of 768 high school students were surveyed in Taiwan, including 204 eighth graders, 262 tenth graders, and 302 12th graders. In the current research, "memorizing," "testing," and "calculating and practicing" were categorized as reproductive conceptions of learning science, while "increase of knowledge," "applying," "understanding" and "seeing-in-a-new-way" were regarded as constructivist conceptions. The results of multivariate analyses of variance (MANOVA) revealed that conceptions of learning science are more constructivist as education level increases. Both tenth graders and 12th graders endorsed "understanding," "seeing-in-a-new-way," and the constructivist COLS composite more strongly than the eighth graders did. In addition, the results of multigroup structural equation modeling (SEM) analysis indicated that the positive relations between "testing" and reproductive COLS were stronger as the grade level increased, while the negative relations between reproductive COLS and "deep motive" were tighter with the increase in grade level.

Background: Despite the growing body of research on self-efficacy, previous studies have failed to clarify exactly how it is constructed. Meanwhile, the literature indicates that, in Taiwan, junior high school students tend to show lower self-efficacy in learning science compared with elementary and senior high school students. Purpose: This study aimed to develop a mediational model providing the factors accounting for Taiwanese junior high school adolescents' science learning self-efficacy (SLSE), especially from the perspectives of both interpersonal and intrapersonal factors. Design: We therefore proposed a mediational model to delineate the relationships among students' perceived responses to capitalization attempts -- science learning (PRCA-SL), science learning hardiness (SLH) and SLSE by conducting structural equation modeling (SEM). Sample: A total of 1,170 junior high school students in Taiwan were invited to take part in the study. Results: The results confirmed our hypothesis that students' PRCA-SL fostered their science learning hardiness, which in turn contributed to their science learning self-efficacy. Conclusions: The findings confirmed the mediational model wherein science learning hardiness completely mediated the relationship between PRCA-SL and science learning self-efficacy.

Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in explaining the relationships among these factors. Accordingly, this study aimed to investigate cultural differences in science learning self-efficacy and examine the relationships within factors constituting science learning self-efficacy by adopting a survey instrument for administration to students in the U.S. and Taiwan. A total of 218 university students (62.40% females) were surveyed in the U.S.A, and 224 university students (49.10% females) in Taiwan were also invited to take part in the study. The results of the structural equation modelling revealed cultural differences in the relationships among the factors of science learning self-efficacy. It was found that U.S. students' confidence in their ability to employ higher-order cognitive skills tended to promote their confidence in their ability to accomplish practical work, strengthening their academic self-efficacy. However, the aforementioned mediation was not found for the Taiwanese participants.

This study aimed to investigate the factors accounting for science learning self-efficacy (the specific beliefs that people have in their ability to complete tasks in science learning) from both the teacher and the student levels. We thus propose a multilevel model to delineate its relationships with teacher and student science hardiness (i.e., the courage that is needed to turn stressful changes from burdens into advantageous growth in science education settings). The current research was conducted through collecting survey responses from both teachers (i.e., using the self-report teacher science hardiness questionnaire) and students (i.e., using the self-report student science hardiness and the self-report science learning self-efficacy questionnaires). A total of 45 Taiwanese science teachers were solicited from junior high schools. Also, we recruited students who were taught by these 45 teachers. In total, 1145 junior high school students whose ages ranged from 12 to 16, with a mean of 13.68 (SD = 0.90), were invited to take part in the study. Of these students, 268 were in the seventh grade, 430 were in the eighth grade, and 447 were in the ninth grade. The results of hierarchical linear modeling (HLM) confirmed our hypothesis that teacher science hardiness fostered student science hardiness, which in turn contributed to the students' science learning self-efficacy. The findings revealed that both teacher and student science hardiness play important roles in explaining the structure of science learning self-efficacy. To enhance science learning self-efficacy, educators should develop programs for teachers and students to increase their science hardiness.

This study aimed to investigate the factors accounting for science teaching self-efficacy and to examine the relationships among Taiwanese teachers' science teaching self-efficacy, teaching and learning conceptions, technological--pedagogical content knowledge for the Internet (TPACK-I), and attitudes toward Internet-based instruction (Attitudes) using a mediational model approach. A total of 233 science teachers from 41 elementary schools in Taiwan were invited to take part in the study. After ensuring the validity and reliability of each questionnaire, the results indicated that each measure had satisfactory validity and reliability. Furthermore, through mediational models, the results revealed that TPACK-I and Attitudes mediated the relationship between teaching and learning conceptions and science teaching self-efficacy, suggesting that (1) knowledge of and attitudes toward Internet-based instruction (KATII) mediated the positive relationship between constructivist conceptions of teaching and learning and outcome expectancy, and that (2) KATII mediated the negative correlations between traditional conceptions of teaching and learning and teaching efficacy.

As a rising star in the area of soft luminescent materials, clusteroluminescence (CL) polymers without large π-conjugated structures have received considerable attention in recent years owing to their great theoretical significance and potential applications. Herein, poly(vinylene carbonate) (PVC) and poly(vinylethylene carbonate) (PVEC) containing only oxygen heteroatoms are prepared and exhibit blue photoluminescence (PL) with excitation/molecular weight-dependent and concentration-enhanced emission properties. The PL quantum yields of PVC and PVEC in dimethyl sulfoxide can reach 11.5% and 13.1%, respectively. The experimental results show that CL will appear above the critical degree of polymerization (DP); within a certain range of DP, the quantum yield increases rapidly with increasing DP, and eventually tends to be constant, confirming the theory of polymerization-induced emission (PIE). Theoretical calculations reveal that the high molecular weight can greatly promote the formation of oxygen clusters and the through-space n–n interaction (TSI-n–n) of oxygen atoms, while the rigid molecular conformation further stabilizes them, enabling fluorescence emission. Moreover, benefiting from the ultra-high molecular weight (1436.7 KDa) of PVC, electrospun fibers, electrosprayed microspheres, and sponges were prepared, providing a new platform for the rational molecular design of functional CL materials. [ABSTRACT FROM AUTHOR]

The Ni–Fe–TiO2 overlayers on mild steel strips were prepared by electrochemical deposition. The layers were characterized morphologically by confocal laser scanning microscopy and scanning electron microscopy (SEM) coupled with energy-dispersive spectroscopy (EDS) analysis. The layers exhibit a quasi-three-dimensional (3D) morphology in which the crystalline, TiO2, is embedded. Electrocatalytic activity of the Ni–Fe–TiO2 layers for the hydrogen evolution reaction (HER) was assessed by using pseudo-steady-state polarization curves and electrochemical impedance spectroscopy (EIS) in alkaline solution. The results were compared with the properties of Ni–Fe electrodes and used for determining the mechanism and kinetics of HER. In comparison with Ni–Fe electrodes, the synthesized Ni–Fe–TiO2 electrodes present higher catalytic activity for HER due to the increase in the real surface area and high intrinsic electrocatalytic activity of titanium dioxide. The present study provides valuable insight for exploring practical applications of Ni-based alloys as hydrogen evolution electrodes. [ABSTRACT FROM AUTHOR]

While some studies have found that older adults' use of information and communications technology (ICT) contributes to their positive emotions, others have not. According to previous research, basic psychological needs satisfaction may help us explore the relationships between older adults' ICT usage and their emotional experience. This study aimed to investigate the moderation effect of older adults' basic psychological needs satisfaction on the relationship between ICT usage and emotional experience using the experience sampling method via the communication application, Line. At the first phase of the study, we surveyed each participant's age, gender and satisfaction with basic psychological needs, and afterward, each participant needed to complete their current situation each day throughout the 10-day period. A total of 788 daily experiences of 32 participants (Mage = 63.13; SDage = 5.97, ranging from 52 to 75; 81% women) were collected, and hierarchical linear modeling (HLM) was conducted. Results revealed that ICT usage generally enhanced older adults' positive emotional experience. Those with satisfied competence needs had stable and positive emotional experiences with or without using ICT, while those without could further promote their positive emotional experience by using ICT. Those with satisfied relatedness needs had more positive emotional experiences when using ICT, while those without had similar emotional experiences with or without ICT. [ABSTRACT FROM AUTHOR]