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It is important to cultivate dispositions of 21st-century skills (D21S: critical thinking, complex problem solving, creativity, communication, and collaboration) in project-based science, technology, engineering, and mathematics learning (STEM-PjBL). Previous research has seldom adopted the person-oriented approach to examine STEM-PjBL program effectiveness, and knowledge regarding group differences is still lacking. To fill this gap, a person-oriented analysis was used to form groupings of students based on D21S. Three latent profiles (high-, medium-, and low-D21S) of students were identified in 6 elementary schools, and the transition probabilities were estimated for 2 class types (treatment vs. comparison) across 1 semester. Most of the students (63.4%) showed stable D21S profiles over 1 semester; however, some students (17.6%) exhibited improvement, and some (18.9%) showed declination. Additionally, the STEM-PjBL programs presented positive effects on the growth of D21S. This study further found that the D21S transitional types (i.e. declined, stable, and improved) could predict students' motivation (perceived STEM domain content mastery, self-efficacy, and task value), showing that a declined D21S also decreased academic motivation. The findings suggest that students who decline in D21S should receive attention from teachers because their perceived academic performance, competence beliefs, and values in STEM also decrease simultaneously.

This study integrated augmented reality (AR) and three-dimensional (3D) maps into mobile learning for library use instruction. To maximize the benefits of mobile library applications (MLAs), their technology acceptance was examined. Because of the e-learning context, the General Extended Technology Acceptance Model for E-Learning (GETAMEL) developed by Abdullah and Ward ([2016]. Developing a general extended technology acceptance model for e-learning (GETAMEL) by analysing commonly used external factors. "Computers in Human Behavior, 56," 238-256) was used. A total of 450 university students participated in this study. Structural equation modeling was conducted to identify factors influencing MLA adoption, to test the measurement invariance of the GETAMEL questionnaire and to compare the structural coefficients of GETAMEL between the AR and 3D map groups. The results showed that subjective norms, enjoyment, computer-related experience, self-efficacy, perceived ease of use, and perceived usefulness are essential for designing MLA. Moreover, the measures of the questionnaire had the same meanings across the two MLAs, and the impacts of perceived usefulness and perceived ease of use on behavioral intention differed significantly across the two groups, suggesting that AR-based MLA suits people who are not familiar with libraries, whereas 3D map-based MLA suits people who want to find research materials immediately.

In research on math self-concept (MSC) formation, very few studies have juxtaposed the effects of math grades, math ability, school-average math grades, and school-average math ability. However, these factors are important in enabling Taiwanese senior school students to achieve proper MSC and choose a suitable academic track. Thus, the present study aimed to model the relationship of these factors with MSC. The study also examined the gender effect and school location (rurality) effect. The sample contained 1,196 10th-grade students from 31 senior high schools in Taiwan. A doubly latent multilevel linear model was adopted to account for both sampling and measurement errors. The results suggested that math grades relative to the school-average math grade are key in MSC formation. There were school location and gender effects but no significant interaction between gender and school-level math grade or ability. These effects are discussed, as are the implications in practical settings.

Marsh and Koller (2004) combined the reciprocal-effects model and the internal/external frame-of-reference model into a unified model of relationships between academic self-concept and achievement. However, this model has only been examined with German adolescents. We decided to test this model with two-wave data drawn from a national survey of Taiwanese students. We found that reciprocal effects exist for both math and Chinese for the high-school students. However, the causal relationship of academic self-concepts and achievement for pre-adolescents seems to vary depending on school subject. Moreover, the causal effects from academic achievement decline with age, whereas those from academic self-concepts increase with age, suggesting a developmental trend. The negative cross-domain effect from prior achievement to subsequent academic self-concept is not strong in the unified model. (Contains 2 tables and 3 figures.)

A scale measuring quality of life (QOL) is important in adolescent research. Using the graded response model (GRM), this study evaluates the psychometric properties of the satisfaction ratings of the Quality of Life Profile Adolescent Version (QOLPAV). Data for 1,392 adolescents were used to check IRT assumptions such as unidimensionality and local item dependence (LID). The goodness of fit of the GRM to the data and the item characteristic curves were evaluated. The reliability and validity analyses included item/test information, Cronbach's alpha, and convergent and discriminant validity. Differential item functioning (DIF) procedures were also performed to detect item bias. The results provide evidence that the items sufficiently measured one single dimension. Few pairs of questions were flagged as LID due to content or wording similarity. Five items did not fit the GRM, and 4 were low in item discrimination. The findings also suggest that the assessment had appropriate reliability and validity. The DIF impact on the assessment score was considered minor. Because QOLPAV includes a respondent's perceived importance of various life aspects, a short form that only considers important life aspects in the overall QOL estimation for each respondent becomes feasible within the framework of IRT. Future studies focusing on the development of a QOL overall index using the items from QOLPAV are recommended.

Background: Marsh's internal/external (I/E) frame of reference model depicts the relationship between achievement and self-concept in specific academic domains. Few efforts have been made to examine concurrent relationships among cognitive ability, achievement, and academic self-concept (ASC) within an I/E model framework. Aim: To simultaneously examine the influences of domain-specific cognitive ability and grades on domain self-concept in an extended I/E model, including the indirect effect of domain-specific cognitive ability on domain self-concept via grades. Sample: Tenth grade respondents (628 male, 452 female) to a national adolescent survey conducted in Taiwan. Method: Respondents completed surveys designed to measure maths and verbal aptitudes. Data on Maths and Chinese class grades and self-concepts were also collected. Results: Statistically significant and positive path coefficients were found between cognitive ability and self-concept in the same domain (direct effect) and between these two constructs via grades (indirect effect). The cross-domain effects of either ability or grades on ASC were negatively significant. Conclusions: Taiwanese 10th graders tend to evaluate their ASCs based on a mix of ability and achievement, with achievement as a mediator exceeding ability as a predictor. In addition, the cross-domain effects suggest that Taiwanese students are likely to view Maths and verbal abilities and achievements as distinctly different.

A simulation study was conducted to investigate the application of expected a posteriori (EAP) trait estimation in computerized adaptive tests (CAT) based on the partial credit model and compare it with maximum likelihood estimation (MLE). Results show the conditions under which EAP and MLE provide relatively accurate estimation in CAT. (SLD)

A simulation study explored the effect of population distribution on maximum likelihood estimation (MLE) and expected a posteriori (EAP) estimation in computerized adaptive testing based on the rating scale model of D. Andrich (1978). The choice between EAP and MLE for particular situations is discussed. (SLD)

Analysis of dental X rays appears to be a promising technique for identifying women with osteoporosis. Researchers used four techniques to analyze bone density in dental X rays from 64 women with osteoporosis and 47 women free of the disease. Three of the techniques were effective at identifying a proportion of the women with osteoporosis, but they identified different women. Taken together, the three techniques correctly identified 83% of the osteoporotic women. For bone density analysis, the X rays must be taken with an aluminum step-wedge in place.

The present study used the Rasch rating scale model (RSM) to reassess the psychometric properties of the Chinese version of Rosenberg self-esteem scale (RSES) among 501 Grade 10 students in Taiwan. The reliability, dimensionality, and differential item functioning were examined. The dimensionality assumption was met after excluding item 8 ("I wish I could have more respect for myself."). The successive response categories for item 7 ("I feel that I am a person of worth, at least on an equal plane with others.") were not located in an expected order. After eliminating items 7 and 8 from analysis, the remaining 8-item RSES had acceptable fit statistics, good content coverage and high categorical omega, Rasch person and item reliability. The five response categories performed well; evidence for convergent validity was established through the high correlation between RSES and psychological being scores. Implications and recommendations for instrument users are discussed.

Dental erosion has been growing increasingly prevalent with the rise in consumption of heavy starches, sugars, coffee, and acidic beverages. In addition, various disorders, such as Gastroenterological Reflux Disease (GERD), have symptoms of rapid rates of tooth erosion. The measurement of enamel thickness would be important for dentists to assess the progression of enamel loss from all forms of erosion, attrition, and abrasion. Characterizing enamel loss is currently done with various subjective indexes that can be interpreted in different ways by different dentists. Ultrasound has been utilized since the 1960s to determine internal tooth structure, but with mixed results. Via image processing and enhancement, we were able to refine B-mode dental ultrasound images for more accurate enamel thickness measurements. The mean difference between the measured thickness of the occlusal enamel from ultrasound images and corresponding gold standard CT images improved from 0.55 mm to 0.32 mm with image processing (p = 0.033). The difference also improved from 0.62 to 0.53 mm at the buccal/lingual enamel surfaces, but not significantly (p = 0.38).

The computer-assisted digital cephalometric analysis system (CADCAS) may reduce the time required for cephalometric analysis, especially for taking measurements. Aimed at estimating the time saved by using CADCAS, we measured the time needed by a clinician to perform the analysis in a traditional manner. We also sought to verify the accuracy achieved by traditional cephalometric analysis by exploring the disagreement between manual measurements and those generated by CADCAS. Our results revealed that, on average, even an experienced clinician needed more than 25 minutes to perform an entire cephalometric analysis using a traditional method, with more than 15 minutes of this needed just for taking measurements. Disagreements between measurements by traditional method and those by CADCAS were most frequently noted in the measurement value of cephalometric items reflecting the severity of a jaw discrepancy by the "sign" reflecting the anteroposterior relationship. After excluding the measurements with obvious error, the measurement differences between traditional method and CADCAS were not statistically significant in 23 of a total of 26 cephalometric items. In conclusion, the CADCAS can reduce the time needed for cephalometric analysis and can help reduce the human errors introduced during the manual-measuring procedure in the traditional cephalometric analysis.

The aim of this study was to explore the effects of differences in landmark identification on the values of cephalometric measurements on digitized cephalograms in comparison with those obtained from original radiographs. Ten cephalometric radiographs were randomly selected from orthodontic patients' records. Seven orthodontic residents identified 19 cephalometric landmarks on the original radiographs and digitized images. Twenty-seven cephalometric measurements were computed with a customized computer-aided program. To assess the concordance between cephalometric measurements derived from landmarks identified on the original radiographs and those from digitized counterparts, the values of 27 cephalometric measurements were compared to quantify the absolute value of measurement difference and the interobserver errors between these two methods. We found that the differences of all cephalometric measurements between original radiographs and their digitized counterparts were statistically significant. The differences in 21 of the 27 cephalometric items were less than two units of measurement (mm or degree), which is generally within one standard deviation of norm values in conventional cephalometric analysis. Moreover, statistically significant differences of interobserver errors between the two methods were noted only for seven of the 27 cephalometric items. In conclusion, the measurement differences between the original cephalograms and the digitized images are statistically significant but clinically acceptable. The interobserver errors for cephalometric measurements on our digitized cephalometric images are generally comparable with those on the original radiographs. The results of our study substantiated the benefits of digital cephalometry in terms of the reliability of cephalometric analysis.