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本研究旨在探討新冠疫情期間臺灣青少年學習適應與幸福感的現況與其相關。預試階段以便利取樣選取120位青少年填寫「臺灣中學生因應新冠疫情學習適應與幸福感問卷」，內容包含「基本資料」、「學習適應量表」及「幸福感量表」三部分。兩份量表─「學習適應量表」及「幸福感量表」，再以探索性因素分析和內部一致性信度檢驗兩份研究工具之信、效度後形成正式量表，其中，「學習適應量表」萃取出「到校上課」、「主動學習」、「遠距學習」等因素，共解釋57.86%變異量，總量表內部一致性信度為.88；「幸福感量表」萃取出「生活態度」、「生活滿意度」、「自我認同」等因素，共解釋60.19%變異量，總量表內部一致性信度為.95。正式施測階段以Google表單蒐集890位青少年資料並進行獨立樣本t檢驗、變異數分析，比較不同背景青少年在新冠疫情期間學習適應與幸福感之差異。最後再以結構方程模式檢驗各個潛在變數間之相關性及其預測力。資料分析結果發現，新冠疫情期間女學生、國中生和北部青少年分別比男學生、高中職學生及南部學生更期待返校實體上課。女生的自我認同感分數顯著高於男生，國中生的幸福感顯著高於高中職學生，居住南部青少年的生活滿意度顯著高於居住北部青少年。此外，結構方程模式分析發現「到校上課」能顯著正向預測臺灣青少年的「幸福感」。本研究結果可以作為未來相關研究及學校面臨重大疫情時規劃課程與教學之參考。 The COVID-19 pandemic led to considerable global morbidity and mortality between 2019 and 2022, prompting governments worldwide to close schools to prevent virus transmission. In early 2020, more than 180 countries suspended face-to-face classes in schools, disrupting the education of millions of students and leading to learning losses for children and adolescents. Investigations have revealed that some students lacked the necessary equipment for online learning and were therefore prevented from attending classes, while others intentionally skipped classes. I addition, surveys have indicated that the number of adolescents and young adults self-reporting mental health problems increased because of social isolation and a lack of face-to-face interaction with others. These findings suggest that during the COVID-19 pandemic period, poor learning performance and the mental health status of adolescents required close attention. In Taiwan, schools were closed twice from 2020 to 2022 to protect students from COVID-19. Learning adaptation refers to students’ learning skills, study plans, learning habits, learning interests and attitudes, learning environment, learning concepts, and physical and mental health. Researchers have suggested that learning adaptation is a dynamic process in which individuals adopt appropriate learning skills and strategies and use environmental resources to solve learning problems that they encounter. An individual’s well-being derives from their subjective perception of happiness rather than objective measures employed by others. The concept of subjective well-being (SWB) was originally proposed to encompass life satisfaction, positive mood, and negative mood. In 1989, Ryff redefined SWB and proposed the concept of psychological well-being (PWB), which covers six dimensions: self-acceptance, positive relationships with others, autonomy, environmental mastery, purpose in life, and personal growth. Researchers have since suggested that although PWB and SWB differ structurally, they correlate to varying degrees with factors including gender, age, educational status, emotion, self-awareness, and environment. In addition, related studies have found that well-being can elevate learning motivation and promote academic performance. The present study explored the differences and prediction in learning adaptation and well-being among Taiwanese adolescents during the COVID-19 pandemic period. The researchers constructed a research framework based on Bandura’s triadic theory of learning and related research findings. The following hypotheses were proposed: (1) The learning adaptation status of Taiwanese adolescents during the COVID-19 pandemic period differed on the basis of gender, educational status, and region of residence. (2) Each individual’s state of well-being during the COVID-19 pandemic varied depending on gender, educational status, and region of residence. (3) Taiwanese adolescents’ learning adaptation was positively correlated with their happiness levels during the COVID-19 pandemic. (4) The status of Taiwanese adolescents’ learning adaptation predicted their well-being during the COVID-19 pandemic. The researchers developed and validated two well-structured scales: the Learning Adaptation Scale and the Well-Being Scale. In the pilot stage of this study, 120 adolescents participated, and in the formal stage, 890 adolescents were recruited using Google Forms. Subsequently, the researchers performed exploratory factor analysis and internal consistency tests and conducted independent-samples t tests, an analysis of variance, and structural equation modeling to compare differences and relationships between adolescents’ learning adaptation and well-being in relation to multiple demographic variables during the COVID-19 pandemic. The Learning Adaptation Scale extracted three factors— namely going to school, active learning, and distance learning— which explained 57.859% of the variation. The scale’s overall internal consistency reliability was .878. The Well-Being Scale extracted three factors— namely life attitude, life satisfaction, and self-identity— which explained 60.187% of the variation. The scale’s overall internal consistency reliability was .950. The data analysis results revealed that during the suspension of in-person classes due to the COVID-19 pandemic, girls were more eager to return to school than were boys, junior high school students were more willing to return to school than were high school students, and adolescents living in northern Taiwan more eager to return to school than were those living in southern Taiwan. Girls had significantly higher self-identity scores than boys, and junior high school students scored significantly higher in self-efficacy than high school students did. Additionally, students living in southern Taiwan had significantly higher scores for life satisfaction than did those living in northern Taiwan. Finally, structural equation modeling revealed that “attending school” significantly and positively predicted the well-being of Taiwanese adolescents. This paper proposes the following suggestions for further research and application of the present findings in education: (1) Collect a higher quantity of samples using a random sampling selection method and conduct case studies or focus group interviews encompassing more regions of Taiwan to gain a clearer understanding of the current situation of adolescents’ learning adaptation and well-being throughout Taiwan. (2) Given that adolescents’ learning adaptation and well-being continuously change because of evolutions in environments and related factors, conducting a longitudinal study and establishing a large database to track such changes are highly recommended. Maintaining such a database could help identify problems early and could facilitate the formulation of effective strategies for improvement. Such a database could also provide references for education-related policy formulation and strategies. (3) The results of this study indicate that in Taiwan, an adolescent’s learning environment can effectively improve their well-being. Since online learning is regarded as another approach other than traditional learning. Schools at all levels should develop comprehensive support plans as soon as possible to address potential major and immediate changes in education. As developing and evaluating long-distance courses and teaching methods, creating a supportive learning atmosphere and encouraging communication and interaction between teachers and students should be considered crucial evaluation indicators given that these factors can consistently maintain high learning motivation among students. In summary, the results of this study could serve as a reference for the development of long-distance curricula, teaching plans, and related research that could be adopted during severe epidemic periods in the future.

本研究目的在探討高中職學生參與科學探究文創工作坊後，科學探究自我效能之差異性與中介效果表現。科學探究文創工作坊於臺灣北、中、南三區辦理，藉以培養高中職學生對於自然科學具備好奇心與想像力，並能用文字、影像、漫畫表達出科學探究的創作能力。科學探究文創工作坊包含兩階段課程，第一階段為2小時「科學探究能力培養課程」，第二階段為3小時「科學探究文創實作課程」。共計有480位高中職學生參與本次工作坊，並於課程結束後填寫信、效度良好的「科學探究自我效能問卷」線上版。本研究發現：一、南區高中職 學生的科學探究自我效能顯著高於中區學生；二、男學生科學探究自我效能顯著高於女學生；三、主動參與工作坊之高中職學生的科學探究自我效能顯著高於其他被動參與的學生；四、高中職學生的科學探究自我效能總分與「探究力」以及「科學表現」分向度有高度顯著正關聯；五、高中職學生之「參與度」與「興趣好奇」對於「探究力」及「科學表現」具有顯著的預測力。本研究為辦理科學探究文創工作坊之初探，未來將根據研究結果作為規劃非制式科學探究課程及相關研究之參考。 Background and Purpose The Ministry of Education in Taiwan officially launched the 12-year National Basic Education Curriculum Guidelines in 2019. The core purpose of the 12-year national education curriculum is to cultivate people-oriented lifelong learners. Specifically, learning is no longer limited by subject knowledge and skills; instead, it should cultivate student competency to solve problems, conduct inquiries, analyze data, and critically examine findings to solve problems and achieve self-growth (Ministry of Education, 2021). To cultivate student scientific inquiry literacy, this study hosted a 1-day scientific inquiry creative workshop (SICW) in northern, central, and southern Taiwan on October 17 and 18, 2020. The main purposes of this study were to improve student scientific inquiry self-efficacy through the SICW, to determine the differential performance of students with different backgrounds, and to explore the key factors related to student scientific inquiry self-efficacy. Literature Review The PISA 2015 results revealed no significant differences in the scientific self-efficacy of 15-year-old male and female students in Taiwan (Organization for Economic Co-operation and Development, 2015). However, clear gender differences were noted in the choice of higher education academic fields between male and female students (Lin & Tsai, 2018). Accordingly, gender influences student scientific inquiry self-efficacy. In addition, Chang (2013) reported that the uneven distribution of educational resources between the north and the south of Taiwan also exerts a considerable effect on student learning motivation and learning self-efficacy. Therefore, to understand the scientific inquiry self-efficacy of students with different background variables after participating in the SICW, we proposed the following research hypothesis (H1): Significant regional, gender, and motivation differences exist in student scientific inquiry self-efficacy after participating in the SICW. Studies on scientific self-efficacy (Bandura, 1997; Trujillo & Tanner, 2014) have reported that students’ beliefs about their ability to succeed in science activities significantly affect their willingness to engage in science-related activities. In addition, Kupermintz (2002) observed that students’ scientific inquiry self-efficacy was significantly correlated with their interest in science learning and academic performance in middle school, high school, and university. Accordingly, to understand the factors affecting student scientific inquiry self-efficacy after participating in the SICW, we proposed the following research hypothesis (H2): Significant correlations exist between gender, learning motivation, and scientific inquiry self-efficacy variables. In Taiwan, Hong et al. (2020) found that students’ high learning motivation exerted a significant mediating effect on the relationships between learning interest and scientific inquiry self-efficacy. Furthermore, Hong and Lin (2013) indicated that the scientific self-efficacy scores of senior and vocational high school male students were significantly higher than those of female students, especially for male students with a high level of interest in scientific activities. This thus implies that gender would have a mediating effect on student scientific inquiry self-efficacy. Accordingly, we proposed the following hypothesis (H3): Learning motivations and gender have a significant mediating effect on the relationship between science participation and curiosity as a predictor of scientific inquiry ability and scientific performance. Methods The SICW was a 1-day workshop divided into two parts. The first part involved a Scientific Inquiry Ability Training course, and the second part involved a Scientific Inquiry Creative Practice course, consisting of science writing, science video production, and science comics drawing. The SICW was held in northern, central, and southern Taiwan, with a total of 480 senior and vocational high school students participating in it. All participating students completed a structured scientific inquiry self-efficacy questionnaire after the 1-day SICW. Regarding the data analysis process, this study first used multivariate analysis of variance to analyze the effects of region, gender, and learning motivation differences on student scientific inquiry self-efficacy. Subsequently, the Pearson product–moment correlation coefficient and structural equation modeling were used to explore the relationships between the variables related to student scientific inquiry self-efficacy. Results 1. Students with different backgrounds exhibited significant differences in scientific inquiry self-efficacy after participating in the SICW. (1) Students from southern Taiwan presented significantly higher scores on scientific inquiry self-efficacy than did those from central Taiwan. (2) Male students exhibited significantly higher scientific inquiry self-efficacy than did female students. (3) Actively engaged students had higher scientific inquiry self-efficacy than did their passively engaged counterparts. 2. The students’ total scientific inquiry self-efficacy score had a significant and positive correlation with their inquiry ability and scientific performance. 3. The students’ scientific engagement, scientific interest, and curiosity scores had significant predictive power on their inquiry ability and scientific performance. 4. The student gender and learning motivation exerted a mediating effect on their scientific inquiry self-efficacy. Discussion and Suggestions According to the theory proposed by Clark and Mayer (2016), when meaningful learning images are used in the learning process, students’ positive emotions toward learning and learning motivation are improved. The present study observed that combining the Scientific Inquiry Ability Training course with the Scientific Inquiry Creative Practice course in the SICW exerted a significant effect on secondary school students. The SICW also combined multiple strategies, such as cross-disciplinary scientific innovation themes, professional innovative teaching, and multimedia teaching, which could effectively improve learning motivation and scientific inquiry self-efficacy (Park et al., 2014). This study has two essential findings: First, students’ scientific engagement and scientific interest and curiosity can significantly predict their inquiry ability and scientific performance. This study combined scientific inquiry theory with three different creative practice courses (science writing, science video production, and science comics drawing) to cultivate student scientific inquiry self-efficacy in a 1-day workshop (Falk & Dierking, 2010). The study findings demonstrate the educational value of the SICW and reveal the differences and relationships among participants’ scientific inquiry self-efficacy variables. Second, this study verified the mediating effect of gender and learning motivation on students’ inquiry ability and scientific performance. Accordingly, teachers should consider how to integrate the cross-domain STEAM curriculum design with effective teaching methods to eliminate gender differences and help those who have low learning motivation to improve their learning interest; this may influence their inquiry ability and scientific performance. In conclusion, the present study explored the effectiveness of an SICW in promoting senior and vocational high school students’ scientific inquiry self-efficacy. The study findings are expected to stimulate further discussion on informal science education and provide more beneficial empirical evidence to strengthen the development of student scientific inquiry self-efficacy.

本研究目的在探討大學運動績優排球選手自我統合之類型，不同背景大學運動績優排球選手的自我統合與幸福感的差異和其關聯。本研究以立意取樣選取136位大學運動績優排球選手為研究對象，填寫「大學運動績優排球選手問卷」，最後再選取兩位幸福感最高分及兩位幸福感最低分的大學運動績優排球選手進行個別訪談。本研究以偏最小平方法中的測量模式分析檢驗研究工具之信度與效度，再以獨立樣本t考驗、卡方考驗、偏最小平方法及內容主題分析進行資料分析。本研究量化資料分析結果顯示，32.3%大學運動績優排球選手歸類為迷失型統合；而大學運動績優男排球選手多歸屬於定向型統合，最多數女選手歸屬於迷失型統合；就讀體育相關學系與一般學系之大學運動績優排球選手自我統合類型並未呈現顯著性差異；定向型統合類型大學運動績優排球選手的人際關係、生活滿意、學業成就及個人成長皆呈現顯著正相關。質性個別訪談結果發現大學運動績優排球選手的「自我滿足」與「人際關係與 互動」能提升其幸福感和形成定向型統合，而課業壓力和挫折感則會降低幸福感和形成迷失型統合。建議招收運動績優選手的大學在規劃課程、教學與活動時，需考慮大學運動績優選手的身心狀況及學習需求，以提升大學運動績優女排球選手及就讀一般學系排球選手的定向 型統合。 This study investigated outstanding college volleyball players’ ego identity and well-being. This study purposively selected 136 outstanding volleyball players as the sample. All participants were asked to respond to the well-structured “Outstanding College Volleyball Players’ Questionnaire” to assess their ego identity and well-being. In addition, two target students with the highest scores in well-being and another two target students with the lowest scores were selected purposively for individual interviews. Exploratory factor analysis, internal consistency reliability test, t test, Chi-squared test, Partial Least Squares (PLS), and theme content analysis were performed. Initial results revealed that 32.3% of outstanding volleyball players were in the “identity diffusion” stage. More male players than female players were identified as being in the “identity achievement” stage. The players in the “identity achievement” stage had positive interpersonal relationships, high life satisfaction and academic achievement, and successful personal growth. The qualitative results indicated that the male players’ high levels of life satisfaction and positive interpersonal relationships improved their well-being and identity achievement. By contrast, the pressure and frustration from academic study might have decreased some players’ well-being and increased their identity diffusion. The current results suggest that college educators should consider the physical and mental health of players who are female or non-physical education majors. We recommend that more attention be given to providing players with approaches of improving their identity achievement.

The present study examined the 2015 Trends in International Mathematics and Science Study “Advanced” data to examine how the educational credentials of maths teachers and other teacher characteristics were related to attitude towards advanced mathematics and perceptions of engaged teaching among 12th-grade students enrolled in advanced mathematics courses in the U.S. As attitudinal outcomes in this study, two measures of attitude towards mathematics were employed – the Students Like Learning Advanced Mathematics scale and the Students Value Advanced Mathematics scale, and one measure of student perception of engaged teaching – the Students’ Views on Engaging Teaching in Advanced Mathematics Lessons. A set of multilevel regression analyses were conducted predicting each of these aforementioned outcomes. No statistically significant effects on the attitudinal outcomes were observed for teacher variables. Positive effects were noted for parental education on students’ valuing of advanced mathematics. A prominent finding was that higher levels of parental education were associated with higher student levels of valuing mathematics, which likely reflects a family/home culture that implicitly or explicitly places high value on science and mathematics. Identifying factors that might facilitate positive attitude is important to increase the likelihood that students will choose, and be retained in, mathematics and STEM education and careers.

Higher education institutions provide professional and cross-disciplinary contributions to solving real-world problems and improving institutional governance (Figueiró et al., 2022). This study adopts the Expectancy-Value Theory (EVT) to investigate the differences in and relationships among academics' research expectations, external activities, and social contributions in Taiwanese HEIs. It examines individuals' expectancy beliefs and the value they attach to their current activities or achievements on future tasks. The present study adopted The Academic Profession in a Knowledge-Based Society as a research instrument. Data were collected from Taiwanese HEIs in 2019, and 1,524 Taiwanese academics were enrolled. After questionnaires with incomplete data were excluded, 1,206 valid surveys were obtained, yielding an effective rate of 79.13%. The research provides three crucial findings: first, the research variables vary significantly across individual factors; second, academics' external activities mediate the relationship between individual research expectations and social contributions; and third, external activities significantly moderate the relationship between academics' research expectations and social contributions. The findings contribute to extant research on EVT by demonstrating the complex relationships between various dimensions of academic work environments. Furthermore, they provide a reference for enhancing institutional governance in HEIs. [ABSTRACT FROM AUTHOR]

Higher Educational Institutions (HEIs) are vital contributors to achieving the United Nations’ Sustainable Development Goals (SDGs). It is essential in meeting sustainable development challenges, including educating excellent teachers, producing ground-breaking research, and connecting services to communities. This research aims to explore the effects of forming a strategic alliance between two universities on facilitating the academic publication of SDG-related topics and determine the benefits of strategic alliances between HEIs. Data were collected from SciVal® for the period 2004 to 2020 to determine the numbers and percentages of joint authorship papers between the two universities related to the 16 SDGs and explore the growth trends in joint authorship publications on topics related to SDGs between the two case universities after their strategic alliance in 2012. Results showed that scholars from the two universities focused more on SDGs 2, 5, 7, 13 than the other goals. Regression analysis was also used to examine if the defined variables significantly affected the increase of joint authorship publications. The results showed that universities might benefit from the strategic alliance, bringing collaboration on SDG-related research. This research sheds light on strategic alliances between two institutions in Taiwan with different orientations, which can be used as a reference in higher education to promote sustainable development goals. [ABSTRACT FROM AUTHOR]