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Parents and teachers are significant authority figures that substantially impact adolescents' psychological and cognitive development, including their creativity. The current study investigated the relationship between adolescents' attitudes toward authority (parents and teachers) and innovative behavior and examined the mediating effects of social support and perspective taking. According to attachment theory, adolescents' attitudes toward authority may derive from early interaction with primary caregivers, primarily parents. Individuals internalize these interaction experiences and form internal working models, which will be applied in later life stages when interacting with authority figures. These early life experiences also influence individuals' sense of support and empathy abilities. Through analyzing a sample comprising 1,498 adolescents from Taiwan, this study unveils a significant association between adolescents' perceptions of authority and their proclivity for innovative conduct, as well as their levels of social support and capacity for perspective taking. Employing structural equation modeling (SEM), the empirical findings accentuate the mediating role of social support and perspective taking in delineating the nexus between adolescents' attitude toward authority and their manifestation of innovative behavior. The results revealed that adolescents with positive attitudes toward authority are likely to sense support, stand from other viewpoints, and further benefit creativity.

Internationalization policy in higher education facilitates a nation's economic growth and demonstrates generosity to other nations. This study investigates the impact of the International Higher Education Scholarship Program of the International Cooperation and Development Fund on recipients' perceptions of and experiences in Taiwan. Based on the management, education, medical science, and engineering programs of four case study universities, it finds attitudinal changes, increased intercultural competence, and signs of institution transfer and knowledge network formation. Socialization has fostered scholarship holders' cultural affinity and shared identity with Taiwan. As higher education institutions promote knowledge sharing and cultural diffusion, international students are also a nexus of cultural diplomacy, the attractions of which are more conspicuous than knowledge diplomacy's benefits. The empirical evidence of this study helps delineate theoretical frameworks of diplomacy in international higher education. Its longitudinal observation of alumni career trajectories can enrich cross-sectional evaluation.

This study explores Taiwanese junior high school social studies teachers' definitions of sustainability, using a qualitative semi-structured interview approach. Three themes explaining these teachers' definitions are cycling, cultural sustainability, and balancing, harmony, and coexisting. These definitions unveil an alternative worldview that is non-Eurocentric-based and multifaceted dimensions of sustainability. Findings suggest that instead of claiming that we should have a consistent definition to guide teachers to implement environmental and sustainability education across different subjects, it is important to acknowledge the fact that teachers trained in different disciplines and of different cultural backgrounds need a whole range of support to incorporate sustainability goals successfully in their teaching. Supported by results of this study, social studies teachers can reasonably support the teaching of controversial issues about tensions between cultural sustainability and economic development.

Purpose: Podcasting is a new mobile technology application for language learning. Drawing upon the stimulus-organism-response model and the interest driven creator (IDC) theory from e-learning, this study aims to develop and test an integrative conceptual framework. This study investigates contextual and environmental stimuli effects (content richness [CR], self-directed learning [SDL] and situational interest [SI]) from a podcast English learning context on learners' experience states (cognitive absorption [CA], pleasure [PL] and arousal [AR]) and their subsequent responses (continuance learning intention [CLI]). Design/methodology/approach: Using 416 valid responses from five universities located in North Taiwan, data analysis is performed using a structural equation model. Findings: The results show that most of the interest factor stimuli (CR, SDL and SI) have significant impacts on learners' experiences (CA, PL and AR), which in turn affect their CLI. Practical implications: The findings provide useful insights for English show podcasters and operators to invest in establishing learners' interest factor and stimulating experiences to improve their CLI. Originality/value: This paper contributes to a better understanding of students who use contextual factors of podcast English learning and how these factors influence their CLI via a framework of stimulus-organism-response and the IDC theory.

Drawing on interviews with nine PhD students and twelve PhD graduates from a research university in Taiwan, this paper explores students' motivational profiles for pursuing a PhD at a time when that degree is increasingly decoupled from academic employment. Using self-determination theory as a conceptual lens, the paper identifies common enrolment motivations in the PhD crisis era. Amidst the doctoral enrolment crisis in Taiwan, where the traditional employment path for PhD graduates (i.e., academia) is more of a mirage than a reality, the motivations of students to pursue a PhD do not differ much from those found in the literature concerning the era of PhD expansion. Two typical motivational profiles are predominant, one dominated by the accumulation of career advantages and the other by the search for personal growth. The findings show that the first profile tends to be on the minds of most students. The second profile tends to be adopted by those who have few career concerns or those who have a greater need for self-improvement. We also find that these motivations have unique nuances, meanings and consequences for universities and doctoral education in the PhD crisis era.

This study responds to calls to reexamine the L2 motivational self system framework in order to understand motivations to learn languages other than English. Specifically, we explore Indigenous Taiwanese students' heritage language learning motivation from a possible selves perspective. Following work on the rooted L2 self, the construct of the Indigenous heritage self is incorporated to capture the passion and conviction that motivates learners to maintain language use and revitalize cultural legacies. A nationwide questionnaire survey was administered to 293 indigenous Taiwanese high school students (aged 15-18). Exploratory factor analysis points to the need to include the Indigenous heritage self in an account of the motivation to learn endangered Indigenous languages. The composite elements of the Indigenous heritage self consist of goals focused on preserving the Indigenous language and cultures, as well as an emotional attachment to the heritage culture. Furthermore, multiple regression results show that learners' Indigenous heritage self and ideal future self are significant contributors to motivational intensity and classroom engagement. Findings indicate that community-based motivation is equally important as individual learners' idealized future images in motivating Indigenous language learning. The article concludes by suggesting curriculum initiatives that incorporate motivational strategy instruction aimed at developing an ideal self for speaking the Indigenous language, bridging classroom content and the cultural immersive experiences that students have outside formal environments.

Considering the significance of lifelong learning in advancing active aging in aging societies, the ability to engage in self-directed learning plays a crucial role for adults. There are many self-directed learning (SDL) tools available that measure the SDL abilities of nursing students and healthcare professionals. However, fewer SDL tools specifically designed for middle-aged and older adults have been developed. The purpose of this research was to examine and confirm the factor structure and the internal consistency of the SRSSDL-adult scale, specifically for middle-aged and older adult learners enrolled in senior learning centers. A cross-sectional method was adopted. Both Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted to assess the structural validity of the scale. The internal consistency was determined using the Cronbach's Alpha coefficient. The results indicated that the five factors -- learning needs assessment skills, learning planning skills, learning execution skills, self-assessment skills, and interpersonal skills -- showed acceptable levels of reliability. The revised 25-item SRSSDL-adult scale was found to be a valid measure of middle-aged and older adults' self-directed learning abilities in the context of senior education programs. The findings of this study have the potential to be utilized by educational institutions and educators involved in senior education programs.

This study examines the career actions of college athletes and factors influencing the process by integrating the concept of goal setting in a social cognitive career self-management model. The author used a questionnaire survey to collect data. In total, 675 valid questionnaires were returned. The data obtained were statistically analyzed using structural equation modeling. The results show that our career action model for college athletes has an acceptable fit with the sample data. The results reveal that career self-efficacy, outcome expectations, career goals, career barriers, and goal adjustment are keys in college athletes' career actions. The findings can serve as a reference to develop career counseling strategies for college athletes. This study not only expands the scope of research on career development counseling for athletes, but also increases the applicability and explanatory power of CSM theory.

The purposes of this paper are to investigate Taiwanese undergraduate students' responses to a selected fictional text, and to propose a critical intercultural pedagogical approach of reading global literature in the EFL educational context based on the insights from the research findings. The authors first critically analysed Xiaolu Guo's third novel, "A Concise Chinese-English Dictionary for Lovers," in terms of Occidentalism, in order to unpack the ideologies underlying her representation of the British and the Chinese. The analysis of the text was conducted through a qualitative approach of critical content analysis. After that, a semi-structured interview was adopted to scrutinise Taiwanese undergraduate students' perceptions of the ideologies underlying the fiction. The analysis of the text identified three themes of British-Chinese binary opposition together with the juxtaposition of ethnocentric Occidentalism and reverse Occidentalism. The findings obtained from interviews indicated that two of the three dichotomies, i.e. individualism versus collectivism and cosmopolitan versus rooted, underlying the fictional text were commonly perceived by the interviewed undergraduates while they had diverse views on the second dichotomy, sexual freedom versus sexual reticence. Furthermore, some students? responses to the fiction signified a subtle, implicit and delicate form of reverse Occidentalism. Based on the above research findings, the authors configured a critical intercultural pedagogy for raising students' capability of decoding and deconstructing Occidentalist ideologies underlying global literature.

Purpose: This study focused on cross-region student mobility to explore whether Macao students have adjustment issues while studying and living in Taiwan. Design/Approach/Methods: A total of 663 Macao students were surveyed in Taiwan, and the statistical methods, including correlation, "t"-test, analysis of variance, and hierarchical regression analysis were addressed to analyze the data. Findings: Macao students, even while studying in a Chinese context, did have social and psychological adjustment issues (i.e., social support and self-efficacy). Originality/Value: This study could shed some light on understanding cross-region students as well as providing practical guides for relevant governmental departments in their policy regarding outbound students.

Little research has examined burn injury in the pediatric population with autism spectrum disorder (ASD). We used data from Taiwan's National Health Insurance Research Database to identify 15,844 participants aged <18 years with ASD and 130,860 participants without ASD. Our results revealed that the hazard ratios differed across three age ranges. The ASD group had a lower risk of burn injury than the non-ASD group when they were less than 6 years of age, a higher risk from 6 years to 12 years of age, and no difference when they were older than 12 years of age. More research is required to study the characteristics and causes of burn injury in the pediatric population with ASD.

The present study aimed to explore the specific components of home literacy resources (HLR) and parental behaviours during shared book reading (SBR) that may contribute to the language development of Chinese-speaking hearing-impaired children. A total of 90 Chinese-speaking hearing-impaired children aged 3 to 6 years, along with their parents, participated in this study. Following the design of previous studies, we required the parents to complete a questionnaire regarding HLR and parental SBR behaviours, and their hearing-impaired children received a standardised language test. The results showed that such HLR components as storybook capacity at home, weekly frequency of SBR, duration per SBR session, starting age of SBR, and the parental SBR behaviour, parent and child discussing opinions with each other, could significantly account for an additional portion of the variance in children's receptive, expressive, and overall language beyond the demographic variables. It is thus recommended that clinicians share this evidence-based information with parents who have hearing-impaired children to help their children develop language to their fullest potential.

This article considers the adoption of Western neoliberalism in Taiwan's higher education (HE) governance as a hybridisation process in which the influences of political democratisation, social liberalisation and Chinese cultural traditions intersect with contemporary Western norms and values. The paper draws on data from interviews with senior university administrators and education ministry officials to delineate the resistance to the competitive ethos embedded in neoliberalism and the retention of state presence and intervention in university governance, highlighting Taiwan's historical, socio-political and cultural contexts. This account exemplifies how various historical, socio-political and cultural factors influence Taiwan's HE governance and how Western norms and values are absorbed, questioned and resisted during the hybridisation process.

Purpose: This study aims to explore the contributions of phonological awareness (PA) and morphological awareness (MA) to the reading comprehension skills of Chinese-speaking children with hearing loss (HL) and examine the possible mediation effect of vocabulary knowledge on the relationships of PA and MA with their reading comprehension. Method: The participants were 28 Chinese-speaking children with HL, who were followed from Grade 1 through Grade 2. They were administered a series of tests that measured their PA and MA at the beginning of Grade 1, vocabulary knowledge at the end of Grade 1, and reading comprehension at the end of Grade 2. Results: MA significantly accounted for additional variance in reading comprehension beyond the effect of PA but not vice versa. Both PA and MA contributed uniquely to vocabulary knowledge, which completely mediated the relationships of PA and MA with reading comprehension. Conclusions: PA and MA are both essential to the development of vocabulary knowledge and reading comprehension in Chinese-speaking children with HL; however, MA seems to be more important than PA in their reading comprehension. PA and MA significantly affect children's reading comprehension through their influence on vocabulary knowledge. This study has replicated previous evidence on the importance of PA, MA, and vocabulary knowledge in the reading comprehension of children with typical hearing, and has extended its significance to children with HL. In addition, the findings have the potential to inform educational practitioners regarding the importance of teaching essential reading skills to Chinese-speaking children with HL.

This study aims to compare auditory temporal processing and phonological processing across locations and age levels and to test the direct and indirect effects of auditory temporal and phonological processing on proficiency in Chinese character reading. We recruited 108 typically developing children -- 25 and 24 kindergarteners from Taiwan and Hong Kong, respectively, and 34 and 25 primary school students from Taiwan and Hong Kong, respectively. Our findings showed that, before learning PCS, the languages' phonological complexity did not affect the importance of ATP in Chinese reading. Also, we found the use of PCS could lead to a direct effect from students' ATP to Chinese character reading as well as through phonological awareness. Our findings indicated that ways of learning to read influence children's patterns of cognitive and linguistic abilities, which should be considered in teaching designs for reading. [Translation from English by Mercè Rius.]

Research Findings: Emotion talk (ET) is an emotion socialization practice theorized to promote children's socioemotional competence. The present study examined parent and child ET in two subgroups of Chinese-heritage families in low-income communities: Chinese immigrant families in U.S. (CA) and Taiwanese families in Taiwan (TW). In a sample of 75 children (age = 3.2 to 7.4 years, 55% girls, 37 TW and 38 CA) and their parents (99% mothers), parents' and children's ET (emotion words, emotion questions and explanations, and global quality or elaborateness of ET) were coded from a shared book reading task. Children's socioemotional behaviors (prosocial behaviors and behavioral problems) were reported by parents, and emotion expressions were coded from an emotion-eliciting task. Significant associations were found between parent and child ET and children's socioemotional behaviors. Controlling for child age, family SES, and total utterances, parents' use of positive emotion words was negatively associated with children's externalizing problems. Children's use of emotion reasoning was positively associated with their expressed sadness. A few cultural group differences were also found: TW children used more negative emotion words and engaged in more elaborative ET than CA children, and TW parents used more emotion reasoning than CA parents. Moreover, TW children had fewer peer problems than CA children. Practice or Policy: The findings suggest emotion talk during shared book reading may be a beneficial family activity that promotes children's socioemotional development in Chinese-heritage families. Parents in low-income Chinese immigrant families likely face socio-cultural barriers to engage in elaborative emotion talk with their children.

Environmental and sustainability education cannot disconnect itself from politics. In order to achieve sustainable societies, we need approaches that educate students capable of coping with the political complexities of environmental issues in a civic environmental context. This study proposes a pluralistic environmental citizenship approach based on the exploration of a 13-month long curriculum case study that engaged Taiwanese youth in deliberating over a highly controversial wetland policy related to their community. By tracing five focal students' learning trajectories in depth, this study revealed that students conceptualize their roles toward a "pluralistic environmental citizenship" including four elements: conception of community, conception of environment, legal and institutional knowledge, and pluralistic values. This study showcases the potential power of integrating deliberative pedagogies in place-based education and how they can enrich environmental citizenship education.

This study seeks to understand students' perceptions of self-agency and how they demonstrate their agency by engaging in discussions of a highly controversial wetland policy facing their community. Five focal students participating in this 13-month long curriculum were selected for further explorations. We traced their learning trajectories to explore how students perceive their own roles in coping with this environmental controversy. Our data included student interviews at three different learning phases and recordings of in-class deliberative activities. The results revealed that students were more aware of their own agency as they navigated the contesting viewpoints among stakeholders. Three themes were generated to explain this change: adults' business, family communication, and empowerment through civic action. This study showcases that engaging students in deliberations about environmental controversies has the potential to make them more aware of their own agency and become agentic citizens in addressing contentious environmental issues.

Purpose: This study examined the acoustic properties of Taiwanese (Southern Min) lexical tones produced in esophageal speech (ES) and pneumatic artificial laryngeal speech (PAL), including onset fundamental frequency (F0), slope of F0 contour, duration, and amplitude (intensity) of the vowel portion of syllables carrying seven Taiwanese tones. Method: Seven ES speakers, seven PAL speakers, and 18 normal laryngeal (NL) speakers (all male) read aloud target syllables carrying the tones in monosyllables, disyllables, and sentences. Acoustic features were measured with "Praat." Results: Acoustic analysis revealed (a) no significant effects of linguistic level on acoustic parameters except for duration, which generally significantly decreased from monosyllables to disyllables to sentences for Tones 1 and 5; (b) significant differences across the speaker groups in onset F0 (PAL > ES > NL), duration (PAL > NL and PAL > ES for all tones), and mean amplitude (PAL > NL > ES); and (c) no significant difference in mean slope of F0 contour across the speaker groups. Conclusions: These preliminary data on acoustic properties of Taiwanese tones produced by ES and PAL speakers could facilitate the design of therapeutic strategies for improving the intelligibility of alaryngeal lexical tones. Further studies are recommended to examine the relative perceptual importance of the acoustic parameters.

Employing Oliver's disconfirmation theory as a theoretical basis, we examined the relationships between school teachers' attitudes, expectations and satisfaction with collaborating with school counsellors. Also, structural equation modelling was used to determine the effects of counsellors' professional traits on teacher satisfaction. Stratified sampling yielded a sample of 395 homeroom teachers from 26 public schools in Taoyuan City, Taiwan, representing a 94.4% response rate. We found: (1) teachers were highly satisfied with their collaborations with school counsellors, (2) teachers' collaborative attitudes and expectations were significant predictors of their satisfaction, supporting Oliver's theory, and (3) counsellor's professional traits significantly affected teachers' collaborative attitudes, expectations, and satisfaction.

In the current study, we followed motivational theories and investigated whether granting junior high school students one more opportunity to take the high-stakes high school entrance exam alleviates students' depressive symptoms, and whether the effect is comparable for adolescent boys and girls residing in Taiwan. We analyzed two longitudinal datasets (seventh to tenth grade) from two neighboring cohorts, in which one cohort could take the exam just once (i.e., the pre-reform cohort) and the other twice (i.e., the post-reform cohort). Using a lagged-dependent-variable difference-in-differences model to compare the level of depressive symptoms before and after the entrance exam for the two cohorts, the results revealed that the reform was associated with increases in the level of depressive symptoms for both boys and girls. Despite a higher level of depressive symptoms overall, adolescent girls in the post-reform cohort showed a slower increase in the level of depressive symptoms than boys.

A major cluster of economic engines that have changed Asian higher education, Hong Kong, Singapore, South Korea, and Taiwan have all developed high-income societies as well as world-class universities which linked local "knowledge economies" to global science and created hubs for international collaborations and mobility. However, there has been limited analysis of interdependencies between the rise of world-class universities and changes in the flows of international talent. This paper elaborates on the concept of higher education internationalization that aims at enhancing geopolitical equity in global mobility and re-positioning local students for improved access to the world-class excellence. The paper compares key themes and patterns that define the Tiger societies' unique positions in the field of global higher education.

The shortage of enrollment in Taiwanese universities has become more serious in recent years. To prevent their closure, Taiwanese universities have committed themselves to recruiting more students from mainland China ("lusheng") as a way to increase financial income. However, due to national security reasons, specially designed restricted policies have been imposed on "lusheng" by Taiwanese government, leading to low rate of satisfaction toward their education experience and later the number of registered "lusheng" falling below the expected level. The changing Cross-Strait relation is also affecting the outcomes of the policies on "lusheng's" recruitment. This article analyzes the reasons for the unsuccessful experience of recruiting "lusheng" in Taiwanese universities with a two-direction push-and-pull model. The primary data was collected through semi-formal interviews with the same group of 25 degree-seeking "lusheng" in Taiwan in two time periods (2014 and 2016). We argue that a fundamental reform is necessary for improving the current situation, and at the same time point out several misconceptions held by Taiwanese scholars and policy makers.

Grounded in the social-ecological theory, in this study, we examined the heterogeneity in young adolescents' self-report patterns of coping strategies in response to school bullying and peer victimization. We also examined the linkages between adolescents' coping patterns and the patterns of psychosocial maladjustment, and to what extent such linkages were moderated by adolescents' perceived school bonding. The latent profile analysis and the latent transition analysis were conducted with a sample of 730 Taiwanese adolescents (M age = 12.8 years, age range = 11-13 years, 49% girls) attending one middle school. The results indicated the existence of four distinctive patterns of adolescents' coping strategies against peer victimization (i.e., "disengaged," "adaptive," "moderate," "approach with avoidant") and three patterns of psychosocial maladjustment (i.e., "high," "moderate," "low"). Across all coping patterns, the adaptive copers demonstrated the least serious psychological maladjustment, followed by moderate copers, avoidant with approach copers, and disengaged copers. Second, school bonding buffered adaptive and moderate copers from psychological maladjustment, but such a link was absent for adolescents who utilized very little coping strategies (i.e., disengaged copers) as well as those who endorsed all coping strategies including positive ones to a particularly high extent (i.e., approach with avoidant copers). The results suggest that adolescents' coping with bullying and peer victimization should be understood as a holistic pattern instead of treated as separate strategies. Also, the positive effects of adaptive coping were canceled out if adolescents simultaneously use an excessive degree of externalizing and internalizing coping. The implications for prevention and intervention were discussed.

The trend towards neo-liberal policies which began in the 1980s has caused public finances around the world to be linked to market forces rather than state allocation. In consequence, the sharp reduction in public funding allotted to the education sector has affected both social values and educational quality. With the growing influence of globalization on higher education, many East Asian nations have enacted urgent university reforms designed to boost competitiveness of their domestic university systems. China's Projects 211 and 985; South Korea's BK21; Japan's National University Corporation Plan; and Taiwan's 'Five Year-Fifty Billion Plan have all been initiated in response to the process of globalization and the demand for global talent in academia. Elsewhere, governments in the Arab Middle East, the Americas, Europe, East and Southeast Asia have all initiated new policies to enhance the global competitiveness and international visibility of their flagship universities, and many of these focus in an unprecedented away on journal publication as the major performance criterion for faculty reward. The increasing extent to which government policies worldwide favour measurements derived from publication indexes such as SCI/SSCI has led to strengthened managerial governance over academic culture and the academic profession itself. This paper argues that a phenomenon of 'publish globally and perish locally' has emerged, especially in the humanities and social sciences which are most vulnerable to 'SSCI Syndrome', and that this trend is detrimental to academic effectiveness and diversity.

A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and have argued for the relative importance of some of these factors. Clearly, some learners are more successful than others, and it is tempting to try to find the factor or combination of factors that can crack the code to success. However, isolating one or several global individual characteristics can only give a partial explanation of success in second language learning. The limitation of this approach is that it only reflects on rather general personality characteristics of learners at one point in time, while both language development and the factors affecting it are instances of complex dynamic processes that develop over time. Factors that have been labelled as "individual differences" as well as the development of proficiency are characterized by nonlinear relationships in the time domain, due to which the rate of success cannot be simply deduced from a combination of factors. Moreover, in complex dynamic systems theory (CDST) literature it has been argued that a generalization about the interaction of variables across individuals is not warranted when we acknowledge that language development is essentially an individual process (Molenaar, 2015). In this paper, the viability of these generalizations is investigated by exploring the L2 development over time for two identical twins in Taiwan who can be expected to be highly similar in all respects, from their environment to their level of English proficiency, to their exposure to English, and to their individual differences. In spite of the striking similarities between these learners, the development of their L2 English over time was very different. Developmental patterns for spoken and written language even showed opposite tendencies. These observations underline the individual nature of the process of second language development.

Purpose: There is a lack of standardized Mandarin reading text material that could potentially elicit significant variations in fundamental frequency (F0) and in vocal intensity for clinical voice evaluation. In this study, a phonetically balanced "Three Bears Passage" was developed based on the classical "Goldilocks" story for this purpose. The hypothesis was that the vocal range (F0 range and Intensity range) elicited while reading aloud the passage could be similar to that of the voice range profile (VRP) obtained with sustained vowel production and significantly different from that while reading an existing standard Mandarin passage. Method: One hundred twenty young adults (60 men and 60 women, aged 25.22 ± 3.74 years) without vocal pathologies and vocal training participated in the study. Vocal range data, including F0-related measures and intensity-related measures, were obtained with Praat in order to construct VRPs for the sustained /a/ and to construct speech range profiles for passage reading. Results: F0 range and intensity range for the new passage were significantly larger than those for the existing Mandarin passage for both male and female participants. In particular, the F0 range for the passage was not significantly different from that of the VRP for male participants. Conclusions: These findings suggested that the new passage could allow individuals without vocal training to demonstrate a large vocal range in both F0 and vocal intensity, in a passage reading setting in a relatively short time. Further studies should be pursued with the passage to investigate the vocal range and vocal potential of individuals with voice disorders.

This study describes the use of a game-based writing environment (GWE) to increase textual cohesion in students' writing and improve their writing attitude. The participants were 113 third-grade students in Taiwan; the study was conducted over two semesters. A GWE was used for the experimental group (n = 56), and a conventional writing environment was used for the control group (n = 57). Both environments were constructed using the Reading for Creating and Talking for Revising writing model, which has helped students overcome writing difficulties. The GWE provided management-related game elements and a game-based feedback mechanism in the form of peer response and created a setting in which students could engage in more writing activity, pay more attention to their writing, and improve their writing skills. The results indicated that the experimental group performed better than the control group in referential cohesion and in terms of their affective, challenge, and qualified attitudes. We speculate that the GWE strengthens students' textual cohesion and writing attitude.

Research productivity has been a critical issue in terms of academic development in higher education. In this study, we adopt a life-course perspective to examine the personal factors, mostly age-related, affecting research productivity in a Taiwanese research-oriented university. Covering a time series of 20 years, our dataset includes individual research performance of faculty and other relevant covariates over their life course. The growth curve model designed for multilevel modeling of repeated measures is applied to capture the age effect. Our analysis contributes to the thread of this literature in several dimensions. First, the faculty's early academic achievement is positively associated with their later performance providing support for the cumulative advantage theory. Unlike the prediction of the utility maximizing theory, faculty with an administrative position leads to higher productivity. Finally, reinforcement still plays a critical role in regulating the productivity for non-early promising faculty.

While discourse competence (DC) has been identified as the core competence in English as a foreign language (EFL) learning and communication, only a few empirical studies have focused on DC in speaking assessments. This study investigates the discourse features (i.e., cohesion and coherence) of Taiwanese candidates' performances in an argumentative exposition task in the General English Proficiency Test (GEPT) by analyzing the construction of cohesion and coherence across four band scores (i.e., Bands 2, 3, 4, and 5). Cohesion analysis showed that all the three types of cohesion devices (i.e., grammatical, logical, and lexical) develop linearly with increasing band score levels. The higher-score test-takers (Bands 4 and 5) adopted grammatically and semantically more appropriate references to establish an accurate relation with the referents. They also tended to use a higher frequency of overall conjunctions (particularly additive) and repetition to promote logical and lexical cohesion. Coherence analysis found that high-score candidates were more equipped to produce a response that complies with the expected generic structure of argumentative tasks. While more complex theme-rheme patterns appeared more frequently in the discourse of higher-score candidates, theme reiteration patterns were only observed in Band 2. These results illustrate how Taiwanese EFL learners demonstrate DC with cohesive and coherence strategies in speaking test performance across band scores. Pedagogical implications for language teaching and learning are then discussed. [ABSTRACT FROM AUTHOR]

Predictors for coronavirus disease 2019 (COVID-19)-specific and non-COVID-19-specific deaths have not been extensively studied. This cohort study in Taiwan investigated predictors for COVID-19-specific and non-COVID-19-specific deaths among hospitalized patients with severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection. From January to July 2022, 2196 COVID-19 patients at Taipei City Hospital were consecutively recruited in this cohort study. Among the 175 deceased COVID-19 patients, 147 (84.0%) and 28 (16.0%) had COVID-19-specific and non-COVID-19-specific deaths, respectively. After controlling for other covariates, multinomial logistic regressions showed that age ≥ 65 was significantly associated with higher risks for both COVID-19-specific, adjusted odds ratio (AOR) = 6.21; and non-COVID-19-specific deaths (AOR = 6.06). Fully vaccinated individuals (AOR = 0.50) and Paxlovid recipients (AOR = 0.45) had lower COVID-19-specific death risks, while comorbid cancer or end-stage renal disease patients faced higher risks of non-COVID-19-specific deaths. Our study findings suggest that vaccination and Paxlovid treatment are crucial for reducing SARS-CoV-2-specific mortalities, while comorbid patients need careful monitoring to reduce non-COVID-19-specific deaths. [ABSTRACT FROM AUTHOR]

Background: Older‐age bipolar disorder (OABD) is commonly defined as bipolar disorder in individuals aged 60 or more. There have been no studies to examine temporal trends in the pharmacological treatment of OABD. We aimed to investigate prescription changes among OABD patients discharged from two public mental hospitals in Taiwan from 2006 to 2019. Methods: OABD patients discharged from the two study hospitals, from 1 January 2006 to 31 December 2019 (n = 1072), entered the analysis. Prescribed drugs at discharge, including mood stabilisers (i.e., lithium, valproate, carbamazepine, and lamotrigine), antipsychotics (i.e., second‐ and first‐generation antipsychotics (SGAs and FGAs)), and antidepressants, were investigated. Complex polypharmacy was defined as the use of three or more agents among the prescribed drugs. Temporal trends of each prescribing pattern were analyzed using the Cochran‐Armitage Trend test. Results: The most commonly prescribed drugs were SGAs (72.0%), followed by valproate (48.4%) and antidepressants (21.7%). The prescription rates of SGAs, antidepressants, antidepressants without mood stabilisers, and complex polypharmacy significantly increased over time, whereas the prescription rates of mood stabilisers, lithium, FGAs, and antidepressants plus mood stabilisers significantly decreased. Conclusions: Prescribing patterns changed remarkably for OABD patients over a 14‐year period. The decreased use of lithium and increased use of antidepressants did not reflect bipolar treatment guidelines. Future research should examine whether such prescribing patterns are associated with adverse clinical outcomes. [ABSTRACT FROM AUTHOR]

Background: Child abuse in Taiwan is a major societal concern that severely affects the well-being of children. Despite the complexity in detecting abuse, reports of child abuse are increasing, evidenced by a rise in cases and heightened awareness. This study utilizes judicial judgments as a lens to understand the varied interpretations of child abuse by clinical and forensic experts and explores the broader epidemiological trends of such abuse within the declining youth population of Taiwan. Methods: We conducted a retrospective study by analyzing official court judgments on child abuse allegations judged from 2008 to 2022 from the online database of Judicial Yuan. Furthermore, the study analyzed demographic factors, injury patterns, and opinions from various experts. Results: The results reveal that severe criminal cases of child abuse predominantly involve biological fathers as the primary offenders and physical abuse as the most common form of maltreatment. Victims are typically aged less than 5 years, which frequently leads to an unfavorable prognosis. Analysis also highlights the TEN-4-FACESp acronym as a highly predictive indicator of child abuse and underscores the prevalence of abusive head trauma (AHT). Moreover, the findings emphasize ongoing disparities in opinions between forensic medical examiners and clinical physicians, especially in AHT cases, which potentially influences judicial decisions. Conclusions: In summary, the study reveals ongoing disagreements between forensic medical examiners and clinical physicians, especially in cases of AHT, which may impact judicial decisions. Promoting consensus through interdisciplinary collaboration and improved communication can aid in revealing the truth in child abuse cases. [ABSTRACT FROM AUTHOR]

Background & Problems: Joint replacement wound stitches are typically not removed until two weeks after the operation. Therefore, patients with joint replacement must be able to execute proper wound care after discharge from the hospital to reduce the risk of wound infection. Prior data from Chang Gung Memorial Hospital's orthopedics ward indicate only 69% of joint-replacement patients are able to perform wound care properly at home. Potential causes for this noted by patients include age-related forgetfulness, being unable to discern redness or swelling in the wound, and language comprehension difficulties (i.e., Taiwanese vs. Mandarin). Poor rates of wound care may also be attributable to incomplete wound care education by nursing staff and wound care education being provided without adequate practice on the day of patient discharge. Purpose: This project was implemented to improve the accuracy of wound self-care performed by patients after joint replacement surgery and to enhance their related knowledge and wound-care technical correctness. Resolution: A wound care education checklist, wound care cue cards, wound care video clips, wound condition red flag cue cards, and customized wound care pack were proposed and implemented. Results: The rate of accuracy of wound self-care performance increased from 69% pretest to 98% posttest, showing the intervention to have effectively improved post-discharge wound care quality. Conclusions: To effectively improve the post-discharge accuracy of wound self-care in patients with joint replacement, the consistency of post-surgery wound care education given by nursing staff to patients should be improved, patients should be reminded of wound assessment and care steps, and patients should be aware that wound abnormalities require an immediate return to the hospital for follow-up treatment. [ABSTRACT FROM AUTHOR]

This study explores the b-value variations prior to M ≥ 6.0 earthquakes in Taiwan, examining their potential as earthquake precursors. Focusing on the 2018 Hualien earthquake and others between 1999 and 2021, we found that many large earthquakes occurred in areas with low b-values a year prior, although there were no significant temporal changes near the epicenters. However, for more accurate earthquake precursors, incorporating additional factors is recommended to minimize uncertainty. [ABSTRACT FROM AUTHOR]

Online dating and dating apps are meant to help sexual minorities find romantic partners, but they have also presented challenges and obstacles. Based on 27 in-depth interviews with lesbian, gay, and bisexual dating app users living in Taiwan, this exploratory study proposes the concept of hyperpersonal failure as a holistic framework for understanding these challenges. This framework specifies four types of failure, each corresponding to one element in the original hyperpersonal communication model: the failure to present oneself (online daters as the sender), the failure to meet conversational expectations (the channel), the failure to develop positive impressions of the targets (online daters as the receiver), and the failure to obtain responses (the feedback). The study also discusses how the affordances of online environments contribute to hyperpersonal failure. Overall, the framework has the potential to shed light on online dating in general, extending beyond the experiences of sexual minorities. [ABSTRACT FROM AUTHOR]

The present study attempted to identify the psychological processes associated with the career goals of Taiwanese college athletes. In order to identify the psychological processes potentially associated with career goals, the study drew upon social cognitive career theory (SCCT). The results supported SCCT indicating that career decision-making self-efficacy contributed to vocational interests, outcome expectations, and career goals. Social support was found to be related to career decision-making self-efficacy, and outcome expectations were found to be related to vocational interests. In addition, the results revealed that career decision-making self-efficacy and outcome expectations indirectly affected career goals through vocational interests and that social support indirectly affected career goals through career decision-making self-efficacy. However, the results did not support the hypothesis that social support and outcome expectations contributed to career goals. The practical implications of these findings in terms of the career counseling given to Taiwanese college athletes are discussed.

The development of the modern global economy and the national competition in trade and commerce has intensified. Thus, overseas study as a major form of human capital formation in the Asian region tends to be regarded as an economic measure for enhancing workforce quality and national competitiveness. Mainstream discourses on international students at the national level have been instrumental in ignoring the social and cultural dimensions pursued by transnational interaction and understanding. However, in addition to the rapid advancement of internationalisation, international student mobility has become significantly diversified in terms of scenarios, patterns and motivations. In this paper, two short-term study-abroad programmes in Taiwan and Los Angeles were selected to investigate their influence on participants' perception and awareness of intercultural literacy. Results indicate that many participants have been highly motivated to engage in 'local culture, people and tradition'. The international outlook and perspectives of participants have broadened substantially due to these short-term but focused activities. In contrast to the economic purpose of student mobility, the result from this research provides promising information on further raising the young generation's social and culture understanding of other societies and countries by attending such short-term study programme.

A major evolution of the research system has taken place in the Asian region. Taiwan, as an emerging economy, has systematically upgraded its knowledge production and international academic collaboration during recent decades. Within this broader context, this research aims mainly to investigate the contemporary development of knowledge production and internationalisation of research in Taiwan. Particular attention is directed to the concrete policies and mechanisms, current scenarios, and emerging issues and challenges. Despite relatively successful development until the early 2000s, our empirical evidence has revealed relatively low-ranked expenditures on R&D, declining R&D personnel, shrinking total international publications, stagnant research quality, and unbalanced disciplinary development. Moreover, emerging issues and challenges include intertwined factors that have lowered research outputs, diverse academic approaches, talent shortages, ageing faculty, and a lack of institutional underpinnings. In other words, Taiwan has reached a new watershed. Conclusions and implications are drawn in line with the systematic downsizing and quality enhancement.

In the past two decades, Taiwan has gone through a series of drastic higher education transformations in response to the multi-faceted demands from globalization and domestic social change. Among the driving forces, new public management and neoliberal ideology have reshaped the nature and culture of higher education in Taiwan. The current study focuses on the broader internal stakeholders' relationships to higher education policy as they systematically engage with governance through decision-making. We empirically explore who the main actors are that make decisions at the ministerial level. The study identifies six key groups with different characteristics and traits. Acting as coalitions, these groups frequently influence policy formulation. Moreover, their influential paths -- identified as elite approach, professional engagement, and political networking -- jointly steer higher education decision-making. These triangular paths serve as a valuable conceptual framework to understand the complicated influential paths from internal stakeholders who have affected Taiwan's higher education policy.

This paper aims to broaden the conceptual approaches to understanding the complexity of student mobility in higher education (HE) across the Taiwan Strait, thereby exemplifying a contradictory mix of collaboration and competition that involves interplay among the various forces associated with global, regional and national settings. To achieve this goal, the paper provides an abstraction of 'trichotomisation', which explains the significance of the concepts of globalism, regionalism and nationalism in understanding cross-Strait student mobility, and thus shows its threefold nature. Specifically, it considers the intensification of cross-Strait student mobility in HE and the counter-reaction as a manifestation of globalism, a form of regionalism, and an expression of nationalism.

Background: The significant increase in medical disputes and lawsuits in recent years in Taiwan has severely affected behavior and ecology in medical practice. For this reason, we designed integrated courses on ethics and law and conducted a questionnaire-based career plan study to understand whether these issues influence their specialty selection process. Method: We randomly selected sixth-year medical students that rotated to our hospital to take an integrated course on medical ethics, laws and regulations, and problem-based learning. The students completed the same questionnaire before and after the course. We used a five-point Likert scale for agreement. In addition to calculating the proportion of agreement, we used paired t-tests in the question items before and after the course at a 0.05 level of significance. A qualitative analysis was also made. Results: This study included 98 medical students, 65 of whom were male, and 33 were female. In terms of reasons for studying medicine, the question item with the highest agreement proportion was "I chose to study medicine because being a doctor will enable me to lead a stable life"; in terms of career plans, it was "I will choose my specialty based on my personal aspirations and interests". On agreement scale, significant increases were presented in "I will choose my specialty based on my personal aspirations and interests" and "I will choose my specialty based on my sense of accomplishment". However, a significant reduction was found in "I will choose my specialty based on quality-of-life considerations". Qualitative analysis indicated that the students learnt that "acquiring good communication skills and fulfilling the obligation to obtain informed consent are the fundamental means of preventing medical disputes". Conclusion: After completing the course, medical students put greater emphasis on personal aptitude, interests, and sense of accomplishment, and less on quality-of-life in choosing a specialty.

Purpose: Previous cross-sectional studies have shown that higher magnesium intake is associated with better cognitive function, particularly in individuals with sufficient vitamin D status. The aim of this study was to evaluate the longitudinal associations between magnesium intake and cognitive impairment in a community-based cohort study in Taiwan. Methods: The study population included 5663 community-dwelling adults aged ≥ 55 years old recruited from 2009 to 2013 and followed up from 2013 to 2020. Magnesium intake was evaluated from a validated food frequency questionnaire at baseline. Cognitive performance was measured at baseline and follow-up for participants' Mini-Mental Status Examination (MMSE), Digit Symbol Substitution Test (DSST), and Clock-Drawing Test (CDT), and impairment was defined as MMSE < 24, DSST < 21, and CDT < 3, respectively. Multivariate logistic regression models were used to examine the associations and were stratified by sex and plasma vitamin D levels (≥ 50 or < 50 nmol/L). Results: Higher baseline magnesium intake was associated with lower odds of a poor performance on the MMSE in both men and women (4th vs. 1st. quartile: OR = 0.43, 95% CI = 0.23–0.82, ptrend < 0.01 in men and OR = 0.53, 95% CI = 0.29–0.97, ptrend = 0.12 in women) and on the DSST in men (OR = 0.23, 95% CI = 0.09–0.61, ptrend < 0.01) at follow-up. Inverse associations between baseline magnesium intake and a poor performance on the MMSE or DSST were observed in men regardless of vitamin D status. Conclusion: Our study suggested that higher magnesium intake was associated with the development of cognitive impairment in men in a median follow-up period of 6 years. [ABSTRACT FROM AUTHOR]

This study was intended to investigate whether computer-assisted collaborative learning is comparable with computer-free and individual learning; in particular, it examined each of their effects on learning English vocabulary, followed by an analysis of their behavior patterns. In a junior high school in northern Taiwan, a normal classroom was first equipped with an interactive whiteboard and seven all-in-one touchscreen desktop computers. All participants from three intact classes, 76 students in total, were asked to finish five review activities of the target English vocabulary and assigned to one of the following groups: the learning for the group of computer-supported collaboration took place in the technology-supported classroom whereas that of computer-free collaboration and that of computer-free non-collaboration in a normal classroom. The results of the vocabulary tests showed no significant differences among the three groups; those learning English vocabulary collaboratively in a technology-enhanced environment outperformed the other two groups in vocabulary retention. In addition, analyses of the group's behaviors before the touchscreen desktop computers echoed and explained their better performances than the other two groups.

We designed a cross-disciplinary interdepartmental volunteer program, which involved student participation in "community care teams for the elderly living alone." Our aim was to enhance communication between students and the elderly. Students were expected to meet and learn to get along with the elderly, to develop listening and communication skills, and learn to cooperate with student participants in other services. Students were required to devote at least 14 hours per semester to this two-semester program. Between September 2008 and June 2009, 19 students (1st semester), 34 students (2nd semester), 7 students (both 1st and 2nd semesters), respectively, and 15 elderly participants became involved in the program. Students were divided into 15 groups (each with 2-4 students), and each group visited the assigned elderly person at least 6 times per semester. According to student accounts, these visits improved their interpersonal and communication skills and their ability to express concerns with self-confidence. Our analysis of students' reflections found that early exposure to such community experiences increases their capacity for self-reflection and teaches them how to show respect. The opportunity to develop empathic communication skills with the elderly and learn to cooperate with faculty and colleagues can be beneficial to students in their future medical practice and strengthen the quality of community care.

The ideal of public education is to provide each student with equal opportunity to effectively learn what he or she needs to learn. However, because students are born unequally, additional resources should be allocated for assisting students with learning disadvantages. In order to gain a more accurate understanding of the actual needs of different types of special education students, questionnaires were delivered to 840 students in 280 classes in various parts of Taiwan. The main difference between this research and previous studies in the world is that in this study the students themselves are taken as the sample population, each providing responses with assistance from their teachers, so that the data gained from each questionnaire represents an individual student's unique needs. The overall weighting calculated from this new method of research is 2.20, which is similar to the results of many studies that were using different approaches.

This statement on social work practice research highlights the contributions of scholars, practitioners, and conference participants in the Fourth International Conference on Practice Research (ICPR) in 2017, hosted by The Hong Kong Polytechnic University in May 2017. It focuses on the contexts and challenges of carrying out practice research in the Far East and beyond as well as raises pertinent questions about the development of practice research. It begins with a brief description of the context of social work practice research in the Far East. The second part explores the organizational and community contexts and challenges of practice research with special attention to the perspectives of practitioners. It concludes with reviewing some of the continuing challenges that will guide the program planning for the Fifth ICPR in 2020 in Melbourne, Australia, located at the crossroads between East and West.

Conventional teacher-led instruction remains dominant in most elementary mathematics classrooms in Taiwan. Under such instruction, the teacher can rarely take care of all students. Many students may then continue to fall behind the standard of mathematics achievement and lose their interest in mathematics; they eventually give up on learning mathematics. In fact, students in Taiwan generally have lower interest in learning mathematics compared to many other regions/countries. Thus, how to enhance students' mathematics achievement and interest are two major problems, especially for those low-achieving students. This paper describes how we designed a game-based learning environment, called "Math-Island," by incorporating the mechanisms of a construction management game into the knowledge map of the elementary mathematics curriculum. We also report an experiment conducted with 215 elementary students for 2 years, from grade 2 to grade 3. In this experiment, in addition to teacher-led instruction in the classroom, students were directed to learn with Math-Island by using their own tablets at school and at home. As a result of this experiment, we found that there is an increase in students' mathematics achievement, especially in the calculation and word problems. Moreover, the achievements of low-achieving students in the experimental school outperformed the low-achieving students in the control school (a control group in another school) in word problems. Moreover, both the low-achieving students and the high-achieving students in the experimental school maintained a rather high level of interest in mathematics and in the system.