ACP2023 Pre-Recorded Virtual Presentations

component of a person's self-concept that includes their desires, hopes, and wants (Higgins 1987; Rogers 1959). By gaining a deeper understanding of what they personally expect from themselves in order to achieve an ideal self, and the ways in which socio-political factors may impact their sense of self, adolescents will have greater means and opportunities to grow psychologically, socially, and intellectually mature

67514 | Research on the Effect of Multimedia Teaching on the Outcome of Interior Design License Examinations

Chin-Yu Hung, Tatung University, Taiwan

Chih-Fu Wu, Tatung University, Taiwan

This research examines interior design drawing as a research approach. For a long time, the primary teaching method of interior design drawing focused on a traditional hand-drawing experience but this teaching method did not keep pace with the times. Therefore, this research aims to explore the application of Multimedia Teaching assisted with interior design detail drawing, to establish the interior design drawing database, and to analyze the teaching and learning effects of such an approach. The design experiment study was carried out in three phases. The drawer participated in designing and drawing detail drawings, filled out questionnaire surveys and was rated in the first stage of the experiment. In the second stage of the experiment, the drawer participated in the testing and scoring of multimedia-assisted teaching. In the third stage of the experiment, the experimenters participated in the learning effectiveness questionnaire and the teaching effectiveness interview. The experimental analysis method adopted SPSS statistical item analysis combination to obtain the research results. The results of this study are expected to review the results of multimedia-aided teaching that can improve the effectiveness of interior design examinations, establish a database of suggestions, and analyze the effects of multimedia-aided drawing teaching and learning. A novel and innovative educational model for building interior design license examination is established with multimedia application-assisted teaching. The research results will provide an important reference for the improvement of interior design license examination teaching in the future

67519

| Internal Protective Factors of Chinese Rural Students’ Academic Resilience

Jia Zhuang, The Hong Kong Polytechnic University, Hong Kong

Youths are future pillars and valuable assets of a society. The large rural youth population defines the sustainability of tomorrow’s labor market. Empirical studies consistently suggest that Chinese rural students’ educational development is under considerable socio-economic and cultural threats (e.g., unprivileged family SES & unsupportive rural parental ethnotheories) (Kong et al., 2021), while little is known about individuals’ agency in withstanding environmental adversity. In this light, this study draws upon the concept of academic resilience to investigate the internal protective factors of Chinese rural students. Data is drawn from the China Family Panel Studies (CFPS) 2018 survey (N = 384; 183 non-resilient & 201 resilient students). The independent sample t-tests displays that resilient and non-resilient students are different in their educational aspiration (t = -4.53; p <0.001), school satisfaction (t = -1.98; p = 0.048), buoyancy (t = 4.49; p < 0.001), learning effort (t = -9.44; p < 0.001), and self-regulation (t = 4.44; p <0.001). The results of binary logistic regression further suggests that rural students’ educational aspiration (β1 = 0.50; 95%; CI: 0.22 to 0.78; p < 0.001), buoyancy (β2 = -0.13; 95% CI: -0.25 to -0.02; p = 0.023), self-regulation (β3 = -0.07; 95% CI: -0.12 to -0.01; p = 0.017), and learning effort (β4 = 0.22; 95% CI: 0.13 to 0.32; p <0.001) predict their academic resilience. This study contributes to the existing scholarship by identifying the significant internal protective factors of Chinese rural students’ academic resilience.

69219 | Engagement, Positive and Negative Emotions in English Learning in the Japanese Context

Rieko Nishida, Osaka University, Japan

In this presentation, I will describe general tendencies of Japanese university students’ behavioral, cognitive, social and emotional engagement in English classroom. Also general tendencies of positive emotional factors concerning enjoyment including social enjoyment, personal enjoyment and teacher appreciation, and also negative emotion including anxiety will be described. The study also investigates how these factors are interrelated. The study was conducted during the year of the spring semester of 2022. The research questions were to examine 1) the general tendencies of engagement, enjoyment, and anxiety for the Japanese students, 2) how positive emotions including enjoyment and negative emotions including anxiety can affect engagement in the language classroom. In order to investigate the research questions, the descriptive statistics, correlation analyses, and structural equation modeling (SEM) were examined. In descriptive statistics, teacher appreciation and behavioral engagement were high, on the other hand, anxiety and social enjoyment showed low. In correlation analyses, teacher appreciation and personal enjoyment showed a stronger correlation (r<.784). The hypothesized model was analyzed and all paths revealed statistical significance, and Goodness of Fit measure provided by AMOS are CFI =.992, RMSEA=.054. The model showed that students who felt stronger sense of enjoyment are likely to be engaged in classroom activities (with a path coefficient of . 88), and anxiety did not show a stronger path to engagement (with a path coefficient of .02). In this talk, an overall summary of the present study will be described.

64912 | Can We Use Technology to Predict Student Success and Failure in Higher Education

Peter Eachus, University of Salford, United Kingdom

The aim of this research was to identify those technological factors that contribute to success/failure in Higher Education. Many factors contribute to a students’ success or lack of success in higher education. Some of these will be individual factors such as personality, motivation, previous educational experiences and many others. Other factors that contribute to success or otherwise, will be focused on the institution and the technology, courses and facilities that are provided The data was collected automatically via the technologies used by the university. These included student use of the computer network; student access to online learning materials; the number of times the library was used; use of the virtual learning environment, and finally the degree to which student support services and careers advice was utilised. The students (N = 301) in this study were all enrolled on a BSc (Hons) Psychology programme at a University in the North of England. In addition to the behavioural data, student academic performance was also assessed using the existing assessments for the taught programme. The findings revealed that although some of the predicted relationships were confirmed, for example library use was a good predictor of academic performance, other predictions, for example use of the virtual learning environment, were not predictive of success. However, although a general model predicting student performance was not forthcoming, it was found that the data was useful in predicting “at-risk” students, i.e those individuals likely to drop out before completing their studies.