13:40-15:20 | Room 705 Saturday Onsite Presentation Session 3

Psychology and Education

Session Chair: Mei-Shiu Chiu

13:40-14:05

68981 | The Implementation of International Education in Elementary Schools in Taiwan

Shao-Ying Tseng, National Chiayi University, Taiwan

Hsuan-Fu Ho, National Chiayi University, Taiwan

As the trend of globalization has endowed inevitable influences among countries economically, politically, and culturally, the importance of implementing international education has been stressed by many countries worldwide. Taiwan is no exception. The Taiwanese Government has published the “White Paper for International Education for Primary and Secondary Schools” in 2011, but the results are far from its expectations. This research thus aimed to evaluate the achievement of the international education in Taiwan, as well as to explore the major reasons for the meager school achievement. A self-developed Likert’s five point questionnaire was adopted as the major instrument for this research, and the questionnaire was delivered to 70 elementary school teachers in Taiwan. The results indicated that teachers have a strong and positive attitude toward the international education, and schools have worked very hard to promote the international education. However, the insufficient funding and inadequate teacher self-efficacy have contributed a great deal to the lower achievement. Finally, the author recommended that the government should allocate more resources for international education development, as well as provide more opportunities for teachers to lift their international education competency.

14:05-14:30

67436 | The Higher Education Expectation Scale: Development and Implications

Izzat Morshidi, James Cook University Singapore, Singapore

Peter Chew, James Cook University Singapore, Singapore

Lidia Suarez, James Cook University Singapore, Singapore

Excessive educational expectations are a known risk factor for anxiety, depression, and even suicidal ideation among students. However, current instruments measuring educational expectations have largely been for primary and secondary students with a focus on parental expectations. To examine the degree of educational expectations perceived by college and university students, the study describes the development and testing of the Higher Education Expectation Scale (HEES). The scale measures the perceived educational expectations from multiple sources among students in higher education. The first study detailed the design, content validity, and initial exploratory factor analysis of the scale among 302 Malaysian tertiary students. Results from the factor analysis show that students perceived expectations from four distinct sources: parents, self, educators/institutions, and culture. The initial scale had adequate to good reliability but had poor convergent and concurrent validity. The second study addressed the limitations identified in the first study with a new sample of 302 Malaysian tertiary students. A similar four-factor structure was tested and showed good to excellent reliability and moderate convergent and concurrent validity. Overall, the results produced a final 28-item HEES multidimensional scale that will allow empirical investigations into the impact of excessive expectations on tertiary students' psychological and physical well-being.

14:30-14:55

68480 | Teachers’ Opinions Toward the Use of an Affective Teaching Model in Real and Virtual Mathematics and Transdisciplinary Classrooms

Mei-Shiu Chiu, National Chengchi University, Taiwan

The aim of this study is to understand teachers’ opinions toward an affect-focused teaching model and its use in real and virtual classrooms. The model (“The Four-Seasons Framework for Affective Teaching”) was initially developed on the basis of affect-focused mathematics teaching in Taiwan. The model has a later development to incorporate learning theories (e.g., situational interest, gamification, scaffolding, and constructivism) and is transdisciplinary in nature. The participants were class (also mathematics) primary school teachers. Before the interview, the teachers viewed an introduction to the model, examples of PPTs for real classrooms, and examples of game-based teaching and assessment (developed by Unity) for virtual classrooms. In the interview, the teachers provided their opinions about implementing the framework in real and virtual mathematics and transdisciplinary classrooms. With qualitative methodologies, the theoretical basis to analyze the teacher interview data includes pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological pedagogical content knowledge (TPACK), and the learning theories constructing the model. The analysis results reveal that the teachers perceive the model as being a well-structured, flexible, and transdisciplinary approach, inviting deep learning, thinking, and understanding. The game-based design is potentially motivating students. The model might be difficult to implement due to teachers' existing teaching patterns, textbooks, and abundant teaching content in the curriculum. Integrating real and virtual classrooms is a practical design with the potential for benefiting students, especially low achievers. The teachers’ in-depth thinking patterns form a new structure of teaching, integrating PK, PCK, TPACK, and the learning theories for the model. 14:55-15:20

68850 | The Effects of Mindfulness Based Cognitive Therapy (MBCT) Group Counseling Program To Enhance Flow in Playing Music of Music Students

Chonthicha Hanaree, Srinakharinwirot University, Thailand

This study is the quasi-experimental research. Its purposes were to 1) comparing the flow in playing music of students majoring in music between before and after attending mindfulness based cognitive therapy group counseling program; and 2) comparing the flow in playing music of students majoring in music between the experiment group, who attended a group counseling program using mindfulness based cognitive therapy and the control group, who did not participate in the program. The sample consisted of 24 undergraduate students majoring in music, who met the inclusion criteria. The sample was divided into 12 students in the experiment group and other 12 in the control group. The research used a pretest-posttest quasi experimental design. The research instruments were the flow in playing music measurement and the mindfulness based cognitive therapy group counseling program. The program was administered into 8 sessions with approximately 120 minutes each time. The data were analyzed using mean, standard deviation, and t-test. The findings of this research were as followings: 1) the flow score of students majoring in music after attending the mindfulness based cognitive therapy group counseling program was higher than attendance before at .05 level of significant; and 2) the flow score of students majoring in music after attending the mindfulness based cognitive therapy group counseling program was higher than the control group’s scores at .05 level of significant.

15:35-17:15 | Room 705