Hsiang-Ting Chen, Ph.D.
Visiting Researcher

Research Interests

  • Educational testing and assessment
  • Gender education
  • Inquiry-based teaching
  • Affective factors in learning science

Education

Ph.D., Educational Psychology, National Sun Yat-sen University

Classes

  • ETR720 Advanced Research Methods in Education

Recent Papers

  • Chen, H-T., Wang, H-H., Lu, Y-Y., and Hong, Z. R. (2018, DOI). Bridging the gender gap of children’s engagement in learning science and argumentation through a modified argument-driven inquiry. International Journal of Science and Mathematics Education. doi: 10.1007/s10763-018-9896-9 (SSCI)
  • Lee, P-S., Chen, H-T., and Hong, Z. R. (2018). Validation and exploration of effects on bystanders’ intervention curriculum for sexual harassment preventative education. Journal of Research in Education Sciences, 63(3), 1-35. (TSSCI)
  • Wu, M-I., Chen, H-T., Lu, Y-Y., and Hong, Z. R. (2018). The Differences and mediated effects of Taiwanese adolescents’ health management, body image and well-being. Journal of Research in Education Sciences, 63(1), 33-67. (TSSCI)
  • Wang, H-H., Chen, H-T., Lin, H. S., Huang, Y-N., and Hong, Z. R. (2017). Longitudinal study of a cooperation-driven, socio-scientific issue intervention on promoting students’ critical thinking and self-regulation in learning science. International Journal of Science Education, 39(15), 2002-2026. (SSCI)
  • Wang, H-H., Chen, H-T., and Hong, Z. R. (2017). The effects of college students’ positive thinking, learning motivation and self-regulation through a self-reflection intervention in Taiwan. Higher Education Research and Development, 36(1), 201-216. (SSCI)
  • Lu, Y-Y., Chen, H-T., Hong, Z. R., and Yore, L. (2016). An investigation of students’ awareness of science teacher leadership, attitudes toward science, and positive thinking. International Journal of Science Education, 38(13), 2174-2196. (SSCI)
  • Chen, H-T., Wang, H-H., Lu, Y.-Y., Lin, H-S., and Hong, Z. R. (2016). Using a modified argument-driven Inquiry to promote elementary school students’ engagement in learning science and argumentation. International Journal of Science Education, 38(2), 170-191. (SSCI)
  • Wang, H-H.., Chen, H-T., Hong, Z. R., and Yore, L. (2015). An investigation of Taiwanese college students’ personality traits and self-worth. Journal of Happiness Studies, 16(6), 1593-1613. (SSCI)
  • Chen, H-T., Wang, H-H., Lin, H. S., Lawrenz, F., and Hong, Z. R. (2014). Longitudinal study of an after-school, inquiry-based science intervention on low-achieving children's affective perceptions of learning science. International Journal of science Education, 36(13), 2133-2156. (SSCI)
  • Hong, Z. R., Lin, H. S., Chen, H-T., Wang, H-H., and Lin, C-J. (2014). The effects of aesthetic science activities on improving at-risk families children’s anxiety about learning science and positive thinking. International Journal of Science Education, 36(2), 216-243. (SSCI)
  • Hong, Z. R., Lin, H. S., Wang, H-H., Chen, H-T., and Yang, K- (2013). Promoting and scaffolding elementary school students’ attitudes toward science and argumentation through a science and society intervention. International Journal of Science Education, 35(10), 1625-1648. (SSCI)
  • Hong, Z. R., Lin, H. S., Wang, H-H., Chen, H-T., and Yu, T-C. (2012). The effects of functional group counseling on inspiring low achieving students’ self-worth and self-efficacy in Taiwan. International Journal of Psychology, 47(3), 179-191. (SSCI)

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Contact

319-834-9204
a1863993@mail.niu.edu
Gabel Hall 204

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Educational Technology, Research and Assessment
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815-753-9339
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