The purpose of this study was to investigate university faculty's perceptions of teaching support and their teaching efficacy in Taiwan. In addition, the relationship of perceived teaching support to faculty' teaching efficacy was examined. Questionnaires measuring three dimensions of teaching support and six dimensions of teaching efficacy were distributed to 1,700 university faculty members, yielding 505 complete sets of responses. The public faculty show higher perceptions of teaching support and teaching efficacy than do their counterparts. The correlation coefficients between perceived teaching support and teaching efficacy among the public faculty are lower than those among the private ones. Peer support, teaching resources, and university type have some impact on faculty teaching efficacy. Administrative support, however, does not make a significant additional contribution to the variance in teaching efficacy.

The purpose of this study was to investigate faculty members' perceptions of teaching efficacy and their relation to faculty members' backgrounds. A questionnaire measuring six dimensions of teaching efficacy was distributed to faculty members at 17 universities in Taiwan, yielding 513 complete sets of responses. Faculty members felt efficacious, from the greatest to the least, in the following dimensions: course design, class management, interpersonal relation, learning assessment, technology usage, and instructional strategy. Faculty members of public universities show higher perceptions of their efficacy than do those of private universities. Faculty members in education report a higher level of efficacy than faculty members in other disciplines. Females score higher than males in class management and learning assessment. Faculty members with less than six years of teaching experience indicate lower perceptions of teaching efficacy in course design than other faculty members. Faculty members teaching courses completely matching their specialties feel more confident in their teaching than those teaching partially-matched courses. However, there is no significant difference between faculty members with teaching training and those without training experience.

No abstract

No abstract

This research aimed to explore the correlation between Indonesian University students’ conception of learning physics and their physics’ self-efficacy. A total of 279 students who were majoring in physics education participated in this research and were invited to complete two instruments: the conception of learning physics (CLP) and the physics learning’ self-efficacy (PLSE). Both of the questionnaires, which were modified from [Lin, Liang, & Tsai (2015a) and Lin, Liang, & Tsai (2015b)]’ instruments, had been translated into Indonesian language and validated through an exploratory factor analysis of participants’ responses. The differences between student levels were explored for their significance using an ANOVA test in order to portray a clear line among different conceptions of learning physics and physics learning self-efficacy. The results indicated that, first, the instruments used in the research had satisfactory validity and reliability. Second, students in sophomore level were significantly lower on the conceptions of testing than those in other levels. Meanwhile, the conceptions of calculating-practicing and understanding were not significantly different. Third, university students in senior level performed more confident in four dimensions: science content, higher-order thinking, everyday application, and science communication than others. The research also depicted a moderate correlation among dimensions of CLP and PLSE. Key words: conception of learning, physics education, self-efficacy, survey study, university student.

A scientist has to master the concept of science itself and be able to communicate it. Therefore, the role of a scientist and science communicator is like two sides of a coin. It has created science communication which is a new branch of science and undoubtedly different from communication science in social sciences. The term "science communication" refers both to an interdisciplinary field of study and related fields of professional practices (Priest, 2010). Science communication as a multidisciplinary field encompasses communication studies, education, philosophy, sociology, political science, history, ethics, and science. The general understanding of the practice areas has evolved into including public understanding of science, scientific literacy, public outreach, public relations activities,

The present study, using a moderated mediational model, explored levels of distal/proximal stressors, rumination, resilience, and health in a group of Italian and Taiwanese LGB+ people. The study also examined the role of internalized sexual stigma (ISS) and rumination as mediators between discrimination and health, and resilience as a moderator of the relationship between discrimination and ISS, rumination, and health, respectively. An online survey was administered to 508 LGB+ participants (270 Italian and 238 Taiwanese) whose age ranged from 18 to 70 years (M = 37.93, SD = 13.53). The moderated mediation model was tested through a series of path analyses stratified by group nationality. Italian participants reported higher discrimination and resilience, but lower ISS, rumination, and health problems compared to their Taiwanese counterparts. The only common path between groups was the direct effect of discrimination on health problems. The mediating role of ISS and rumination in the relationship between discrimination and health, as well as the moderating role of resilience, were partly significant only for the Italian group. Conclusions: The findings suggest that mediators and moderators used to evaluate the effects of minority stress on health may differ between groups; further culturally sensitive research in the field of LGB+ health is needed.

No abstract