Hsun-Yu Chan

Assistant Professor Hsun-Yu Chan

Assistant Professor
Hsun-Yu Chan

  • Courses3
  • Reviews8
Oct 11, 2019
N/A
Textbook used: No
Would take again: Yes
For Credit: Yes

0
0


Mandatory



Difficulty
Clarity
Helpfulness

Awesome

Prof. Chan is great at explaining and he doesn't overburden you with pointless assignments. He is one of my top fave psychology professors at TAMUC.

Jan 22, 2020
N/A
Textbook used: Yes
Would take again: No
For Credit: Yes

0
0


Mandatory



Difficulty
Clarity
Helpfulness

Awful

Prof. Chan gives you a hard time starting class. It states in the syllabus that if you have 5 or more unexcused absences that you will auto fail the course. Don't take him if you have children to take care of or a personal life, he doesn't care. Also, he will make you participate in research studies throughout campus, if you don't he will bump your grade to the next lowest letter.

May 20, 2020
N/A
Textbook used: Yes
Would take again: Yes
For Credit: Yes

0
0


Mandatory



Difficulty
Clarity
Helpfulness

Awesome

Professor Chan is sweet. He cares about his students. However, his clear grading criteria and assignments are very difficult. So, it's best to attend his class.

Apr 30, 2020
N/A
Textbook used: Yes
Would take again: Yes
For Credit: Yes

1
0


Mandatory



Difficulty
Clarity
Helpfulness

Awesome

Doctor Chan is not only a great professor but also a great man. He's always ready to listen to his student's comments, suggestions, or feedback. Also, he genuinely cares about them and their successes. I found him to be the most kind-hearted and inspirational instructor I've ever had. The work was difficult at times, but he was always ready to help.

Apr 28, 2020
N/A
Textbook used: Yes
Would take again: No
For Credit: Yes

0
0


Mandatory



Difficulty
Clarity
Helpfulness

Poor

Professor Chan is relaxed and nice. He understands that people have a life of their own. He even gives coloring books to your children when you bring them to class. On the other hand, his PowerPoint doesn't even cover half the book. And going to his lectures is a waste of time because his PowerPoints are very unorganized.

Biography

Texas A&M University Commerce - Psychology

I am an assistant professor of educational and developmental psychology at the Department of Psychology and Special Education, Texas A&M University-Commerce. I am interested in interpersonal relationship is related to two-year college students' learning and academic outcome longitudinally in STEM field. I hold a PhD degree in Educational Psychology (human development area) from the University of Wisconsin-Madison, where my research focused on how peers influence teens' disclosure of peer information to parents.


Experience

  • University of Wisconsin-Madison

    Postdoctoral Research Associate

    -Conduct quantitative and qualitative research
    -Draft research report for journal publication

  • University of Wisconsin-Madison

    Teaching Assistant

    Teaching assistant of Ed Psych 320: Human Development in Infancy and Childhood. Class size ranged from 15 to 145.

    1) Lectured selected chapters (Methodology in child development, peer relation development)
    2) Graded term papers
    3) Developed exams
    4) Held office hour

  • University of Wisconsin-Madison

    Project assistant: Improving Educational Outcomes in Manufacturing Engineering Technologist and Tech

    http://mette.wceruw.org/

    1) Review literature on community college effectiveness in recruiting, retaining, and graduating students in manufacturing and broader STEM fields.
    2) Conduct statistical analyses to resolve research questions
    3) Assist the administration of CCSSE

  • Ministry of Interior Affair

    Substitute military service (draftee counselor)

    Counsel draftees with substance abuse problem, archive management, other clerical work.

  • WIDE World

    Research assistant

    1) Analyzed survey questionnaires,
    2) Completed analysis reports
    3) Collaborated in qualitative research projects on Chinese teachers' perception of online courses

  • Center on Education and Work

    Research Support

    -Assisted the quantitative and qualitative research in CEW as a team.

    The Center on Education and Work (CEW) is a research, technical assistance, and resource provider within the School of Education at the University of Wisconsin-Madison. Established in 1964, the Center has a rich tradition of assisting educators and career development practitioners with program evaluation, qualitative and quantitative research, professional development training, and career resources.

    Through its work, the Center seeks to enhance the quality of career-related learning and outcomes for all youth and adults, including those with disabilities or other factors that challenge performance and success.

  • Texas A&M University-Commerce

    Assistant Professor

    I conduct research on the academic and employment success of community college students in STEM fields, and how peers influence parent-teenager relationship.

  • Greater University Tutoring Service

    Advise students' study skills.
    Diagnose learning and studying difficulties and test-taking skills.

Education

  • University of Wisconsin-Madison

    MS

    Educational Psychology

  • University of Wisconsin-Madison

    PhD

    Human Development (doctoral minor: Educational Leadership and Policy Analysis)

  • Graduate Mentor Award


    Awarded based on commitment to student mentoring for five years.

  • University of Wisconsin-Madison

    Postdoctoral Research Associate


    -Conduct quantitative and qualitative research -Draft research report for journal publication

  • University of Wisconsin-Madison

    Teaching Assistant


    Teaching assistant of Ed Psych 320: Human Development in Infancy and Childhood. Class size ranged from 15 to 145. 1) Lectured selected chapters (Methodology in child development, peer relation development) 2) Graded term papers 3) Developed exams 4) Held office hour

  • University of Wisconsin-Madison

    Project assistant: Improving Educational Outcomes in Manufacturing Engineering Technologist and Tech


    http://mette.wceruw.org/ 1) Review literature on community college effectiveness in recruiting, retaining, and graduating students in manufacturing and broader STEM fields. 2) Conduct statistical analyses to resolve research questions 3) Assist the administration of CCSSE

  • Harvard University Graduate School of Education

    EdM

    Human Development and Psychology

Publications

  • Economic returns to sub-baccalaureate technical education: Labor market outcomes for manufacturing program students in two-year technical colleges

    Community College Review

    Research on labor market outcomes for individuals who enroll in technical colleges is limited, with even less attention to the effects of short-term certificates than associate degrees. Also, despite the importance of manufacturing programs, there is a lack of research on employment outcomes for individuals who enroll in these programs at technical colleges. In this study, we explored how types of credential earned are related to employment outcomes 4 years post-enrollment for students in manufacturing programs at public 2-year technical colleges in Wisconsin. Our analyses revealed that students, particularly males, who completed an associate degree or a 2-year technical diploma were at an advantage in both rates of employment and earnings. White male students also enjoyed a stronger likelihood of being employed and earned higher annual wages than their ethnic minority counterparts. These advantages were not as manifest among female students.

  • Economic returns to sub-baccalaureate technical education: Labor market outcomes for manufacturing program students in two-year technical colleges

    Community College Review

    Research on labor market outcomes for individuals who enroll in technical colleges is limited, with even less attention to the effects of short-term certificates than associate degrees. Also, despite the importance of manufacturing programs, there is a lack of research on employment outcomes for individuals who enroll in these programs at technical colleges. In this study, we explored how types of credential earned are related to employment outcomes 4 years post-enrollment for students in manufacturing programs at public 2-year technical colleges in Wisconsin. Our analyses revealed that students, particularly males, who completed an associate degree or a 2-year technical diploma were at an advantage in both rates of employment and earnings. White male students also enjoyed a stronger likelihood of being employed and earned higher annual wages than their ethnic minority counterparts. These advantages were not as manifest among female students.

  • Adolescent disclosure of information about peers: The mediating role of perceptions of parents' right to know

    Journal of Youth and Adolescence

    Following the important insight that what parents know about their adolescent offspring depends primarily on what the child tells them, this study examines how attitudes about what parents have a right to know mediate the associations between several factors (quality of parent-child relationships, time spent with family and peers, levels of antisocial and prosocial behaviors, and gender and age) and adolescents'​ disclosures about peer relations. In two studies of early and middle adolescents (Ns = 231, 249; M ages = 14.5, 13.0; 62.3, 51.8 % female; 53.7, 67.5 % European American), a new measure of right-to-know attitudes is derived and then applied to four facets of adolescents'​ experiences with peers: details of activities with peers, issues in specific relationships, and positive and negative peer characteristics. The findings indicate that adolescents are more inclined to disclose certain aspects of their peer relations than others, but these inclinations are related to several factors-especially the quality of mother-child relationships and involvement in antisocial behavior-and mediated by adolescents' attitudes regarding what parents have a right to know about peers. The results are related to autonomy development and parental oversight of adolescent peer interactions.

  • Economic returns to sub-baccalaureate technical education: Labor market outcomes for manufacturing program students in two-year technical colleges

    Community College Review

    Research on labor market outcomes for individuals who enroll in technical colleges is limited, with even less attention to the effects of short-term certificates than associate degrees. Also, despite the importance of manufacturing programs, there is a lack of research on employment outcomes for individuals who enroll in these programs at technical colleges. In this study, we explored how types of credential earned are related to employment outcomes 4 years post-enrollment for students in manufacturing programs at public 2-year technical colleges in Wisconsin. Our analyses revealed that students, particularly males, who completed an associate degree or a 2-year technical diploma were at an advantage in both rates of employment and earnings. White male students also enjoyed a stronger likelihood of being employed and earned higher annual wages than their ethnic minority counterparts. These advantages were not as manifest among female students.

  • Adolescent disclosure of information about peers: The mediating role of perceptions of parents' right to know

    Journal of Youth and Adolescence

    Following the important insight that what parents know about their adolescent offspring depends primarily on what the child tells them, this study examines how attitudes about what parents have a right to know mediate the associations between several factors (quality of parent-child relationships, time spent with family and peers, levels of antisocial and prosocial behaviors, and gender and age) and adolescents'​ disclosures about peer relations. In two studies of early and middle adolescents (Ns = 231, 249; M ages = 14.5, 13.0; 62.3, 51.8 % female; 53.7, 67.5 % European American), a new measure of right-to-know attitudes is derived and then applied to four facets of adolescents'​ experiences with peers: details of activities with peers, issues in specific relationships, and positive and negative peer characteristics. The findings indicate that adolescents are more inclined to disclose certain aspects of their peer relations than others, but these inclinations are related to several factors-especially the quality of mother-child relationships and involvement in antisocial behavior-and mediated by adolescents' attitudes regarding what parents have a right to know about peers. The results are related to autonomy development and parental oversight of adolescent peer interactions.

  • 性取向霸凌何時休? 從美國的旁觀者教育談起

    性別教育平等季刊

    An introduction of bullying problem in the United States, combined with a state-wide survey in Wisconsin on school climate and bystander effect in bullying incidents.

  • Economic returns to sub-baccalaureate technical education: Labor market outcomes for manufacturing program students in two-year technical colleges

    Community College Review

    Research on labor market outcomes for individuals who enroll in technical colleges is limited, with even less attention to the effects of short-term certificates than associate degrees. Also, despite the importance of manufacturing programs, there is a lack of research on employment outcomes for individuals who enroll in these programs at technical colleges. In this study, we explored how types of credential earned are related to employment outcomes 4 years post-enrollment for students in manufacturing programs at public 2-year technical colleges in Wisconsin. Our analyses revealed that students, particularly males, who completed an associate degree or a 2-year technical diploma were at an advantage in both rates of employment and earnings. White male students also enjoyed a stronger likelihood of being employed and earned higher annual wages than their ethnic minority counterparts. These advantages were not as manifest among female students.

  • Adolescent disclosure of information about peers: The mediating role of perceptions of parents' right to know

    Journal of Youth and Adolescence

    Following the important insight that what parents know about their adolescent offspring depends primarily on what the child tells them, this study examines how attitudes about what parents have a right to know mediate the associations between several factors (quality of parent-child relationships, time spent with family and peers, levels of antisocial and prosocial behaviors, and gender and age) and adolescents'​ disclosures about peer relations. In two studies of early and middle adolescents (Ns = 231, 249; M ages = 14.5, 13.0; 62.3, 51.8 % female; 53.7, 67.5 % European American), a new measure of right-to-know attitudes is derived and then applied to four facets of adolescents'​ experiences with peers: details of activities with peers, issues in specific relationships, and positive and negative peer characteristics. The findings indicate that adolescents are more inclined to disclose certain aspects of their peer relations than others, but these inclinations are related to several factors-especially the quality of mother-child relationships and involvement in antisocial behavior-and mediated by adolescents' attitudes regarding what parents have a right to know about peers. The results are related to autonomy development and parental oversight of adolescent peer interactions.

  • 性取向霸凌何時休? 從美國的旁觀者教育談起

    性別教育平等季刊

    An introduction of bullying problem in the United States, combined with a state-wide survey in Wisconsin on school climate and bystander effect in bullying incidents.

  • The relationship between interpersonal interaction and college success through the lens of motivation: An analysis of students in manufacturing programs at two-year technical colleges

    Community College Review

    This study explored the relationship between different types of interpersonal interaction, characterized by their underlying motivations, and educational outcomes among students in manufacturing programs at two-year colleges. While there exist several ways to classify interaction, motivation as an inherent attribute that fuels behaviors has been largely neglected. In this study, we developed a nuanced approach to differentiating types of interaction based on students’ underlying motivation and further investigated how different forms of interaction are related to educational outcomes. We found that interaction can be grouped into three categories that represent different underlying motivations: interaction as a response to curricular demands, interaction for broader educational purposes, and interaction for diverse experiences. Interaction for broader educational purposes was positively associated with GPA, but interaction as a response to curricular demands had a negative relationship with GPA. Diversity-related interaction moderated the relationship between college under-preparedness and retention/graduation status. Contributions: This study provides an in-depth examination of interpersonal interaction that is based in the context of students’ underlying motivations. Our findings shed fresh and nuanced light on the relationship between motivation-driven interactions and college outcomes, and inform two-year college administrators and instructors as they strive to provide an enriching learning environment where students interact with faculty and peers to not only navigate course requirements but also engage in activities contributing to their broader educational and career goals.

  • Economic returns to sub-baccalaureate technical education: Labor market outcomes for manufacturing program students in two-year technical colleges

    Community College Review

    Research on labor market outcomes for individuals who enroll in technical colleges is limited, with even less attention to the effects of short-term certificates than associate degrees. Also, despite the importance of manufacturing programs, there is a lack of research on employment outcomes for individuals who enroll in these programs at technical colleges. In this study, we explored how types of credential earned are related to employment outcomes 4 years post-enrollment for students in manufacturing programs at public 2-year technical colleges in Wisconsin. Our analyses revealed that students, particularly males, who completed an associate degree or a 2-year technical diploma were at an advantage in both rates of employment and earnings. White male students also enjoyed a stronger likelihood of being employed and earned higher annual wages than their ethnic minority counterparts. These advantages were not as manifest among female students.

  • Adolescent disclosure of information about peers: The mediating role of perceptions of parents' right to know

    Journal of Youth and Adolescence

    Following the important insight that what parents know about their adolescent offspring depends primarily on what the child tells them, this study examines how attitudes about what parents have a right to know mediate the associations between several factors (quality of parent-child relationships, time spent with family and peers, levels of antisocial and prosocial behaviors, and gender and age) and adolescents'​ disclosures about peer relations. In two studies of early and middle adolescents (Ns = 231, 249; M ages = 14.5, 13.0; 62.3, 51.8 % female; 53.7, 67.5 % European American), a new measure of right-to-know attitudes is derived and then applied to four facets of adolescents'​ experiences with peers: details of activities with peers, issues in specific relationships, and positive and negative peer characteristics. The findings indicate that adolescents are more inclined to disclose certain aspects of their peer relations than others, but these inclinations are related to several factors-especially the quality of mother-child relationships and involvement in antisocial behavior-and mediated by adolescents' attitudes regarding what parents have a right to know about peers. The results are related to autonomy development and parental oversight of adolescent peer interactions.

  • 性取向霸凌何時休? 從美國的旁觀者教育談起

    性別教育平等季刊

    An introduction of bullying problem in the United States, combined with a state-wide survey in Wisconsin on school climate and bystander effect in bullying incidents.

  • The relationship between interpersonal interaction and college success through the lens of motivation: An analysis of students in manufacturing programs at two-year technical colleges

    Community College Review

    This study explored the relationship between different types of interpersonal interaction, characterized by their underlying motivations, and educational outcomes among students in manufacturing programs at two-year colleges. While there exist several ways to classify interaction, motivation as an inherent attribute that fuels behaviors has been largely neglected. In this study, we developed a nuanced approach to differentiating types of interaction based on students’ underlying motivation and further investigated how different forms of interaction are related to educational outcomes. We found that interaction can be grouped into three categories that represent different underlying motivations: interaction as a response to curricular demands, interaction for broader educational purposes, and interaction for diverse experiences. Interaction for broader educational purposes was positively associated with GPA, but interaction as a response to curricular demands had a negative relationship with GPA. Diversity-related interaction moderated the relationship between college under-preparedness and retention/graduation status. Contributions: This study provides an in-depth examination of interpersonal interaction that is based in the context of students’ underlying motivations. Our findings shed fresh and nuanced light on the relationship between motivation-driven interactions and college outcomes, and inform two-year college administrators and instructors as they strive to provide an enriching learning environment where students interact with faculty and peers to not only navigate course requirements but also engage in activities contributing to their broader educational and career goals.

  • Association of parental warmth and harsh discipline with developmental trajectories of depressive symptoms among adolescents in Chinese society

    Journal of Family Psychology

    This article examines the relationship between parenting styles and the development of depressive symptoms among adolescents. We analyzed a nationally representative longitudinal data set of adolescents aged 12 to 14 in Taiwan. Results from growth mixture modeling revealed a nonlinear increase in the intensity of depressive symptoms between early and middle adolescence. More pronounced depressive symptoms in earlier years were also shown to be associated with more rapid development of similar symptoms later in adolescence. Perceived parenting styles, as manifest in parental warmth and harsh discipline, were categorized into 4 latent heterogeneous classes: attentive, reserved, austere, and conflicting. Adolescents living under austere parenting tend to report the most pronounced depressive symptoms from early to middle adolescence; however, the development of symptoms in this group was the slowest. We also discuss the role of harsh parenting in Chinese culture, as it pertains to the roles traditionally assumed by the father and mother.

  • Economic returns to sub-baccalaureate technical education: Labor market outcomes for manufacturing program students in two-year technical colleges

    Community College Review

    Research on labor market outcomes for individuals who enroll in technical colleges is limited, with even less attention to the effects of short-term certificates than associate degrees. Also, despite the importance of manufacturing programs, there is a lack of research on employment outcomes for individuals who enroll in these programs at technical colleges. In this study, we explored how types of credential earned are related to employment outcomes 4 years post-enrollment for students in manufacturing programs at public 2-year technical colleges in Wisconsin. Our analyses revealed that students, particularly males, who completed an associate degree or a 2-year technical diploma were at an advantage in both rates of employment and earnings. White male students also enjoyed a stronger likelihood of being employed and earned higher annual wages than their ethnic minority counterparts. These advantages were not as manifest among female students.

  • Adolescent disclosure of information about peers: The mediating role of perceptions of parents' right to know

    Journal of Youth and Adolescence

    Following the important insight that what parents know about their adolescent offspring depends primarily on what the child tells them, this study examines how attitudes about what parents have a right to know mediate the associations between several factors (quality of parent-child relationships, time spent with family and peers, levels of antisocial and prosocial behaviors, and gender and age) and adolescents'​ disclosures about peer relations. In two studies of early and middle adolescents (Ns = 231, 249; M ages = 14.5, 13.0; 62.3, 51.8 % female; 53.7, 67.5 % European American), a new measure of right-to-know attitudes is derived and then applied to four facets of adolescents'​ experiences with peers: details of activities with peers, issues in specific relationships, and positive and negative peer characteristics. The findings indicate that adolescents are more inclined to disclose certain aspects of their peer relations than others, but these inclinations are related to several factors-especially the quality of mother-child relationships and involvement in antisocial behavior-and mediated by adolescents' attitudes regarding what parents have a right to know about peers. The results are related to autonomy development and parental oversight of adolescent peer interactions.

  • 性取向霸凌何時休? 從美國的旁觀者教育談起

    性別教育平等季刊

    An introduction of bullying problem in the United States, combined with a state-wide survey in Wisconsin on school climate and bystander effect in bullying incidents.

  • The relationship between interpersonal interaction and college success through the lens of motivation: An analysis of students in manufacturing programs at two-year technical colleges

    Community College Review

    This study explored the relationship between different types of interpersonal interaction, characterized by their underlying motivations, and educational outcomes among students in manufacturing programs at two-year colleges. While there exist several ways to classify interaction, motivation as an inherent attribute that fuels behaviors has been largely neglected. In this study, we developed a nuanced approach to differentiating types of interaction based on students’ underlying motivation and further investigated how different forms of interaction are related to educational outcomes. We found that interaction can be grouped into three categories that represent different underlying motivations: interaction as a response to curricular demands, interaction for broader educational purposes, and interaction for diverse experiences. Interaction for broader educational purposes was positively associated with GPA, but interaction as a response to curricular demands had a negative relationship with GPA. Diversity-related interaction moderated the relationship between college under-preparedness and retention/graduation status. Contributions: This study provides an in-depth examination of interpersonal interaction that is based in the context of students’ underlying motivations. Our findings shed fresh and nuanced light on the relationship between motivation-driven interactions and college outcomes, and inform two-year college administrators and instructors as they strive to provide an enriching learning environment where students interact with faculty and peers to not only navigate course requirements but also engage in activities contributing to their broader educational and career goals.

  • Association of parental warmth and harsh discipline with developmental trajectories of depressive symptoms among adolescents in Chinese society

    Journal of Family Psychology

    This article examines the relationship between parenting styles and the development of depressive symptoms among adolescents. We analyzed a nationally representative longitudinal data set of adolescents aged 12 to 14 in Taiwan. Results from growth mixture modeling revealed a nonlinear increase in the intensity of depressive symptoms between early and middle adolescence. More pronounced depressive symptoms in earlier years were also shown to be associated with more rapid development of similar symptoms later in adolescence. Perceived parenting styles, as manifest in parental warmth and harsh discipline, were categorized into 4 latent heterogeneous classes: attentive, reserved, austere, and conflicting. Adolescents living under austere parenting tend to report the most pronounced depressive symptoms from early to middle adolescence; however, the development of symptoms in this group was the slowest. We also discuss the role of harsh parenting in Chinese culture, as it pertains to the roles traditionally assumed by the father and mother.

  • The influences of dual enrollment and other early academic experiences on two-year technical college student succes

    Community College Review

    Objective: Despite the fairly substantial body of literature devoted to understanding whether dual enrollment programs are related to academic success in college, less is known regarding how dual enrollment transmits its potentially positive influence, especially among two-year college students. In this study, we fill this gap by delving into the process of how dual enrollment is related to academic success among students attending two-year technical colleges. Specifically, we examine academic momentum as a potential mediator of the relationship between dual enrollment and educational outcomes. Methods: We draw on a sample of more than 15,000 first-time postsecondary students who entered Wisconsin’s two-year technical colleges in 2009 to 2010 after graduating from high school between 2007 and 2009. Using a path analysis, we investigate student transcript records, along with data from the National Student Clearinghouse. Results: Participation in dual enrollment is found to be related to more attempted credits, higher likelihood of college entry without delay, summer enrollment, as well as stronger academic performance. These early academic momentum indicators are then positively related to students’ college completion or retention, fully accounting for the positive relationship between dual enrollment participation and college outcomes. Contributions: Our study provides a finer look into two-year college students’ academic progress and success and how dual enrollment may fuel this process by promoting students’ academic momentum early during their college careers.

  • Economic returns to sub-baccalaureate technical education: Labor market outcomes for manufacturing program students in two-year technical colleges

    Community College Review

    Research on labor market outcomes for individuals who enroll in technical colleges is limited, with even less attention to the effects of short-term certificates than associate degrees. Also, despite the importance of manufacturing programs, there is a lack of research on employment outcomes for individuals who enroll in these programs at technical colleges. In this study, we explored how types of credential earned are related to employment outcomes 4 years post-enrollment for students in manufacturing programs at public 2-year technical colleges in Wisconsin. Our analyses revealed that students, particularly males, who completed an associate degree or a 2-year technical diploma were at an advantage in both rates of employment and earnings. White male students also enjoyed a stronger likelihood of being employed and earned higher annual wages than their ethnic minority counterparts. These advantages were not as manifest among female students.

  • Adolescent disclosure of information about peers: The mediating role of perceptions of parents' right to know

    Journal of Youth and Adolescence

    Following the important insight that what parents know about their adolescent offspring depends primarily on what the child tells them, this study examines how attitudes about what parents have a right to know mediate the associations between several factors (quality of parent-child relationships, time spent with family and peers, levels of antisocial and prosocial behaviors, and gender and age) and adolescents'​ disclosures about peer relations. In two studies of early and middle adolescents (Ns = 231, 249; M ages = 14.5, 13.0; 62.3, 51.8 % female; 53.7, 67.5 % European American), a new measure of right-to-know attitudes is derived and then applied to four facets of adolescents'​ experiences with peers: details of activities with peers, issues in specific relationships, and positive and negative peer characteristics. The findings indicate that adolescents are more inclined to disclose certain aspects of their peer relations than others, but these inclinations are related to several factors-especially the quality of mother-child relationships and involvement in antisocial behavior-and mediated by adolescents' attitudes regarding what parents have a right to know about peers. The results are related to autonomy development and parental oversight of adolescent peer interactions.

  • 性取向霸凌何時休? 從美國的旁觀者教育談起

    性別教育平等季刊

    An introduction of bullying problem in the United States, combined with a state-wide survey in Wisconsin on school climate and bystander effect in bullying incidents.

  • The relationship between interpersonal interaction and college success through the lens of motivation: An analysis of students in manufacturing programs at two-year technical colleges

    Community College Review

    This study explored the relationship between different types of interpersonal interaction, characterized by their underlying motivations, and educational outcomes among students in manufacturing programs at two-year colleges. While there exist several ways to classify interaction, motivation as an inherent attribute that fuels behaviors has been largely neglected. In this study, we developed a nuanced approach to differentiating types of interaction based on students’ underlying motivation and further investigated how different forms of interaction are related to educational outcomes. We found that interaction can be grouped into three categories that represent different underlying motivations: interaction as a response to curricular demands, interaction for broader educational purposes, and interaction for diverse experiences. Interaction for broader educational purposes was positively associated with GPA, but interaction as a response to curricular demands had a negative relationship with GPA. Diversity-related interaction moderated the relationship between college under-preparedness and retention/graduation status. Contributions: This study provides an in-depth examination of interpersonal interaction that is based in the context of students’ underlying motivations. Our findings shed fresh and nuanced light on the relationship between motivation-driven interactions and college outcomes, and inform two-year college administrators and instructors as they strive to provide an enriching learning environment where students interact with faculty and peers to not only navigate course requirements but also engage in activities contributing to their broader educational and career goals.

  • Association of parental warmth and harsh discipline with developmental trajectories of depressive symptoms among adolescents in Chinese society

    Journal of Family Psychology

    This article examines the relationship between parenting styles and the development of depressive symptoms among adolescents. We analyzed a nationally representative longitudinal data set of adolescents aged 12 to 14 in Taiwan. Results from growth mixture modeling revealed a nonlinear increase in the intensity of depressive symptoms between early and middle adolescence. More pronounced depressive symptoms in earlier years were also shown to be associated with more rapid development of similar symptoms later in adolescence. Perceived parenting styles, as manifest in parental warmth and harsh discipline, were categorized into 4 latent heterogeneous classes: attentive, reserved, austere, and conflicting. Adolescents living under austere parenting tend to report the most pronounced depressive symptoms from early to middle adolescence; however, the development of symptoms in this group was the slowest. We also discuss the role of harsh parenting in Chinese culture, as it pertains to the roles traditionally assumed by the father and mother.

  • The influences of dual enrollment and other early academic experiences on two-year technical college student succes

    Community College Review

    Objective: Despite the fairly substantial body of literature devoted to understanding whether dual enrollment programs are related to academic success in college, less is known regarding how dual enrollment transmits its potentially positive influence, especially among two-year college students. In this study, we fill this gap by delving into the process of how dual enrollment is related to academic success among students attending two-year technical colleges. Specifically, we examine academic momentum as a potential mediator of the relationship between dual enrollment and educational outcomes. Methods: We draw on a sample of more than 15,000 first-time postsecondary students who entered Wisconsin’s two-year technical colleges in 2009 to 2010 after graduating from high school between 2007 and 2009. Using a path analysis, we investigate student transcript records, along with data from the National Student Clearinghouse. Results: Participation in dual enrollment is found to be related to more attempted credits, higher likelihood of college entry without delay, summer enrollment, as well as stronger academic performance. These early academic momentum indicators are then positively related to students’ college completion or retention, fully accounting for the positive relationship between dual enrollment participation and college outcomes. Contributions: Our study provides a finer look into two-year college students’ academic progress and success and how dual enrollment may fuel this process by promoting students’ academic momentum early during their college careers.

PSY 300

3.7(3)

PSY 322

1.3(3)