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The internal/external frame of reference model, big-fish-little-pond effect, and combined model for mathematics and science |
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pdf(1070) |
63 | 56 |
| 2008-06 |
Achievements and self-concepts in a comparison of math and science: Exploring the internal/external frame of reference model across 28 countries |
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說明頁(1681) |
36 | 無資料 |
| 2009.02 |
Approaches to the teaching of creative and non-creative mathematical problems |
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pdf(1270) |
31 | 24 |
| 2011.03 |
Taiwanese Teachers’ Implementation of a New ‘Constructivist Mathematics Curriculum’: How Cognitive and Affective Issues are Addressed |
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pdf(878) |
21 | 17 |
| 2012.07 |
Gaps between valuing and purchasing green-technology products: Product and gender differences |
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說明頁(1416) |
21 | 無資料 |
| 2012.02 |
Identification and assessment of Taiwanese children’s conceptions of learning mathematics |
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pdf(1335) |
18 | 11 |
| 2019-05 |
Exploring models for increasing the effects of school information and communication technology use on learning outcomes through outside-school use and socioeconomic status mediation: The Ecological Techno-Process. |
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16 | 10 |
| 2012.06 |
Differential psychological processes underlying the skill-development model and self-enhancement model across mathematics and science in 28 countries |
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11 | 7 |
| 2013.04 |
Tensions in implementing the `energy-conservation/carbon-reduction` policy in Taiwanese culture |
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9 | 9 |
| 2018-09 |
Effects of early numeracy activities on mathematics achievement and affect: Parental value and child gender conditions and socioeconomic status mediation |
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說明頁(598) |
9 | 無資料 |
| 2015-06 |
Creative behaviours in mathematics: Relationships with abilities, demographics, affects and gifted behaviours |
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pdf(691) |
7 | 2 |
| 2016-12 |
The Challenge of Learning Physics Before Mathematics: A Case Study of Curriculum Change in Taiwan |
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6 | 1 |
| 2022-09 |
Linear or quadratic effects of ICT use on science and mathematics achievements moderated by SES: Conditioned ecological techno-process |
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pdf(181) |
6 | 無資料 |
| 2010-08 |
Effects of science interest and environmental responsibility on science aspiration and achievement: Gender differences and cultural supports |
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說明頁(847) |
5 | 無資料 |
| 2004 |
Patterns of children’s emotional responses to mathematical problem-solving |
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5 | 無資料 |
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Online mathematics education as bio-eco-techno process: bibliometric analysis using co-authorship and bibliographic couplin |
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3 | 1 |
| 2014-09 |
Student constructs of mathematical problems: Problem types, achievement and gender |
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2 | 無資料 |
| 2014-11 |
Public constructs of energy values and behaviors in implementing Taiwan’s ‘energy-conservation/carbon-reduction’ declarations |
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2 | 無資料 |
| 2020-09 |
Gender differences in effects of father/mother parenting on mathematics achievement growth: A Bioecological model of human development |
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2 | 無資料 |
| 2020-08 |
Gender differences in predicting STEM choice by affective states and behaviors in online mathematical problem solving: Positive-affect-to-success hypothesis |
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2 | 無資料 |
| 2021-06 |
Graduates’ career success predicted by mathematical and affective abilities, effective higher-education learning and economic contexts: A bioecological positivity to success model |
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2 | 無資料 |
| 2023-09 |
Developing a framework to re-design writing assignment assessment for the era of large language models |
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2 | 無資料 |
| 2017-12 |
Equality or quality? Using within-school ranks to admit disadvantaged medical students |
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1 | 無資料 |
| 2019-09 |
An ecological approach to adolescent mathematics ability development: Differences in demographics, parenting, mathematics teaching, and student behaviors and emotions |
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1 | 無資料 |
| 2021-06 |
Graduate employment in higher education: Applying bibliometrics to world-system theory |
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1 | 無資料 |
