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- 저자 : Wen-Bin Chiou (검색결과 2 건)
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Yevvon Yi-Chi Chang,Wen-Bin Chiou 서울대학교 교육연구소 2014 Asia Pacific Education Review Vol.15 No.4
The present study investigated the developmental relationship between cognitive thinking and diversity beliefs among late adolescents from a postPiagetian perspective. The participants were 762 Taiwanese undergraduates aging from 19 to 25 years. The Social Paradigm Belief Scale was used to assess three modes of cognitive development of late adolescents: formal, relativistic, and dialectical thinking. Regarding diversity beliefs, participants were administrated the adapted scale of multiculturalism and the adapted scale of color blindness. Results indicated that postformal thinkers scored higher than formal thinkers in multiculturalism and color blindness. Multiple discriminant analysis showed that the linear combination of multiculturalism and color blindness could discriminate between formal and postformal thinkers, which supported the prediction about the parallel relationship between development of postformal thinking and maturity of multiculturalism. This article provides an alternative approach of multicultural pedagogy in which fostering postformal thinking may promote the appreciation of diversity and thereby cultivate the growth of multicultural literacy.
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Pi-Yueh Cheng,Ping-Kun Hsu,Wen-Bin Chiou 서울대학교 교육연구소 2012 Asia Pacific Education Review Vol.13 No.4
Previous research on professional certification has primarily focused on graduate certificates in intensive care nursing, writing certificates for practitioners, maintenance of certification in radiation oncology, and the certification of teachers and surgeons. Research on certification in the domain of business and management from an attitudinal-behavioral approach has been lacking. Social psychological theories provide potentially useful tools for explaining how attitudes, intentions, and behaviors are changed. The current study compared four intention-based models-the theory of planned behavior, the theory of self-regulation (TSR), the revised TSR (in which desire is a partial mediator), and the other revised TSR (in which desire is a full mediator)-in terms of their ability to predict the intentions of business and management students to obtain certification in their fields. Participants were drawn from the southern, middle, and northern areas of Taiwan. A structural equation model applied to a sample of 273 undergraduates demonstrated that attitudes, subjective norms, perceived behavioral controls, desires, intentions, and behaviors were associated with certification in business and management domains. The explanatory power of the revised TSR in which desire was a full mediator was superior to that of the competing models. Implications and future directions are discussed.
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