교수진
Pey-Yan Liou
- 전화번호
- 02-3290-2323
- 연구분야
- 교육측정 · 통계
- 사무실
- 운초우선교육관 702호
- 홈페이지
- https://bit.ly/Professor-Liou
- 이메일
- pyliou@korea.ac.kr
학력
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Ph.D. in Quantitative Methods in Education of the Department of Educational Psychology, University of Minnesota – Twin Cities, 2010 M.A. in Quantitative Methods in Education of the Department of Educational Psychology, University of Minnesota – Twin Cities, 2008 B.A. in History, National Taiwan University, 2004
경력 및 수상
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Professor/Associate Professor, Department of Education, Korea University, 2020-present Associate Professor/Assistant Professor, Graduate Institute of Learning and Instruction, National Central University, 2011-2019
연구논문
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Liou, P.-Y., & Myoung, E. (2023). Teacher-perceived science inquiry-based instructional practice on student achievement and motivational beliefs in classroom contexts. Science Education, 107(6), 1485–1506. Jang, J., Yoo, H., & Liou, P.-Y. (2023). Effects of collaboration on teachers’ job satisfaction and self-efficacy: Personal and structural characteristics as moderators. Educational Studies, 1–23. Liou, P.-Y., Lin, Y.-M., Huang, S.-C., & Chen, S. (2023). Gender differences in science motivational beliefs and their relations with achievement over grades 4 and 8: A multinational perspective. International Journal of Science and Mathematics Education, 21(1), 233–249. Liou, P.-Y., Huang, S.-C., & Chen, S. (2022). Longitudinal relationships between school burnout, compulsive Internet use, and academic decrement: A three-wave cross-lagged study. Computers in Human Behavior, 135, 107363, 1–8. Myoung, E., & Liou, P.-Y. (2022). Adolescents’ political socialization at school, citizenship self-efficacy, and expected electoral participation. Journal of Youth and Adolescence, 51(7), 1305–1316. Liou, P.-Y. (2021). Students’ attitudes toward science and science achievement: An analysis of the differential effects of science instructional practices. Journal of Research in Science Teaching, 58(3), 310–334. Liou, P.-Y., Wang, C.-L., Lin, J. J. H., & Areepattamannil, S. (2021). Assessing students’ motivational beliefs about learning science across grade level and gender. The Journal of Experimental Education, 89(4), 605–624. Liou, P.-Y., & Bulut, O. (2020). The effects of item format and cognitive domain on students’ science performance in TIMSS 2011. Research in Science Education, 50(1), 99–121. Lin, J. J. H., & Liou, P.-Y. (2019). Assessing the learning achievement of students from different college entrance channels: A linear growth curve modeling. Assessment & Evaluation in Higher Education, 44(5), 732–747. Liou, P.-Y. (2017). Profiles of adolescents’ motivational beliefs in science learning and science achievement in 26 countries: Results from TIMSS 2011 data. International Journal of Educational Research, 81, 83–96. Wang, C.-L., & Liou, P.-Y. (2017). Students’ motivational beliefs in science learning, school motivational contexts, and science achievement in Taiwan. International Journal of Science Education, 39(7), 898–917. Liou, P.-Y. (2015). Developing an instrument for assessing students’ concepts of the nature of technology. Research in Science & Technological Education, 33(2), 162–181. Liou, P.-Y., & Hung, Y.-C. (2015). Statistical techniques utilized in analyzing PISA and TIMSS databases in science education from 1996 to 2013: A methodological review. International Journal of Science and Mathematics Education, 13(6), 1449–1468. Davenport, E. C., Davison, M., Liou, P.-Y., & Love, Q. U. (2015). Reliability, dimensionality, and internal consistency as defined by Cronbach: Distinct albeit related concepts. Educational Measurement: Issues and Practice, 34(4), 4–9. Liou, P.-Y., & Kao, P.-J. (2014). Validation of an instrument to measure students’ motivation and self-regulation towards technology learning. Research in Science & Technological Education, 32(2), 79–96. Liou, P.-Y., & Lawrenz, F. (2011). Optimizing teacher preparation loan forgiveness programs: Variables related to perceived influence. Science Education, 95(1), 121–144.
교수소개
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Pey-Yan Liou is a Professor in the Department of Education at Korea University. Prof. Liou’s research agenda has focused on examining the contribution of multiple motivational constructs to students’ engagement and learning using international large-scale student assessment (ILSA) datasets and quantitative techniques. Her current substantive research centers on how culture influences motivational processes and why cultural differences in motivation emerge. Her other research interest is how to develop an educational environment for shaping students’ citizenship literacy in this rapidly changing world. Delving into the intricacies of existing datasets from diverse geographic contexts and undertaking thorough comparative analyses, she channels her research dedication toward deriving insightful implications aimed at enhancing educational outcomes and social equality. Liou also conducted program evaluations for STEM education and institutional research during certain periods of her academic career. Prof. Liou’s works cutting across these themes have been published in rigorous peer-reviewed journals in science education, educational psychology, educational measurement, and higher education. Ranked as the fifth most productive author in ILSA for education research, as evidenced by a bibliometric review study in 2021, Prof. Liou’s notable contributions highlight her commitment to advancing scholarly discourse in the field. She currently serves on the editorial boards of the Journal of Research in Science Teaching, the International Journal of Science Education, the International Journal of Science and Mathematics Education, the Journal of Experimental Education, and the Journal of Youth and Adolescence. She also has served as a reviewer for more than 70 journals, spanning a diverse range of education, psychology, and social sciences.