In high-stakes, large-scale, standardized tests with certain time limits, examinees are likely to engage in either one of the three types of behavior (e.g., van der Linden & Guo, 2008; Wang & Xu, 2015): solution behavior, rapid guessing behavior, and cheating behavior. Oftentimes examinees do not always solve all items due to various…

Education researchers use surveys widely. Yet, critics question respondents' ability to provide high-quality responses. As schools increasingly use student surveys to drive policymaking, respondents' (lack of) motivation to provide quality responses may threaten the wisdom of using surveys for data-based decision-making. To better understand…

Students with internalizing behavior patterns are often overlooked and underserved in schools, which is problematic in that they are at risk for a host of negative outcomes. As a result, there is a need for universal screening procedures to proactively detect students with these behavior patterns and to provide them with early, ongoing supports.…

Recent research has shown that a group-level analysis can inform our understanding of school bullying. The present research drew on social identity theory and intergroup emotion theory. Nine- to eleven-year olds were randomly assigned to the same group as story characters who were described as engaging in bullying, as being bullied, or as neither…

The main purpose of this study was to investigate and predict the behavioral intention of in-service Taiwanese kindergarten teachers regarding whether they would join a graduate level academic program. The research framework was based on the Theory of Planned Behavior (TPB) in order to identify the most influential component that affected their…