Albert K. Liau’s research while affiliated with University of Otago and other places

Self-regulation strategies are helpful for increasing goal commitment and maintaining behavior change. Evidence suggests that the self-regulation strategy of mental contrasting with implementation intentions (MCII) shows promise in helping people increase their physical activity. The purpose of this research was to investigate whether these self-regulation strategies would increase physical activity, which would, in turn, improve well-being and mental health. In a quasi-experimental study, participants were randomized by school to an experimental group (n = 40) and control group (n = 45). The experimental group received self-regulation strategies, whereas the control group did not. Both groups were given a Fitbit and the goal of 10,000 steps per day. Participants' well-being and depressive, anxiety, and stress symptoms were measured at baseline and after the 3-week intervention. The experimental group's physical activity increased from 7,938 to 9,288 steps per day (p = 0.001), whereas that of the control group did not increase. In the experimental group, the findings suggested a significant increase for men, and a nonsignificant increasing trend for women. The study demonstrated the benefits of self-regulation strategies such as MCII on achieving physical activity goals. Findings also suggested that self-regulation strategies provided improvement beyond physical activity by decreasing the depressive symptoms of female participants in the experimental group. Given the small sample size, effects by gender have to be interpreted with caution. Limitations and suggestions for future research are discussed.

The field of positive psychology has identified brief interventions that increase individuals’ well-being and decrease depressive symptoms. An example is the best possible self (BPS) activity. It is a writing exercise that asks participants to project themselves into the future, and imagine they have met all their goals in every domain of their life. The first objective of this study was to examine the effectiveness of BPS in increasing subjective well-being of youths in an Asian context. 191 participants were recruited from an institute of higher learning in Singapore. Classes were randomly assigned to either the experimental or control group. The experimental group was given instructions for the BPS intervention while the control group was asked to write about their past week. Participants completed two sessions that were 1 month apart. Results indicated that for the first session, the experimental group exhibited a significantly larger decrease in negative affect compared to the control group. Analyses of change scores indicated that changes in positive affect were related to changes in optimism scores whereas changes in negative affect were related to changes in life satisfaction and depressive symptoms. Implications of the findings are discussed.

There is a lack of rigorous evaluations of school-based Cyberwellness programs that seek to improve students’ attitudes and behaviors regarding the Internet. The purpose of this study was to implement and evaluate a new Cyberwellness program, the iZ HERO Adventure, which is a hands-on digital exhibition involving peer-mentoring and a transmedia adventure storytelling mode within a multisystemic approach. A total of 440 Grades 4, 5, and 6 students were recruited from 4 elementary schools in Singapore. Three hundred six participants were from Grade 4 (mentees) while 134 were from Grades 5 and 6 (mentors). A quasi-experimental design was used. Participants in the experimental condition received the interventions (iZ HERO exhibition visit and Story Quest gameplay) after the baseline data collection. Mentees’ perceptions regarding the iZ HERO exhibition were positive. The program was successful in improving students’ attitudes toward offline meetings, attitudes toward playing games instead of doing homework, and cyberbullying. Ratings of their mentoring experience were related to positive changes in attitudes. The program did not improve students’ attitude in the other online risky behaviors such as attitudes toward pornography. The results, reasons for its effectiveness, and limitations of the study are discussed. (PsycINFO Database Record (c) 2015 APA, all rights reserved)

Abstract Pathological Internet use (PIU) occurs when excessive Internet use results in addictive symptoms that exert detrimental consequences on one's overall functioning and well-being. Poor family functioning has been found to be associated with youths' addictive Internet use, and parental use of active and restrictive mediation has been found to reduce online risk. The current study aims to test if parental active and restrictive mediation strategies are negatively associated with youths' PIU. Additionally, it also tests the effectiveness of these strategies as a function of the broader family environment with measures of parent-child attachment, family communication, and the youth's comfort with living at home. The data of 3,079 students in Singapore were analyzed through a series of logistic regressions. The results revealed that the family environment for students with PIU was significantly less positive. Only restrictive mediation was found to be negatively associated with PIU. This relation was stronger for higher levels of attachment, communication, and comfort at home, implying that the effectiveness of restrictive mediation varies with the degree of warmth and support in the general family environment. The implications are discussed.

The primary aim of the study was to understand the phenomenon of pathological video-gaming by identifying protective factors for its development, and examining the dynamic interplay between protective factors and pathological video-gaming within a framework of change. The study was a 2-year longitudinal study involving 3034 children and adolescents recruited from 6 elementary and 6 secondary schools. Controlling for initial levels of pathological video-gaming, personal strengths and familial factors such as parent–child connectedness, and warm family environment were found to be protective factors for later pathological gaming. Increases in levels of emotional regulation and family environment warmth were related to decreases in pathological video-gaming. Higher initial levels and increases in pathological video-gaming were related to higher levels of later depressive symptoms, controlling for earlier levels of depressive symptoms. The study adds to the growing evidence that pathological video-gaming has potentially serious mental health consequences, in particular, on depression. For health providers who work with pathological video-gamers, the findings suggest that developing self-regulatory skills such as emotional regulation, and improving the family environment are useful strategies.

The purpose of this study was to examine the extent to which the pedagogical approaches used in the course were related to improvements in students’ attitudes toward statistics in a Quantitative Methods course for psychology undergraduate students in a Malaysian University. The study examined whether increasing availability of the instructor and tutor, carrying out hands-on activities, using collaborative learning, and utilizing scaffolding activities would be related to the improvement of students’ attitudes toward statistics. It also hypothesized that the various pedagogical approaches used would be related to higher levels of achievement in statistics. One hundred and three psychology students from a 14-week undergraduate course on statistics volunteered to participate in this study. The study found partial support that the approaches utilized were related to positive attitude changes toward statistics as well as achievement. Limitations are discussed and future research is suggested.

Parents use active and restrictive mediation strategies to guide and regulate children's online participation and the online risks they encounter. However, changes in parental mediation do occur over time and the effectiveness of these strategies on cyberbullying demands for further empirical investigation. The current study addresses these issues with a sample of 1084 students (49% girls) in a longitudinal, three-wave design. Gender differences were tested via multi-group analyses. Longitudinal growth models showed that parental use of both active and restrictive mediation decreased over time. For both types of mediation, the mean rate of change had a significant effect on boys' engagement in cyberbullying, but not for girls. Initial levels of restrictive mediation, but not active mediation, were found to be significantly predictive of cyberbullying in both genders. Girls had higher initial levels of both parental mediation types in comparison to boys. The results reveal that the effectiveness of active and restrictive mediation in relation to students' cyberbullying differs and informs us on gender differences. The implications of these results for parental education in online mediation are discussed.

Despite recent growth of research on the effects of prosocial media, processes underlying these effects are not well understood. Two studies explored theoretically relevant mediators and moderators of the effects of prosocial media on helping. Study 1 examined associations among prosocial- and violent-media use, empathy, and helping in samples from seven countries. Prosocial-media use was positively associated with helping. This effect was mediated by empathy and was similar across cultures. Study 2 explored longitudinal relations among prosocial-video-game use, violent-video-game use, empathy, and helping in a large sample of Singaporean children and adolescents measured three times across 2 years. Path analyses showed significant longitudinal effects of prosocial- and violent-video-game use on prosocial behavior through empathy. Latent-growth-curve modeling for the 2-year period revealed that change in video-game use significantly affected change in helping, and that this relationship was mediated by change in empathy.

E-portfolios are increasingly seen as a promising tool for facilitating learning as students engage in the Problem-Based Learning (PBL) process. Research that evaluates e-portfolios in the context of PBL is, however, limited. In addition, advantages of the use of e-portfolios both generally as well as in the context of PBL have tended to be advanced from the researcher’s perspective. Studies that have evaluated student perceptions remain unclear with regard to the factors beyond specific features of the e-portfolio which are likely to affect the perceptions. The purpose of this study is to address these gaps from the perspective of self-determination theory (SDT). It seeks to examine how student teachers’ motivational profile and their experiences of value, enjoyment, and effort are related to their perceptions of the e-portfolio in a PBL environment. Participants in this study were 413 students teachers enrolled in the Diploma in Education programme at the National Institute of Education, Singapore. Results were consistent with SDT and suggest that students with more self-determined forms of motivation and who reported enjoying, valuing, and putting effort into the process were more likely to view e-portfolios in PBL in a positive light.