Journal Papers

1. Chiu, M.-S. (2024). Teachers’ opinions toward implementing affect-focused mathematics teaching in real and virtual classrooms. Education and Information Technologies.  https://doi.org/10.1007/s10639-024-12846-1 (SSCI, impact factor = 5.5 (2022); Scopus; ERIC; EBSCO) accepted ms; open view online

2. Hasumi, T., & Chiu, M.-S. (2024). Technology-enhanced language learning in English language education: Performance analysis, core publications, and emerging trends. Cogent Education, 11(1).  https://doi.org/10.1080/2331186X.2024.2346044  (ESCI; Scopus; ERIC; DOAJ; EBSCO) 

3. Chiu, M.-S., & Seah, W. T. (2024). Optimising gamification in mathematics lessons: A Taiwanese mathematics-grounding-activity approach. Vinculum, 61(2), 5-7. (EBSCO; informit)

4. Hsiao, Y. P., Vlas, W. D. J., Heitbrink, M., & van de Watering, G., & Chiu, M.-S. (2024). Ensuring bachelor’s thesis assessment quality: A case study at one Dutch research university. Higher Education Evaluation and Development, 18(1), 2-16. https://doi.org/10.1108/HEED-08-2022-0033 (DOAJ, EBSCO, ERIC) online

5. Chiu, M.-S., & Seah, W. T. (2023 Nov. preprint). Values and valuing pedagogies in affect-focused mathematics teaching. Social Sciences and Humanities Open.  http://dx.doi.org/10.2139/ssrn.4634878 (Scopus; DOAJ) 

6. Hsiao, Y. P., Klijn, N., & Chiu, M.-S. (2023). Developing a framework to re-design writing assignment assessment for the era of large language models. Learning: Research and Practice, 9(2), 148-158.  https://doi.org/10.1080/23735082.2023.2257234 (Scopus; open access). Dr. Hsiao's video; talk by automate video; news by ScienceGuide and Dutch Didactief in Dutch.

7. Chiu, M.-S. (2023). Making open educational resource videos on sustainable development: Students’ attitudes, rationales, and approaches. Research in Science & Technological Education, 41(3), 861-885. https://doi.org/10.1080/02635143.2021.1966406 (SSCI; Scopus). data from a course with FB groups, qualitative methods and R NLP. 50 free copies

8. Segretin, M. S., Chiu, M.-S., Tang, K.-Y., Gutierrez de Blume, A. P., & Declercq, C. (2023). Editorial: Methods and applications in educational psychology. Frontiers in Psychology, 14, 122574. https://doi.org/10.3389/fpsyg.2023.1225744 (SSCI; Scopus; DOAJ; PubMed) open access (or through the research topic's homepage)

9. Chiu, M.-S. (2023). Detected affect during online mathematics learning mediates self-report motivation changes: Examining a motivation-affect regulation model. Futurity Education, 3(2), 9-40. https://doi.org/10.57125/FED.2023.06.25.02 free access  (indexed in DOAJ; Copernicus;  ERIH Plus;  EBSCO) (Data from Dr. Ryan Baker's lab.)

10. Chiu, M.-S., & Hsiao, Y. P. (2023).  Process indicators for grading group essays: Learning analytics of assessment data and online behaviour. Athens Journal of Education, 10(4), 575-592. https://doi.org/10.30958/aje.10-4-2 (Scopus; ERIC; DOAJ; EBSCO)  open access

11. Chiu, M.-S. (2023). Gender differences in mathematical achievement development: A family psychobiosocial model. European Journal of Psychology of Education, 38, 1481-1504. https://doi.org/10.1007/s10212-022-00674-1  (SSCI; Scopus). online (preprint on Research Square: https://doi.org/10.21203/rs.3.rs-387693/v1)  (data from the Millennium Cohort Study (MCS), UK

12. Chiu, M.-S. (2022). Affective development of academic learning in the bio-eco-process system. Secondary Education, 73(4), 6-10. https://doi.org/10.6249/SE.202212_73(4).0025 邱美秀 (2022)。學業學習的情意發展：存於生物生態歷程系統之中。中等教育，73(4)，6-10. (in Chinese)

13. Yu, J., & Chiu, M.-S. (2022). Thematic analysis of retracing homeschooling experience. Secondary Education, 73(4), 47-68. https://doi.org/10.6249/SE.202212_73(4).0026 游捷、邱美秀 (2022)。國民教育階段自學經驗之回顧：自我統整的流轉。中等教育，73(4)，11-27. (in Chinese)

14. Tsai, Y.-J., & Chiu, M.-S. (2022). Cognitive and affective regulation when parents guide children to solve problems: A case study of gendered agents in mathematical problems. Secondary Education, 73(4), 47-68. https://doi.org/10.6249/SE.202212_73(4).0028 蔡亞靜、邱美秀 (2022)。父母引導孩子解題的認知與情意調節歷程：以數學題目中有男、女主角為例。中等教育，73(4)，47-68. (in Chinese)

15. Chiu, M.-S. (2022). Linear or quadratic effects of ICT use on science and mathematics achievements moderated by SES: Conditioned ecological techno-process. Research in Science & Technological Education, 40(4), 549-570. https://doi.org/10.1080/02635143.2020.1830270 (SSCI; Scopus)  online   first; 50 free online copies  (data from PISA 2012)

16. Chiu, M.-S., Lin, F.-L., Yang, K.-L., Hasumi, T., Wu, T.-J., & Lin, P.-S. (2022). The interplay of affect and cognition in the mathematics grounding activity: Forming an affective teaching model. Eurasia Journal of Mathematics, Science and Technology Education, 18(2), em2187. https://doi.org/10.29333/ejmste/12579 (Scopus; PsycINFO; ERIC) open access (including the full-text paper, and Supplementary Material 1 中文 and 2 English) 

17. Chiu, M.-S. (2022). Transcend socioeconomic status constraints to mathematics and science achievement by collaborative problem-solving: The female people-smartness hypothesis.  Frontiers in Psychology, 13, 944329. https://doi.org/10.3389/fpsyg.2022.944329; also in the Research Topic "Serving Vulnerable and Marginalized Populations in Social and Educational Contexts" e-book. open access (SSCI; Scopus; PsycINFO). Data from PISA 2015; SEM path, mediating models using R intsvy, survey, lavaan, and lavaan.survey packages. R codes on Kaggle (glm, correlation; mediating effect (path analysis) SEM: semall with multigroup analysis, semfemale, and semmale).  

18. Hasumi, T., & Chiu, M.-S. (2022). Online mathematics education as bio-eco-techno process: Bibliometric analysis using co-authorship and bibliographic coupling. Scientometrics, 127, 4631–4654. https://doi.org/10.1007/s11192-022-04441-3; online sharing (SSCI; Scopus; SCIE). Data from WoS; VOSviewer; wos_expertReview using Python code on Kaggle and YouTube (in Mandarin;中文解說)

19. Chiu, M.-S. (2021). Gender differences in effects of father/mother parenting on mathematics achievement growth: A Bioecological model of human development. European Journal of Psychology of Education, 36(3), 827-844. https://doi.org/10.1007/s10212-020-00506-0 (SSCI; Scopus) data from TEPS, SRDA; latent growth curve modeling using Mplus. early version (Fig. 2 revised)

20. Chiu, M.-S. (2021). An ecological approach to adolescent mathematics ability development: Differences in demographics, parenting, mathematics teaching, and student behaviors and emotions. Educational Studies, 47(2), 155-178.  https://doi.org/10.1080/03055698.2019.1672522 ; online first (SSCI); 中文簡介youtube; early version (data from TEPS)

21. Chiu, M.-S., Xiong, W., & Kuan, P.-Y. (2021). Graduates’ career success predicted by mathematical and affective abilities, effective higher-education learning and economic contexts: A bioecological positivity to success model. Journal of Education and Work, 34(3), 313-330. https://doi.org/10.1080/13639080.2021.1931668 (Scopus)  early version final published article (Version of Record)  50 free copies; data from TEPS and TEPS-B; path analysis using R lavaan, lavaan.survey, jtools, weights, and survey packages.

22. Chiu, M.-S. (2020). 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. Educational Technology Research and Development, 68, 413–436. https://doi.org/10.1007/s11423-019-09707-x;  (SSCI)  full-text view-only. (PISA 2012)

23. Chiu, M.-S. (2020). Gender differences in predicting STEM choice by affective states and behaviors in online mathematical problem solving: Positive-affect-to-success hypothesis. Journal of Educational Data Mining, 12(2), 48-77. https://doi.org/10.5281/zenodo.4008054 (Scopus)  open access 

24. 劉芷妮、呂玉琴、邱美秀 (2020已接受)。繪本融入國小數學四則運算單元補救教學之行動研究。慈濟大學教育研究學刊，17。 

25. Chiu, M.-S. (2018). Effects of early numeracy activities on mathematics achievement and affect: Parental value and child gender conditions and socioeconomic status mediation. EURASIA Journal of Mathematics, Science and Technology Education, 14(12), em1634. https://doi.org/10.29333/ejmste/97191 (Scopus; PsycINFO; ERIC)  open access; 中文簡介youtube (TIMSS 2011)

26. Chiu, M.-S. (2018). Equality or quality? Using within-school ranks to admit disadvantaged medical students. Journal of Applied Research in Higher Education, 10(2), 140-154. (ESCI, Scopus, EBSCO)

27. Chiu, M.-S., & DeWaters, J. (2018). Development and validation of the Energy-Issue Attitude Questionnaire: Relations with energy knowledge, affect, and behavior. Journal of Advances in Education Research, 3, 25-37. open access

28. Chiu, M.-S. (2017). Extending the internal/external frame of reference model to early-year cognitive abilities for children from diverse backgrounds. International Journal of Quantitative Research in Education, 4, 31-51. (data from the Millennium Cohort Study (MCS), UK) 

29. Chiu, M.-S. (2017). High school student rationales for studying advanced science: Analysis of their psychological and cultural capitals. Journal of Advances in Education Research, 2, 171-182. open access

30. Chiu, M.-S. (2017). Identifying effective e-teaching and general mathematical teaching profiles to predict student mathematical cognition and affect by latent profile analysis.臺灣數學教育期刊(Taiwan Journal of Mathematics Education), 4(2), 69-94. open access (data from PISA 2012)

31. Chiu, M.-S. (2017). Repeated field teaching: preservice teachers’ changes in teaching efficacy and theories of mathematics teaching. Journal of Advances in Education Research, 2, 241-252. open access

32. Chiu, M.-S., Yeh, H. M., & Spangler, J. (2016). Public constructs of energy values and behaviors in implementing Taiwan's ‘Energy-Conservation/Carbon-Reduction’ declarations. International Journal of Science Education, Part B, 6, 46-67.

33. Chiu, M.-S. (2016). The challenge of learning physics before mathematics: A case study of curriculum change in Taiwan. Research in Science Education, 46, 767-786. https://doi.org/10.1007/s11165-015-9479-5 (SSCI; Scopus)

34. Chiu, M.-S. (2016). Using demographics to predict mathematics achievement development and academic ability and job income expectations. Open Journal of Social Sciences, 4, 103-107. open access

35. Chiu, M.-S. (2016). Effects of teacher assessment and cognitive ability on self-concepts: Longitudinal mechanisms for children from diverse backgrounds. Saudi Journal of Engineering and Technology, 1(4), 180-189. DOI:10.21276/sjeat.2016.1.4.9. open access (data from the MCS, UK)

36. Chiu, M.-S. (2016). Engaging internationally diverse students by integrating the teaching of reading and writing and using writing via ICT tools for assessment. Scholars Bulletin, 2(11), 625-636. open access

37. Leu, Y.-C., & Chiu, M.-S. (2015). Creative behaviours in mathematics: Relationships with abilities, demographics, affects and gifted behaviours. Thinking Skills and Creativity, 16, 40–50. (SSCI) personal version

38. Chiu, M.-S., Yeh, H.-M., & Whitebread, D. (2014). Student constructs of mathematical problems: Problem types, achievement and gender. Cogent Education, 1, 961252. open access 

39. Chiu, M.-S. (2013). Hierarchical models of self-concept across genders and sciences/humanities for college students in Taiwan. ISRN Education, article ID 960371. doi:10.1155/2013/960371. open access (data from the Integrated Higher Education Database System (IHEDS), Taiwan)

40. Chiu, M.-S. (2013). Tensions in implementing the “energy-conservation/carbon-reduction” policy in Taiwanese culture. Energy Policy, 55, 415-425.  (SSCI)

41. Chiu, M.-S. (2012). Differential psychological processes underlying the skill-development model and self-enhancement model across mathematics and science in 28 countries. International Journal of Science and Mathematics Education, 10, 611-642.  (SSCI) (data from TIMSS 2003)

42. Chiu, M.-S. (2012). Gaps between valuing and purchasing green-technology products: Product and gender differences. International Journal of Technology and Human Interaction, 8(3), 54-68. (EI) personal early version

43. Chiu, M.-S. (2012). Identification and assessment of Taiwanese children’s conceptions of learning mathematics. International Journal of Science and Mathematics Education, 10, 163-191. (SSCI) 

44. Chiu, M.-S. (2012). The internal/external frame of reference model, big-fish-little-pond effect, and combined model for mathematics and science. Journal of Educational Psychology, 104, 87-107. https://doi.org/10.1037/a0025734 (SSCI) full text  (data from TIMSS 2003)

45. 邱美秀（2012）。融合質性與量化研究法以深化兒童數學學習情緒的研究。慈濟大學教育研究學刊，8，119-143。 全文

46. Chiu, M.-S., & Whitebread, D. (2011). Taiwanese teachers’ implementation of a new ‘constructivist mathematics curriculum’: How cognitive and affective issues are addressed. International Journal of Educational Development, 31, 196-206.  https://doi.org/10.1016/j.ijedudev.2010.06.014 (SSCI)

47. Chiu, M.-S. (2011). Effects of a women-in-sciences/men-in-humanities intervention on Taiwanese adolescents’ attitudes towards learning science. Asia-Pacific Education Researcher, 20, 322-335.  (SSCI) open access ; 中文簡介youtube

48. Chiu, M.-S. (2010). Effects of science interest and environmental responsibility on science aspiration and achievement: Gender differences and cultural supports. Educational Research and Evaluation, 16, 345-370.  (data from PISA 2006)

49. Chiu, M.-S. (2009). Approaches to the teaching of creative and non-creative mathematical problems. International Journal of Science and Mathematics Education, 7, 55-79.
    邱美秀（2009）。從劍橋反思台灣高等教育。通識在線，25，60-62。 

50. 邱美秀（2009）。國際數學與科學教育成就趨勢調查(TIMSS)之「脈絡-歷程-結果」分析-以2003年數學成就為例。教育資料與研究，87，51-78。 

51. Chiu, M.-S. (2008). Achievements and self-concepts in a comparison of math and science: Exploring the internal/external frame of reference model across 28 countries. Educational Research and Evaluation, 14, 235-254.  (data from TIMSS 2003)

52. Whitebread, D., & Chiu, M.-S. (2004). Patterns of children’s emotional responses to mathematical problem-solving. Research in Mathematics Education, 6, 129-153. https://doi.org/10.1080/14794800008520134  personal version

53. 邱美秀（2005）。實習老師學習策略。實習520，22。 

54. 邱美秀（2005）。故事敘說—一個古老而動人的教學方法。實習520，22，7-8。 

55. 邱美秀、毛國楠、張景媛、賴念華（1997）。國中學生生活適應的研究—語句完成測驗結果之分析與應用。 測驗年刊，44(2)，99-112. 

56. 邱美秀、林清山（1997）。高中生閱讀兩難故事的工作記憶因果推論歷程研究。 教育心理學報，29，259-278. 

Book Chapters

1. 邱美秀、溫明麗 (2024，in publication)。思覺行盼的教育心理學觀點：數學奠基進教室的課程分析。於溫明麗(編)「思覺行盼教育學：超越「2050教育宣言」之理論與實踐 」。心理。

2. 邱美秀、楊凱琳、羽角俊之 (2024)。數學教學的四季架構：認知、情意與覺動的整合。於楊凱琳、吳昭容編「開發數學腦：情投意合的教與學」(頁107-126)。高等教育出版。Chiu, M.-S., Yang, K.-L., & Hasumi, T. (2024). The four-season framework of mathematics teaching: The integration of cognition, emotion and action. K.-L. Yang and Wu Z.-R. (Eds.), Develop a Mathematical Mind: Learning and Teaching for a Reciprocal Relationship between Affect and Cognition (pp. 107-126). (in Chinese) (ISBN 978-626-3691490)

3. 羽角俊之、陳思穎、邱美秀 (2024)。數學教育遊戲化學生反饋系統的應用： AhaSlides指南。於楊凱琳、吳昭容編「開發數學腦：情投意合的教與學」(頁89-106)。高等教育出版。(ISBN 978-626-3691490)

4. Hasumi, T., & Chiu, M.-S. (2023). Higher education intellectual performance, social network, and strategies during the pandemic: A bibliometric approach to online mathematics education. Book chapter in  Higher Education in Asia: Quality, Excellence and Governance (pp. 39-67). Springer. https://doi.org/10.1007/978-981-99-1874-4_3 (print ISBN 978-981-99-1873-7; online ISBN 978-981-99-1874-4) 

5. 邱美秀（1997）。教育測驗與評量(11-22章)。五南。

6. 邱美秀（1990）。我的驕傲：民主社會的公民。國民中學公民與道德價值澄清教學活動設計參考示例第三、四冊。教育部國民教育司。

7. 邱美秀（1990）。消費和儲蓄。國民中學公民與道德價值澄清教學活動設計參考示例第五、六冊。教育部國民教育司。

8. 邱美秀（1989）。投資、稅務、國營事業。高級中學公民科價值澄清教學活動設計參考示例。台灣省政府教育廳。

9. 邱美秀（1989）。從地方自治學校的建立談中國地方自治之建全發展。教學、行政、研究。誠正國中。

Conference Papers

1. Chiu, M.-S., Hasumi, T., Sai, N. P., & Zhu, M. (2024, accepted). Global competence and green behavior: Roles of mathematics, reading, and science competence, meta-cognition, and student-perceived personal, school, and global affect. Paper presented at the 1st International Conference on Green Transformation 2024, Vietnam National University, Hanoi, Vietnam, October 24 –25. Conference website: https://green.org.vn/

2. Zhu, M., & Chiu, M.-S. (2024, accepted). The impact of ICT attitudes on digital reading literacy: combining the statistical and machine learning method. Paper presented at the 1st International Conference on Green Transformation 2024, Vietnam National University, Hanoi, Vietnam, October 24 –25. Conference website: https://green.org.vn/

3. Sai, N. P., Chiu, M.-S., Zhu, M., & Hasumi, T. (2024, accepted). Effectiveness of environmental protection education for students. Paper presented at the 1st International Conference on Green Transformation 2024, Vietnam National University, Hanoi, Vietnam, October 24 –25. Conference website: https://green.org.vn/

4. Hasumi, T., Chiu, M.-S., & Sai, N. P. (2024, accepted). Promoting eco-tourism: A bibliometric analysis of current research fronts. Paper presented at the 1st International Conference on Green Transformation 2024, Vietnam National University, Hanoi, Vietnam, October 24 –25. Conference website: https://green.org.vn/

5. Chiu, M.-S. (2024 accepted). Patterns of conceptual change: Play in a constructivism/affect-focused mathematics virtual classroom. Paper presented at the European Association for Research on Learning and Instruction (EARLI) SIG03-the 13th International Conference on Conceptual Change, Technical University of Munich, Germany, August 27-30. Conference website: https://www.events.tum.de/frontend/index.php?sub=186 

6. Chiu, M.-S., Seah, W. T., Chen, H. M., & Wan, I. P. (2024). Valuing playful teaching for game-technology-supported affect-focused mathematics teaching. Paper presented at the European Association for Research on Learning and Instruction (EARLI) SIG5-Learning and Development in Early Childhood and SIG28-Play, Learning and Development Conference, University of Warsaw, Poland, July 10-12.  conference website

7. Chiu, M.-S. (2024). A bio-eco-tech model for teacher-researcher collaboration to implement an innovative, technological pedagogy for affect-focused mathematics learning. Paper presented at the International Symposium on Creating Communities of Practice Across Boundaries: Realizing Mutually Beneficial Partnerships Between Educational Practitioners and Researchers, University of Tokyo, Japan, June 8–9. Conference website: https://sites.google.com/g.ecc.u-tokyo.ac.jp/ccsymposium-utokyo/home

8. Chiu, M.-S., Akçakın, V., Alhassora, N. S. A., Chen, Y. T., Hill, J., Rameli, M. R. M., Sakurai, J., & Seah, W. T. (2024). Taiwan mathematics curriculum’s embedded values and valuing pedagogies: Evolving toward a multidimensional framework through cultural comparison research. Paper presented at the 16th International Conference on Technology and Mathematics Education (ICTME), National Taichung University of Education, Taichung, Taiwan, May 4–5. Conference website: https://sites.google.com/mail.ntcu.edu.tw/2024-ictme 

9. Chiu, M.-S. (2024). Gain an in-depth understanding of mathematical concepts through affect-focused teaching and computer games. Paper presented at the 2024 15th International Conference on E-Education, E-Business, E-Management and E-Learning (IC4E 2024), Kyushu University, Fukuoka, Japan, March 18 –21. Conference website 

10.  Sai, N. P., Hasumi, T., & Chiu, M.-S. (2024). Relationships between e-learning attitudes and satisfaction, learning motivation and satisfaction, and learning achievement of Vietnamese students in Taiwan. Paper presented at the 2024 15th International Conference on E-Education, E-Business, E-Management and E-Learning (IC4E 2024), Kyushu University, Fukuoka, Japan, March 18 –21. Conference website 

11. Chiu, M.-S. (2023). Teachers’ opinions toward the use of an affective teaching model in real and virtual mathematics and transdisciplinary classrooms. Paper presented at The 13th Asian Conference on Psychology & the Behavioral Sciences (ACP 2023), Tokyo, Japan, March 31 – April 3. conference website

12. Chiu, M.-S. (2022). Parents’ experiences and opinions about using virtual reality for educational purposes. Paper presented at the European Conference on Education (ECE2022), the UCL Institute of Education, London, United Kingdom, July 14-17. conference website/program

13. Chiu, M.-S. (2022). Effective pedagogies by affective mathematics teaching. Paper presented at the European Association for Research on Learning and Instruction (EARLI) SIG8-Motivation Meets SIG16-Metacognition Conference, Dresden University of Technology, Dresden, Germany, August 24-26. conference website; presentation on YouTube

14. Chiu, M.-S., & Laschke, C. (2022). Effective ICT uses on mathematics achievement for immigrants in Western and Chinese countries. Paper presented at the European Association for Research on Learning and Instruction (EARLI) SIG 18 Conference, University of Education Freiburg,  Freiburg, Germany, September 5-7. conference website/program; presentation on YouTube 

15. Hasumi, T., & Chiu, M. S. (2021). Higher education intellectual performance, social network, and strategies over the pandemic time: A bio-eco-tech approach to online mathematics education. Paper presented at the Fourth NCCU-LU Online Seminar - The Changing Context of Global Higher Education in the Post Pandemic, virtually hosted by National Chengchi University, Taiwan, November 12. https://pse.is/3r3lce 

16. Hasumi, T., & Chiu, M.-S. (2021). Online mathematics education: A bibliometric analysis. Global Conference on Education and Research, virtually hosted by University of South Florida, FL, United States, June 9. https://glocer.org/schedule/2/ 

17. Chiu, M.-S. (2021). Gender differences in factors relating to STEM choices in higher education: male-thing vs. female-people interest hypothesis. Paper presented at 4th Eurasian Conference on Educational Innovation (ECEI) 2021, National Taitung University, Taitung, Taiwan, February 5 – 7. Conference website http://www.ecei.asia/  ppt; best conference paper award; full paper

18. Chiu, M.-S., Baker, R., Ocumpaugh, J., Karumbaiah, S. (2020). Detected real-time affect mediates self-report motivation in mathematical learning. Paper presented at 2020 Annual Meeting and Conference of Chinese Association of Psychological Testing, October 16-17, New Taipei City, Taiwan. 論文發表於2020中國測驗學會年會暨學術研討會，新北市。 

19. Chiu, M.-S. (2020). Becoming resilient and creative researchers in higher education facing COVID-19: A bioecological model by bibliometric mapping. Paper presented at the 3rd International Research Seminar of National Chengchi University (NCCU) and Lingnan University, NCCU, Taiwan, December 4. ppt

20. Chiu, M.-S. (2020). An extended gender-matching hypothesis in mathematical problem-solving. Paper presented at 2020 Asia and Pacific Nation Network Meeting and International Conference on Women in Science and Technology (APNN & IConWiST), 24-25 October 2020, New Taipei City, Taiwan. poster.

21. Hsiao, Y. P., Chiu, M.-S., & van de Watering, G. (2020). Making the most of student reflections for internship supervision and assessment. Paper presented at European Association for Research on Learning and Instruction (EARLI) Conference Sig 6-7 Instructional Design and Technology: From the Lab to the Classroom, 24 - 25 August 2020 , University of Tubingen, Germany. 

22. Chiu, M.-S. (2019). Adolescent mathematics ability trajectories and related ecological factors. Paper presented at the Asian Conference on Education by the International Academic Forum, Tokyo, Japan, October 31- November 3.

23. Chiu, M.-S. (2019). Predicting graduates’ job success by mathematical and affective abilities, learning STEM and liberal arts, and original family economic status. Paper presented at the Symposium on Economic Globalization and Regionalization: Implications for Higher Education, Graduate Employment and Intergenerational Equality by Alliance of Asia Liberal Arts Universities, National Chengchi University, Taiwan, September 6.

24. Chiu, M.-S. (2019). Children doing mathematics research projects: A pedagogical experiment. Paper presented at 2019 International Conference on Advances in STEM Education (ASTEM 2019), 18 - 20 December 2019, Hong Kong. 

25. Chiu, M.-S., & Hsiao, Y. P. (2019). Using learning analytics to identify efficient indicators for grading group essays. Paper presented at European Association for Research on Learning and Instruction (EARLI) 2019, RWTH Aachen University, Aachen, Germany, August 12-16.

26. Meihua Zhu (朱梅花); Mei-Shiu Chiu (邱美秀) (2019)。How does school leadership affect student mathematics achievement?。論文發表於2019中國測驗學會年會暨學術研討會，臺北，公務人力發展中心福華國際文教會館，2019年12月8日。 

27. Chiu, M.-S. (2018). Producing open educational videos: Effective individual, team and pedagogical factors. Paper presented at the 2018 International Conference on e-Society, e-Learning and e-Technologies, Imperial College London, London, UK, January 12-13

28. Chiu, M.-S. (2018). Effective cooperative learning: Learner behavior on social network. Paper presented at the European Association for Research on Learning and Instruction (EARLI) SIG17 and SIG25 Conference 2018, Cambridge University, Cambridge, UK, August 27-28.

29. Chiu, M.-S. (2017). Adolescent achievement growth: Roles of parenting, gender and socioeconomic status. Paper presented at the 5th International Symposium on Education, Psychology and Society, Nagoya, Japan, March 29-31.

30. Chiu, M.-S. (2017). Basing university admission on within-school ranks to increase inclusion of the disadvantaged: The case of medical students in Taiwan. Paper presented at the 2017 International Higher Education Teaching and Learning Association – University of the West of Scotland Conference, Paisley, Scotland, June 28-30.

31. 邱美秀 (2017)。Early numeracy activities: Effects on mathematics achievement and emotions and influences from parental knowledge, parental value, and child gender。論文發表於台灣心理學會第56屆年會，中正大學，嘉義，2017年10月14-15日。 

32. Chiu, M.-S. (2016). Using demographics to predict mathematics achievement development and academic ability and job income expectations. Paper presented at the 6th Conference on Creative Education, Suzhou, China, 27-29 July. 

33. Chiu, M.-S. (2016). From assessment to constructivist perspectives of ICT use to cater internationally diverse students. Paper presented at the 8th Biennial of European Association for Research on Learning and Instruction (EARLI) SIG 1: Assessment and Evaluation, Munich, Germany, 24-26 August. 

34. 邱美秀 (2016)。Longitudinal effects of teacher assessments on student self-concepts for ethnic minority, disadvantaged and advantaged students。論文發表於2016台灣心理學年會暨學術研討會，國立成功大學，台南市，2016年10月15-16日。 

35. Chiu, M.-S. (2015). Effects of ICT use patterns and SES on achievements and affects. Paper presented at The Third European Conference on Education, Brighton, UK, 1-5 July.

36. 邱美秀 (2015)。資訊科技使用之學習成效：模式建立與考驗。論文發表於2015全球華人教育資訊與評估學術研討會暨中國測驗學會年會，國立臺中教育大學，臺中，2015年12月19-20日。 

37. Chiu, M.-S. (2014). Sources for choosing to study advanced sciences. Paper presented at the International Conference on Information and Social Science (ISS 2014), Nagoya, Japan, 8-10 September.

38. Leu, Y.-C., & Chiu, M.-S. (2013). Development of the Creative Disposition toward Mathematics Scale. In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, 5, 105. Kiel, Germany: PME. Kiel, Germany: PME. Paper presented at the 37th Conference of the International Group for the Psychology of Mathematics Education, Kiel University, Kiel, Germany, 28 July - 2 August.

39. Chiu, M.-S. (2013). Tensions in the implementation of energy education in Taiwanese schools. Paper presented at the European Conference on Education 2013, Brighton, UK, 11-14 July. 

40. Chiu, M.-S. (2013). Issues in implementing an incoherent curriculum between mathematics and physics. In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, 5, 42. Kiel, Germany: PME. Kiel, Germany: PME. Paper presented at the 37th Conference of the International Group for the Psychology of Mathematics Education, Kiel University, Kiel, Germany, 28 July - 2 August.

41. 邱美秀 (2013)。Roles of science literacy and environmental knowledge acquisition in environmental attitude。論文發表於台灣心理學會第52屆年會，政治大學，台北市，2013年10月19-20日。

42. 邱美秀 (2013)。Creation of open educational resources for sustainable development via collaborative learning。論文發表於台灣心理學會第52屆年會，政治大學，台北市，2013年10月19-20日。

43. 邱美秀 (2013)。Is the science education for all high-school students curriculum fair? Teacher and student opinions。論文發表於第29屆科學教育國際研討會，國立彰化師範大學，彰化，2013年12月12-14日。

44. Chiu, M.-S. (2012). Roles of cultural artefacts in teacher professional learning: The case of high-school mathematics teachers in Taiwan. Paper presented at the European Association of Research in Learning and Instruction (EARLI) Special Interest Group 14 ‘Learning and Professional Development’ 2012 Conference, Antwerp University, Antwerp, Belgium, 22-24 August 2012.

45. Chiu, M.-S. (2012). Energy-issue beliefs: Socioscientific motivations in relation to energy literacy for Taiwanese secondary students. Paper presented at the Nineteenth International Conference on Learning, Institute of Education, University of London, London, UK, 14-16 August 2012.

46. Chiu, M.-S. (2012). Effects of cultural artefact use on student mathematics motivations, effort, and achievement. In Tso, T. Y. (Ed.). Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, 1, 229. Taipei, Taiwan: PME. Paper presented at the 36th Conference of the International Group for the Psychology of Mathematics Education, Wesley Girls High School, Taipei, Taiwan, 18-22 July, 2012.

47. 邱美秀、謝智如 (2012)。Effects of a 6E-character-model-based energy-education program。論文發表於台灣教育研究學會學術研討會，中山大學，高雄市，2012年12月21-22日。

48. 邱美秀、葉蓉樺 (2012)。Effects of socio-scientific-issue approaches to energy education。論文發表於台灣教育研究學會學術研討會，中山大學，高雄市，2012年12月21-22日。

49. 邱美秀 (2012)。Development of child energy questionnaire。論文發表於台灣教育研究學會學術研討會，中山大學，高雄市，2012年12月21-22日。

50. 邱美秀 (2012)。High-school student perceptions of relationships between mathematics and the other domains。論文發表於台灣心理學會第51屆年會，亞洲大學，台中市，2012年10月13-14日。  

51. Chiu, M.-S. (2011). Physics in need of mathematics: Taiwan’s high-school curriculum 2010. Paper presented at the 2011 Taiwan Education Research Association International Conference on Education, National Sun Yat-sen University, Kaohsiung, Taiwan. December 15-18.

52. Chiu, M.-S. (2011). Gaps between public values and behaviors in implementing energy-conservation/carbon-reduction declarations in Taiwan. Paper presented at the New Zealand Psychological Society Conference, Queenstown, New Zealand, August 20-11. 

53. Chiu, M.-S. (2011). Energy education for all: Development of knowledge, affect, and behavior in relation to global warming. Paper presented at the 2011 Taiwan Education Research Association International Conference on Education, National Sun Yat-sen University, Kaohsiung, Taiwan. December 15-18.

54. Chiu, M.-S. (2011). Differences between preservice teachers experiencing traditional- and constructivist-mathematics-curriculum in Taiwan. Paper presented at the 2011 Taiwan Education Research Association International Conference on Education, National Sun Yat-sen University, Kaohsiung, Taiwan. December 15-18.

55. Chiu, M.-S. (2010). All for the future: Infusing future ability into social studies education. Paper presented at the International Conference of Global Education and Curricular Innovation, National Taipei Normal University, Taipei, Taiwan, 26th-27th June.

56. Chiu, M.-S. (2010). Perceptual map of environmental responsibility in relation to gender, socioeconomic status, and environmental/science/technology education. 論文發表於第26屆中華民國科學教育學術研討會，國立東華大學美崙校區，花蓮，中華民國99年12月10、11、12日。 

57. Chiu, M.-S. (2009). Pre-service teachers’ changes in teaching self-efficacy, conception of math teaching, and theories of effective math-teaching before and after repeated teaching. Paper presented at the International Conference of East-Asian Science Education. Taipei, Taiwan, 21st-23rd October.

58. Chiu, M.-S. (2009). Affective, cognitive, and social factors in reducing gender differences in measurement and algebra achievements. In M. Tzekaki, M. Kaldrimidou, & C. Sakonidis (eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, 2, 321-328. Thessaloniki, Greece: PME. Paper presented at the 33th Conference of the International Group for the Psychology of Mathematics Education, Thessaloniki, from 19-24 July, 2009. 

59. Chiu, M.-S. (2007). The scale of levels of meta-cognitive knowledge in achieving deep approaches to mathematics learning: Developed by a mixed methodology. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction, European Association of Research in Learning and Instruction (EARLI). University of Szeged, Budapest, Hungary, 28 August-1 September.

60. Chiu, M.-S. (2007). Mathematics as mother/basis of science in affect: Analysis of TIMSS 2003 data. In J. H. Woo, H. C. Lew, K. S. Park, & D. Y. Seo (Eds.), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, 2, 145-152. Seoul: PME. 

61. Chiu, M.-S. (2006). Routine and novel mathematical solutions: central-cognitive or peripheral-affective participation in mathematics learning. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, 2, 313-320. Prague, Czech Republic: PME.

62. Chiu, M.-S. (2006). A situated self-regulated learning system: Evidence from Taiwanese children’s constructs of mathematical problems. Paper presented at the 2nd international biennial conference of the Metacognition Special Interest Group (SIG 16) of the European Association of Research in Learning and Instruction (EARLI), The University of Cambridge Faculty of Education, UK, 19 – 21 July 2006. 

63. 邱美秀 (2006) 「生於憂患、死於安樂」？以台灣TIMSS資料進行團體效果與自我調節交互作用的多階層線性模式分析。第七屆海峽兩岸心理與教育測驗學術研討會。台北，國立政治大學。十月二十八、二十九日。Chiu, M.-S. (2006). ‘Survive due to suffers, and die due to pleasures’? HLM analysis of Taiwan TIMSS data on interaction between group effects and self-regulation. Paper presented at the Seventh Bilateral Conference of Taiwan Strait on Psychological and Educational Testing, National Chengchi University, Taiwan, 28-29 October.

64. 梅淑鶯、邱美秀 (2006) 父母教養信念與方式經由孩子內在動機資源對孩子成就影響之研究：父母量表編製與模式驗證。第七屆海峽兩岸心理與教育測驗學術研討會。台北，國立政治大學。十月二十八、二十九日。 

65. Chiu, M.-S. (2005). Predictors of mathematical achievement and deep approaches: A comparison between TIMSS results of Taiwan, Japan, and England. Paper presented at the Japan-Taiwan Bilateral Symposium, The First International Conference on Asia Comparative Education, National Taiwan Normal University, Taiwan, 8th-12th November 2005.

66. 梅淑鶯、邱美秀 (2005) 父母投入、自我效能、期望與知覺在孩子成就上扮演角色之研究。「學習、教學、與評量國際研討會」。台北，台灣師範大學。六月十一、十二日。  

67. Chiu, M.-S., & Whitebread, D. (2003). The role of teaching methods in children’s emotional responses to mathematical problem-solving. Paper presented at the Cambridge Mathematics Education Colloquia, University of Cambridge, UK, 27th October 2003.