Shonn Cheng

Shonn Cheng

Assistant Professor at National Taipei University of Technology

National Taipei University of Technology

Biography

Dr. Shonn Cheng received his Ph.D. in Educational Studies at The Ohio State University (USA) in summer 2019. Thereafter, he pursued one-year postdoctoral training at Virginia Commonwealth University (USA). During 2020-2022, he worked as an Assistant Professor in the Department of Instructional Systems Design and Technology at Sam Houston State University (USA). Currently, Dr. Cheng is an Assistant Pofessor in the Graduate Institute of Technological and Vocational Education at National Taipei University of Technology (Taiwan) and the Director of the Psychology of Training with Technology (PTT) Lab . Dr. Cheng’s research interests encompass three areas: work and achievement motivation, psychology of training with technology, and psychology of expertise in teaching with technology.

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Interests
  • Work and Achievement Motivation
  • Psychology of Training with Technology
  • Psychology of Expertise in Teaching with Technology
Education
  • PhD in Educational Studies, 2019

    The Ohio State University (USA)

  • MA in Educational Studies, 2018

    The Ohio State University (USA)

  • MA in Education, 2013

    New Mexico State University (USA)

  • BA in English, 2006

    Wenzao Ursuline University of Languages (Taiwan)

  • AMS in Business Administration, 2004

    National Taipei University of Business (Taiwan)

Recent Publications

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(2022). Are pedagogical beliefs an internal barrier for technology integration? The interdependent nature of teacher beliefs. Education and Information Technologies.

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(2022). Transactions between problem behaviors and academic performance in early childhood. International Journal of Environmental Research and Public Health.

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(2022). Child developmental and special education service receipt: The intersection of health and poverty. Disability and Health Journal.

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(2021). Examining changes in teachers’ perceptions of external and internal barriers in their integration of educational digital resources in K-12 classrooms. Journal of Research on Technology in Education.

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