英文期刊論文

Education & Online Learning (Liang, Jyh-Chong)

  1. Wu, S. H., Liang, J. C., & Tsai, C. C. (2026). A comparative study of chemistry and chemistry-related undergraduates’ conceptions of learning science and science learning self-efficacy: a multi-group analysis Research in Science & Technological Education, 1–23. https://doi.org/10.1080/02635143.2026.2650795 (SSCI)
  2. Su, Y., Yuan, Z., & Liang, J. C.* (2026). Developing and validating a scale for assessing EFL learners’ co-regulation strategies for collaborative writing: A multi-layered perspective Journal of Second Language Writing, 71, 101280. https://doi.org/10.1016/j.jslw.2025.101280 (SSCI)
  3. Liang, J.-C., Huang, M.-C., & Yiin, S.-J. (2026). Nursing Learning Self-Efficacy as a Mediator Between Self-Regulated Learning and Academic Self-Efficacy Journal of Nursing Education, 1–12. https://doi.org/10.3928/01484834-20260112-05 (SSCI)
  4. Chao, C.-T., & Liang, J.-C.* (2025). The development and validation of a multi-dimensional medical students’ learning self-efficacy questionnaire for clinical education Medical Education Online, 30 (1). https://doi.org/10.1080/10872981.2025.2534053 (SSCI)
  5. Li, X., Zhou, Y., Liang, J. C.*, & Wang, Y. (2025). Combining expert K-maps with cued recall to improve students’ conceptions of learning science: a quasi-experimental study International Journal of Science Education, 1-23. https://doi.org/10.1080/09500693.2025.2604794 (SSCI)
  6. Hsu, C.-Y., Chai, C. S., & Liang, J.-C.* (2025). Assessing structural relationships in pre-service preschool teachers’ perceived AI readiness: Do emotional and psychological aspects matter? Australasian Journal of Educational Technology, 41 (4), 84–100. https://doi.org/10.14742/ajet.9831 (SSCI)
  7. Lun, S., Ho, H.-N. J., Shih, M., Perng, Y.-H., Tsaih, L., & Liang, J.-C.* (2025). Exploring learning approaches and self-efficacy among design students in Taiwan. International Journal of Technology and Design Education, 1-24. https://doi.org/10.1007/s10798-025-10004-3 (SSCI)
  8. Jiang, Q., Li, Q., Liang, J.-C.*, Xiong, W., & Zhao, W. (2025). Roles of programming self-efficacy, cognitive styles, and self-regulated learning strategies on computational thinking in computer programming . Humanities and Social Sciences Communications, 12 (1), 1-12. https://doi.org/10.1057/s41599-025-05686-y (SSCI)
  9. Tian, T., Chai, C. S., Chen, M.-H., & Liang, J.-C.* (2025). University Students’ Perception of Learning with Generative Artificial Intelligence. Educational Technology & Society, 28 (3), 151-165. https://www.jstor.org/stable/48827955 (SSCI)
  10. Wang, K., Chai, C. S., Liang, J. C., & Sang, G. (2024). Exploring teachers’ behavioural intentions to design artificial intelligence-assisted learning in Chinese K–12 education. Technology, Pedagogy and Education, 33(5), 629-645. https://doi.org/10.1080/1475939X.2024.2369241 (SSCI)
  11. Lee, S. W. Y., Liang, J. C., Hsu, C. Y., & Tsai, M. J. (2024). Students’ beliefs about computer programming predict their computational thinking and computer programming self-efficacy. Interactive Learning Environments, 1-21. https://doi.org/10.1080/10494820.2023.2194929 (SSCI)
  12. Li, Q., Jiang, Q., Liang, J. C.*, Xiong, W., & Zhao, W. (2024). Engagement predicts computational thinking skills in unplugged activity: Analysis of gender differences. Thinking Skills and Creativity, 52, 101537. https://doi.org/10.1016/j.tsc.2024.101537 (SSCI)
  13. Zhai, X., Chu, X., Wang, M., Tsai, C. C., Liang, J. C., & Spector, J. M. (2024). A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022. Humanities and Social Sciences Communications, 11(1), 1-14. https://doi.org/10.1057/s41599-024-02987-6 (SSCI)
  14. Chen, N., Hong, H. Y., Chai, C. S., & Liang, J. C. (2024). Highlighting ECE teachers’ proximal processes as designers: An investigation of teachers’ design thinking engagement, TPACK efficacy, and design vitality. Early Education and Development, 35(3), 531-550. https://doi.org/10.1080/10409289.2023.2177492 (SSCI)
  15. Yiin, S. J., Shen, K. P., Lai, C. L., & Liang, J. C*. (2024). An evaluation of nursing students' learning self-efficacy: A multi-dimensional instrument development and structural validation. Nurse Education Today, 135, 106118. https://doi.org/10.1016/j.nedt.2024.106118 (SSCI)
  16. Chao, C. T., Wu, M. Y., Hung, K. Y., Wu, M. S., & Liang, J. C*. (2024). Interprofessional Differences in Multidimensional Self-Efficacy Associated With Professional Performance in Nephrology During Case-Based Learning. Kidney International Reports, 9 (4), 877-887. https://doi.org/10.1016/j.ekir.2024.01.018 (SSCI)
  17. Huang, W. L., Li, L. Y., & Liang, J. C.* (2024). Exploring learners’ learning performance, knowledge construction, and behavioral patterns in online asynchronous discussion using guidance scaffolding in visual imagery education. Educational Technology & Society, 27(1), 1-17. https://www.jstor.org/stable/48754838 (SSCI)
  18. Chen, N., Wu, D., Hong, H. Y., Chai, C. S., & Liang, J. C. (2023). Developing a design thinking engagement scale for early childhood teachers. International Journal of Technology and Design Education, 33 (5), 2045-2069. https://doi.org/10.1007/s10798-023-09807-z (SSCI)
  19. Zhou, Y., Chai, C. S., Li, X., Ma, C., Li, B., Yu, D., & Liang, J. C. (2023). Application of metacognitive planning scaffolding for the cultivation of computational thinking. Journal of Educational Computing Research, 61 (6), 1123-1142. https://doi.org/10.1177/07356331231160294 (SSCI)
  20. Li, Q., Jiang, Q., Liang, J. C.*, Xiong, W., Liang, Y., & Zhao, W. (2023). Effects of interactive unplugged programming activities on computational thinking skills and student engagement in elementary education. Education and Information Technologies, 28(9), 12293-12318. https://doi.org/10.1007/s10639-023-11634-7 (SSCI)
  21. Lee, S. W. Y., Liang, J. C., Hsu, C. Y., Chien, F. P., & Tsai, M. J. (2023). Exploring Potential Factors to Students’ Computational Thinking. Educational Technology & Society, 26 (3), 176-189. https://www.jstor.org/stable/48734329(SSCI)
  22. Zheng, C., Liang, J. C., Chai, C. S., Chen, X., & Liu, H. (2023). Comparing high school students’ online self-regulation and engagement in English language learning. System, 115, 103037. https://doi.org/10.1016/j.system.2023.103037 (SSCI)
  23. Lin, H. M., Wu, J. Y., Liang, J. C.*, Lee, Y. H., Huang, P. C., Kwok, O. M., & Tsai, C. C. (2023). A review of using multilevel modeling in e-learning research. Computers & Education, 198, 104762. https://doi.org/10.1016/j.compedu.2023.104762 (SSCI)
  24. Su, Y., Liang, J. C., Zheng, C., & Tsai, C. C. (2023). Co-regulation strategies and their associations with writing self-efficacy in a computer-mediated collaborative writing setting. Journal of Second Language Writing, 59, 100972. https://doi.org/10.1016/j.jslw.2023.100972 (SSCI)
  25. Hsin, C. T., Wu, H. K., Liang, J. C., & Luu, D. T. (2023). Factors predicting kindergarten teachers’ integration of science into their teaching in indigenous areas. Australasian Journal of Early Childhood, 48(1), 50-65. https://doi.org/10.1177/18369391221120956 (SSCI)
  26. Luan, L., Liang, J. C., Chai, C. S., Lin, T. B., & Dong, Y. (2023). Development of the new media literacy scale for EFL learners in China: a validation study. Interactive Learning Environments, 31 (1), 244-257. https://doi.org/10.1080/10494820.2020.1774396 (SSCI) (Q1, 44/265, 2020; CATEGORY: EDUCATION & EDUCATIONAL RESEARCH)
  27. Lin, Y. S., Gau, B. S., Chen, H. C., Liang, J. C., Shih, F. Y., Lin, Y. C., & Lou, M. F. (2022). The relationship between safety climate and nurses’ safe handling of chemotherapy: A partial least squares structural equation modeling analysis. European Journal of Oncology Nursing, 61, 102222. https://doi.org/10.1016/j.ejon.2022.102222 (SSCI)
  28. Chang, H. Y., Binali, T., Liang, J. C., Chiou, G. L., Cheng, K. H., Lee, S. W. Y., & Tsai, C. C. (2022). Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact. Computers & Education, 191, 104641. https://doi.org/10.1016/j.compedu.2022.104641 (SSCI)
  29. Lin, M., Chai, C. S., & Liang, J. C. (2022). A mediation model of the relationship between university students’ news media literacy and xenophobia: The role of intellectual humility, perceived threat, and blind patriotism. Frontiers in Psychology, 13, 1036497. https://doi.org/10.3389/fpsyg.2022.1036497 (SSCI)
  30. Xiong, X. B., Ching Sing, C., Tsai, C. C., & Liang, J. C.* (2022). Exploring the relationship between Chinese pre-service teachers’ epistemic beliefs and their perceptions of technological pedagogical content knowledge (TPACK). Educational Studies, 48(6), 750-771. https://doi.org/10.1080/03055698.2020.1814698 (SSCI)
  31. Li, Q., Jiang, Q., Liang, J. C., Pan, X., & Zhao, W. (2022). The influence of teaching motivations on student engagement in an online learning environment in China. Australasian Journal of Educational Technology, 38(6), 1-20. https://doi.org/10.14742/ajet.7280 (SSCI)
  32. Chiu, Y. L., Tsai, C. C., & Liang, J. C.* (2022). Laypeople’s online health information search strategies and use for health-related problems: cross-sectional survey. Journal of Medical Internet Research, 24(9), e29609. https://doi.org/10.2196/29609 (SCI) (Q1, 10/109, 2021; CATEGORY: HEALTH CARE SCIENCES & SERVICES)
  33. Zhou, Y., Li, X., Sing Chai, C., Tsai, C. C., & Liang, J. C. (2022). Do parents’ conceptions of learning science predict students’ approaches to learning science and their self-efficacy for learning science? International Journal of Science Education, 44(13), 2085-2109. https://doi.org/10.1080/09500693.2022.2113173 (SSCI)
  34. Tsai, M. J., Chien, F. P., Wen-Yu Lee, S., Hsu, C. Y., & Liang, J. C. (2022). Development and validation of the computational thinking test for elementary school students (CTT-ES): Correlate CT competency with CT disposition. Journal of Educational Computing Research, 60(5), 1110-1129. https://doi.org/10.1177/07356331211051043 (SSCI) (Q1, 39/270, 2021; CATEGORY: EDUCATION & EDUCATIONAL RESEARCH)
  35. Lin, Y. S., Gau, B. S., Liang, J. C., Chen, H. C., Shih, F. Y., Lin, Y. C., & Lou, M. F. (2022). Development and psychometric testing of the safety climate instrument suitable for nurses handling chemotherapy drugs. Journal of Advanced Nursing, 78(6), 1824-1835. https://doi.org/10.1111/jan.15257 (SSCI)
  36. Ho, H. N. J., Liang, J. C.*, & Tsai, C. C. (2022). The interrelationship among high school students’ conceptions of learning science, self-regulated learning science, and science learning self-efficacy. International Journal of Science and Mathematics Education, 20(5), 943-962. https://doi.org/10.1007/s10763-021-10205-x (SSCI)
  37. Tsai, M. J., Liang, J. C., Lee, S. W. Y., & Hsu, C. Y. (2022). Structural validation for the developmental model of computational thinking. Journal of Educational Computing Research, 60(1), 56-73. https://doi.org/10.1177/07356331211017794 (SSCI)
  38. Zhou, Y., An, X., Li, X., Li, L., Gong, X., Li, Y., Chai, C. S., Liang, J. C., & Tsai, C. C. (2022). A literature review of questionnaires for the assessment of online learning with a specific focus on the factors and items employed. Australasian Journal of Educational Technology, 38(1), 182-204. https://doi.org/10.14742/ajet.6719 (SSCI)
  39. Hsu, C. Y., Liang, J. C., Chuang, T. Y., Chai, C. S., & Tsai, C. C. (2021). Probing in-service elementary school teachers’ perceptions of TPACK for games, attitudes towards games, and actual teaching usage: a study of their structural models and teaching experiences. Educational Studies, 47(6), 734-750. https://doi.org/10.1080/03055698.2020.1729099 (SSCI)
  40. Wong, S. Y., Liang, J. C., & Tsai, C. C. (2021). Uncovering Malaysian secondary school students’ academic hardiness in science, conceptions of learning science, and science learning self-efficacy: a structural equation modelling analysis. Research in Science Education, 51 (Suppl 2), 537-564. https://doi.org/10.1007/s11165-019-09908-7 (SSCI)
  41. Lee, S. W. Y., Luan, H., Lee, M. H., Chang, H. Y., Liang, J. C., Lee, Y. H., Lin, T. J., Wu, A. H., Chiu, Y. J., & Tsai, C. C. (2021). Measuring epistemologies in science learning and teaching: A systematic review of the literature. Science Education, 105(5), 880-907. https://doi.org/10.1002/sce.21663 (SSCI).
  42. Tsai, M. J., Liang, J. C., & Hsu, C. Y. (2021). The computational thinking scale for computer literacy education. Journal of Educational Computing Research, 59(4), 579-602. https://doi.org/10.1177/0735633120972356 (SSCI)
  43. Lian, J., Chai, C. S., Zheng, C., & Liang, J. C. (2021). Modelling the relationship between Chinese university students’ authentic language learning and their English self-efficacy during the COVID-19 pandemic. The Asia-Pacific Education Researcher, 30 (3), 217-228. https://doi.org/10.1007/s40299-021-00571-z (SSCI) (Q2, 2021, 122/270)
  44. Lee, S. W. Y., Shih, M., Liang, J. C., & Tseng, Y. C. (2021). Investigating learners' engagement and science learning outcomes in different designs of participatory simulated games. British Journal of Educational Technology, 52(3), 1197-1214. https://doi.org/10.1111/bjet.13067 (SSCI). (Q1, 23/270, 2021; CATEGORY: EDUCATION & EDUCATIONAL RESEARCH)
  45. Yu, Y. C., & Liang, J. C.* (2021). Relationships among affect, hardiness and self-efficacy in first aid provision by airline cabin crew. International journal of environmental research and public health, 18 (4), 2108. https://doi.org/10.3390/ijerph18042108 (SSCI). (Q1, 45/182, 2021; CATEGORY: PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH)
  46. Tan, A. L., Liang, J. C., & Tsai, C. C. (2021). Relationship among high school students’ science academic hardiness, conceptions of learning science and science learning self-efficacy in Singapore. International Journal of Science and Mathematics Education, 19(2), 313-332. https://doi.org/10.1007/s10763-019-10040-1 (SSCI)
  47. Cai, S., Liu, C., Wang, T., Liu, E., & Liang, J. C. (2021). Effects of learning physics using Augmented Reality on students’ self‐efficacy and conceptions of learning. British Journal of Educational Technology, 52(1), 235-251. https://doi.org/10.1111/bjet.13020 (SSCI)
  48. Ching Sing, C., Liang, J. C., Tsai, C. C., & Dong, Y. (2020). Surveying and modelling China high school students’ experience of and preferences for twenty-first-century learning and their academic and knowledge creation efficacy. Educational Studies, 46(6), 658-675. https://doi.org/10.1080/03055698.2019.1627662 (SSCI)
  49. Lin, H.-M., Lee, M.-H.,Liang, J.-C., Chang, H.-Y., Huang, P., & Tsai, C.-C.(2020). A review of using partial least square structural equation modeling in e‐learning research. British Journal of Educational Technology, 51(4), 1354-1372. https://doi.org/10.1111/bjet.12890 (SSCI)
  50. Chang, H. Y., Liang, J. C., & Tsai, C. C. (2020). Students’ context-specific epistemic justifications, prior knowledge, engagement, and socioscientific reasoning in a mobile augmented reality learning environment. Journal of Science Education and Technology, 29 (3), 399-408. https://doi.org/10.1007/s10956-020-09825-9 (SSCI)
  51. Hsu, C. Y., Liang, J. C., & Tsai, M. J. (2020). Probing the structural relationships between teachers’ beliefs about game-based teaching and their perceptions of technological pedagogical and content knowledge of games. Technology, Pedagogy and Education, 29(3), 297-309. https://doi.org/10.1080/1475939X.2020.1752296 (SSCI)
  52. Tao, J., Zheng, C., Lu, Z., Liang, J. C., & Tsai, C. C. (2020). Cluster analysis on Chinese university students’ conceptions of English language learning and their online self-regulation. Australasian Journal of Educational Technology, 36(2), 105-119. https://doi.org/10.14742/ajet.4844 (SSCI)
  53. Lee, M. H., Liang, J. C., Wu, Y. T., Chiou, G. L., Hsu, C. Y., Wang, C. Y., Lin, J. W., & Tsai, C. C. (2020). High school students’ conceptions of science laboratory learning, perceptions of the science laboratory environment, and academic self-efficacy in science learning. International Journal of Science and Mathematics Education, 18, 1-18. https://doi.org/10.1007/s10763-019-09951-w (SSCI)
  54. Shih, M., Liang, J. C.*, & Tsai, C. C. (2019). Exploring the role of university students’ online self-regulated learning in the flipped classroom: a structural equation model. Interactive Learning Environments, 27(8), 1192-1206. https://doi.org/10.1080/10494820.2018.1541909 (SSCI)(SJR, 4.33%)
  55. Chiu, Y. C., Liang, J. C., Hsu, H. Y., Chu, T. S., Lin, K. H., Chen, Y. Y., & Tsai, C. C. (2019). To examine the associations between medical students’ conceptions of learning, strategies to learning, and learning outcome in a medical humanities course. BMC medical education, 19, 1-14. https://doi.org/10.1186/s12909-019-1856-8 (SSCI)
  56. Cheng, Y. H., Tsai, C. C., & Liang, J. C. (2019). Academic hardiness and academic self-efficacy in graduate studies. Higher education research & development, 38(5), 907-921. https://doi.org/10.1080/07294360.2019.1612858 (SSCI)
  57. Su, Y., Li, Y., Liang, J. C., & Tsai, C. C. (2019). Moving literature circles into wiki-based environment: the role of online self-regulation in EFL learners’ attitude toward collaborative learning. Computer Assisted Language Learning, 32(5-6), 556-586. https://doi.org/10.1080/09588221.2018.1527363 (SSCI)
  58. Hsin, C. T., Liang, J. C., Hsu, C. Y., Shih, M., Sheu, F. R., & Tsai, C. C. (2019). Young children’s conceptions of learning: A cross-sectional study of the early years of schooling. The Asia-Pacific Education Researcher, 28, 127-137. https://doi.org/10.1007/s40299-018-0419-9 (SSCI)
  59. Cai, S., Liu, E., Yang, Y. &Liang, J.-C. (2019). Tablet‐based AR technology: Impacts on students’ conceptions and approaches to learning mathematics according to their self‐efficacy. British Journal of Educational Technology, 50(1), 248-268. https://doi.org/10.1111/bjet.12718 (SSCI)
  60. Huang, W. L., Liang, J. C.*, & Tsai, C. C. (2018). Exploring the relationship between university students’ conceptions of and approaches to learning mass communication in Taiwan. The Asia-Pacific Education Researcher, 27, 43-54. https://doi.org/10.1007/s40299-017-0364-z (SSCI)
  61. Sang, G., Liang, J. C., Chai, C. S., Dong, Y., & Tsai, C. C. (2018). Teachers’ actual and preferred perceptions of twenty-first century learning competencies: a Chinese perspective. Asia Pacific Education Review, 19, 307-317. https://doi.org/10.1007/s12564-018-9522-0 (SSCI)
  62. Zheng, C., Liang, J.-C., Li, M., & Tsai, C.-C. (2018). The relationship between English language learners’ motivation and online self-regulation: A structural equation modelling approach. System, 76 (6), 144-157. https://doi.org/10.1016/j.system.2018.05.003 (SSCI)
  63. Su, Y., Zheng, C., Liang, J. C., & Tsai, C. C. (2018). Examining the relationship between English language learners’ online self-regulation and their self-efficacy. Australasian Journal of Educational Technology, 34(3). https://doi.org/10.14742/ajet.3548 (SSCI)
  64. Wang, Y. L., Liang, J. C.*, & Tsai, C. C. (2018). Cross-cultural comparisons of university students’ science learning self-efficacy: structural relationships among factors within science learning self-efficacy. International Journal of Science Education, 40(6), 579-594. https://doi.org/10.1080/09500693.2017.1315780 (SSCI)
  65. Yang, F. Y., Liu, S. Y., Hsu, C. Y., Chiou, G. L., Wu, H. K., Wu, Y. T., Chen, S., Liang, J. C., Tsai, M. J., Lee, S. W. Y., Lee, M. H., Lin, C. L., Chu, R. J., & Tsai, C. C. (2018). High-school students’ epistemic knowledge of science and its relation to learner factors in science learning. Research in Science Education, 48, 325-344. https://doi.org/10.1007/s11165-016-9570-6 (SSCI)
  66. Lin, X. F., Liang, J. C., Tsai, C. C., & Hu, Q. (2018). The moderating role of self-regulated learning in job characteristics and attitudes towards web-based continuing learning in the airlines workplace. Australasian Journal of Educational Technology, 34(1). https://doi.org/10.14742/ajet.3198 (SSCI)
  67. Chen, Y. Y., Li, C. M., Liang, J. C.*, & Tsai, C. C. (2018). Health information obtained from the internet and changes in medical decision making: questionnaire development and cross-sectional survey. Journal of medical Internet research, 20(2), e47. https://doi.org/10.2196/jmir.9370 (SCI)
  68. Hwang, G. J., Lai, C. L., Liang, J. C., Chu, H. C., & Tsai, C. C. (2018). A long-term experiment to investigate the relationships between high school students’ perceptions of mobile learning and peer interaction and higher-order thinking tendencies. Educational Technology Research and Development, 66, 75-93. https://doi.org/10.1007/s11423-017-9540-3 (SSCI)
  69. Liang, J. C., Chen, Y. Y., Hsu, H. Y., Chu, T. S., & Tsai, C. C. (2018). The relationships between the medical learners’ motivations and strategies to learning medicine and learning outcomes. Medical education online, 23(1), 1497373. https://doi.org/10.1080/10872981.2018.1497373 (SSCI)
  70. Li, M., Zheng, C., Liang, J. C., Zhang, Y., & Tsai, C. C. (2018). Conceptions, self-regulation, and strategies of learning science among Chinese high school students. International Journal of Science and Mathematics Education, 16, 69-87. https://doi.org/10.1007/s10763-016-9766-2 (SSCI)
  71. Zheng, C., Liang, J. C., & Tsai, C. C. (2017). Validating an instrument for EFL learners’ sources of self-efficacy, academic self-efficacy and the relation to English proficiency. The Asia-Pacific Education Researcher, 26, 329-340. https://doi.org/10.1007/s40299-017-0352-3 (SSCI)
  72. Zhou, Y., Chai, C. S., Liang, J. C., Jin, M., & Tsai, C. C. (2017). The relationship between teachers’ online homework guidance and technological pedagogical content knowledge about educational use of web. The Asia-Pacific Education Researcher, 26, 239-247. https://doi.org/10.1007/s40299-017-0344-3 (SSCI)
  73. Wang, Y. L., Liang, J. C., Lin, C. Y., & Tsai, C. C. (2017). Identifying Taiwanese junior-high school students' mathematics learning profiles and their roles in mathematics learning self-efficacy and academic performance. Learning and Individual Differences, 54, 92-101. https://doi.org/10.1016/j.lindif.2017.01.008 (SSCI)
  74. Zhai, X., Gu, J., Liu, H., Liang, J. C., & Tsai, C. C. (2017). An experiential learning perspective on students’ satisfaction model in a flipped classroom context. Journal of Educational Technology & Society, 20(1), 198-210. https://www.jstor.org/stable/jeductechsoci.20.1.198 (SSCI)
  75. Hsu, C. Y., Tsai, M. J., Chang, Y. H., & Liang, J. C. (2017). Surveying in-service teachers’ beliefs about game-based learning and perceptions of technological pedagogical and content knowledge of games. Journal of Educational Technology & Society, 20(1), 134-143. https://www.jstor.org/stable/jeductechsoci.20.1.134 (SSCI)
  76. Hsieh, R. W., Chen, L., Chen, T. F., Liang, J. C., Lin, T. B., Chen, Y. Y., & Tsai, C. C. (2016). The association between internet use and ambulatory care-seeking behaviors in Taiwan: a cross-sectional study. Journal of Medical Internet Research, 18(12), e319. https://doi.org/10.2196/jmir.5498 (SSCI)
  77. Lee, S. W. Y., Liang, J. C.*, & Tsai, C. C. (2016). Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning. International Journal of Science Education, 38(15), 2327-2345. https://doi.org/10.1080/09500693.2016.1240384 (SSCI)
  78. Chiu, Y. L., Liang, J. C., & Tsai, C. C. (2016). Exploring the roles of education and Internet search experience in students' Internet-specific epistemic beliefs. Computers in Human Behavior, 62, 286-291. https://doi.org/10.1016/j.chb.2016.03.091 (SSCI)
  79. Chiu, Y. L., Liang, J. C., Hou, C. Y., & Tsai, C. C. (2016). Exploring the relationships between epistemic beliefs about medicine and approaches to learning medicine: a structural equation modeling analysis. BMC medical education, 16, 1-12. https://doi.org/10.1186/s12909-016-0707-0 (SSCI)
  80. Lai, C. L., Hwang, G. J., Liang, J. C., & Tsai, C. C. (2016). Differences between mobile learning environmental preferences of high school teachers and students in Taiwan: A structural equation model analysis. Educational Technology Research and Development, 64, 533-554. https://doi.org/10.1007/s11423-016-9432-y (SSCI)
  81. Chiu, Y. L., Liang, J. C.*, Mao, P. C. M., & Tsai, C. C. (2016). Improving health care providers' capacity for self-regulated learning in online continuing pharmacy education: the role of internet self-efficacy. Journal of Continuing Education in the Health Professions, 36(2), 89-95. https://doi.org/10.1097/CEH.0000000000000066 (SCI)
  82. Zheng, C., Liang, J. C., Yang, Y. F., & Tsai, C. C. (2016). The relationship between Chinese university students' conceptions of language learning and their online self-regulation. System, 57, 66-78. https://doi.org/10.1016/j.system.2016.01.005 (SSCI)
  83. Chang, H. Y., Wang, C. Y., Lee, M. H., Wu, H. K., Liang, J. C., Lee, S. W. Y., Chiou, G. L., Lo, H. C., Lin, J. W., Hsu, C. Y., Wu, Y. T., Chen, S., Hwang, F. K., & Tsai, C. C. (2015). A review of features of technology-supported learning environments based on participants’ perceptions. Computers in human behavior, 53, 223-237. https://doi.org/10.1016/j.chb.2015.06.042 (SSCI)
  84. Liang, J. C.*, Su, Y. C., & Tsai, C. C. (2015). The assessment of Taiwanese college students’ conceptions of and approaches to learning computer science and their relationships. The Asia-Pacific Education Researcher, 24, 557-567. https://doi.org/10.1007/s40299-014-0201-6 (SSCI)
  85. Ho, H. N. J., & Liang, J. C. (2015). The relationships among scientific epistemic beliefs, conceptions of learning science, and motivation of learning science: a study of Taiwan high school students. International Journal of Science Education, 37(16), 2688-2707. https://doi.org/10.1080/09500693.2015.1100346 (SSCI)
  86. Chiu, Y. L., Tsai, C. C., & Liang, J. C.* (2015). Testing measurement invariance and latent mean differences across gender groups in college students’ Internet-specific epistemic beliefs. Australasian Journal of Educational Technology, 31(4). https://doi.org/10.14742/ajet.1437 (SSCI)
  87. Hsu, C. Y., Liang, J. C.*, & Su, Y. C. (2015). The role of the TPACK in game-based teaching: Does instructional sequence matter?. The Asia-Pacific Education Researcher, 24, 463-470. https://doi.org/10.1007/s40299-014-0221-2 (SSCI)
  88. Liang, J. C.* (2015). Exploring the relationships between in-service preschool teachers’ perceptions of classroom authority and their TPACK. The Asia-Pacific Education Researcher, 24, 471-479. https://doi.org/10.1007/s40299-014-0217-y (SSCI)
  89. Lin, T. J., Liang, J. C.*, & Tsai, C. C. (2015). Identifying Taiwanese university students’ physics learning profiles and their role in physics learning self-efficacy. Research in Science Education, 45, 605-624. https://doi.org/10.1007/s11165-014-9440-z (SSCI)
  90. Tsai, M. J., Liang, J. C., Hou, H. T., & Tsai, C. C. (2015). Males are not as active as females in online discussion: Gender differences in face-to-face and online discussion strategies. Australasian Journal of Educational Technology, 31(3). https://doi.org/10.14742/ajet.1557 (SSCI)
  91. Tzuo, P. W., Tan, L. S., Yong, F. L., & Liang, J. C. (2015). Teachers’ versus parents’ perceptions of professionalism of early childhood teachers: A mixed-methods study. Australasian Journal of Early Childhood, 40(2), 117-126. https://doi.org/10.1177/183693911504000 (SSCI)
  92. Cheng, K. H., Liang, J. C., & Tsai, C. C. (2015). Examining the role of feedback messages in undergraduate students' writing performance during an online peer assessment activity. The internet and higher education, 25, 78-84. https://doi.org/10.1016/j.iheduc.2015.02.001 (SSCI)
  93. Dong, Y., Liang, J. C.*, Yu, Y. Y., Wu, J. C., & Tsai, C. C. (2015). The relationships between Chinese higher education students' epistemic beliefs and their judgmental standards of searching for literature online: undergraduate versus graduate comparisons. Interactive Learning Environments, 23(2), 250-266. https://doi.org/10.1080/10494820.2014.948460 (SSCI)
  94. Lin, T. C., Liang, J. C., & Tsai, C. C. (2015). Conceptions of memorizing and understanding in learning, and self-efficacy held by university biology majors. International Journal of Science Education, 37(3), 446-468. https://doi.org/10.1080/09500693.2014.992057 (SSCI)
  95. Tzuo, P. W., Toh, L. P. E., & Liang, J. C. (2015). Early childhood teachers' views towards using constructivist internet-based environments to support children's learning activities: A mixed-methods study. Australasian Journal of Early Childhood, 40(1), 81-90. https://doi.org/10.1177/18369391150400 (SSCI)
  96. Wang, H. Y., Liang, J. C., & Tsai, C. C. (2014). The difference in the online medical information searching behaviors of hospital patients and their relatives versus the general public. Journal of Educational Technology & Society, 17(3), 280-290. https://www.jstor.org/stable/jeductechsoci.17.3.280 (SSCI)
  97. Lee, W. C., Chiu, Y. L., Liang, J. C. , & Tsai, C. C. (2014). Exploring the structural relationships between high school students’ Internet-specific epistemic beliefs and their utilization of online academic help seeking. Computers in Human Behavior, 36, 391-400. https://doi.org/10.1016/j.chb.2014.03.069 (SSCI)
  98. Tzuo, P. W., Liang, J. C., & Yang, C. H. (2014). Knowledge domains in globalization and their influence on teaching in early childhood education and care. The Asia-Pacific Education Researcher, 23, 213-224. https://doi.org/10.1007/s40299-013-0098-5 (SSCI)
  99. Tseng, S. C., Liang, J. C.*, & Tsai, C. C. (2014). Students' self-regulated learning, online information evaluative standards and online academic searching strategies. Australasian Journal of Educational Technology, 30(1). https://doi.org/10.14742/ajet.242 (SSCI)
  100. Wang, C. Y., Wu, H. K., Lee, S. W. Y., Hwang, F. K., Chang, H. Y., Wu, Y. T., Chiou G.L., Chen, S., Liang, J. C., Lin, J. W., Lo, H. C., & Tsai, C. C. (2014). A review of research on technology-assisted school science laboratories. Journal of Educational Technology & Society, 17(2), 307-320. https://www.jstor.org/stable/jeductechsoci.17.2.307 (SSCI)
  101. Hsu, C. Y., Liang, J. C., Chai, C. S., & Tsai, C. C. (2013). Exploring preschool teachers' technological pedagogical content knowledge of educational games. Journal of Educational Computing Research, 49 (4), 461-479. https://doi.org/10.2190/EC.49.4.c (SSCI)
  102. Lai, M. L., Tsai, M. J., Yang, F. Y., Hsu, C. Y., Liu, T. C., Lee, S. W. Y., Lee, M. H., Chiou, G. L., Liang, J. C., & Tsai, C. C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational research review, 10, 90-115. https://doi.org/10.1016/j.edurev.2013.10.001 (SSCI)
  103. Chiu, Y. L., Liang, J. C., & Tsai, C. C. (2013). Internet-specific epistemic beliefs and self-regulated learning in online academic information searching. Metacognition and learning, 8, 235-260. https://doi.org/10.1007/s11409-013-9103-x (SSCI)
  104. Lin, Y. C., Liang, J. C.*, Yang, C. J., & Tsai, C. C. (2013). Exploring middle-aged and older adults’ sources of Internet self-efficacy: A case study. Computers in Human Behavior, 29(6), 2733-2743. https://doi.org/10.1016/j.chb.2013.07.017 (SSCI)
  105. Liang, J. C.*, Chai, C. S., Koh, J. H. L., Yang, C. J., & Tsai, C. C. (2013). Surveying in-service preschool teachers' technological pedagogical content knowledge. Australasian Journal of Educational Technology, 29(4). https://doi.org/10.14742/ajet.299 (SSCI)
  106. Lin, C. L., Liang, J. C., Su, Y. C., & Tsai, C. C. (2013). Exploring the relationships between self-efficacy and preference for teacher authority among computer science majors. Journal of Educational Computing Research, 49(2), 189-207. https://doi.org/10.2190/EC.49.2.d (SSCI)
  107. Wu, Y. T., Hou, H. T., Hwang, F. K., Lee, M. H., Lai, C. H., Chiou, G. L., Lee, S. W. Y., Hsu, Y. C., Liang, J. C., Chen, N. S., & Tsai, C. C. (2013). A review of intervention studies on technology-assisted instruction from 2005-2010. Journal of Educational Technology & Society, 16(3), 191-203. https://www.jstor.org/stable/jeductechsoci.16.3.191 (SSCI)
  108. Cheng, K. H., Liang, J. C., & Tsai, C. C. (2013). The role of Internet-specific epistemic beliefs and self-regulation in high school students' online academic help seeking: A structural equation modeling analysis. Journal of Educational Computing Research, 48(4), 469-489. https://doi.org/10.2190/EC.48.4.d (SSCI)
  109. Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & education, 62, 41-49. https://doi.org/10.1016/j.compedu.2012.10.024 (SSCI)
  110. Li, W. T., Liang, J. C.*, & Tsai, C. C. (2013). Relational analysis of college chemistry-major students' conceptions of and approaches to learning chemistry. Chemistry Education Research and Practice, 14(4), 555-565. https://doi.org/10.1039/C3RP00034F (SSCI)
  111. Cheng, K. H., Liang, J. C., & Tsai, C. C. (2013). University students' online academic help seeking: The role of self-regulation and information commitments. The Internet and Higher Education, 16, 70-77. https://doi.org/10.1016/j.iheduc.2012.02.002 (SSCI)
  112. Chen, S., Lo, H. C., Lin, J. W., Liang, J. C., Chang, H. Y., Hwang, F. K., Chiou, G. L., Wu, Y. T., Lee, S. W. Y., Wu, H. K., Wang, C. Y., & Tsai, C. C. (2012). Development and implications of technology in reform-based physics laboratories. Physical Review Special Topics-Physics Education Research, 8(2), 020113. https://doi.org/10.1103/PhysRevSTPER.8.020113 (SSCI)
  113. Lin, Y. C., Liang, J. C., & Tsai, C. C. (2012). The relationships between epistemic beliefs in biology and approaches to learning biology among biology-major university students in Taiwan. Journal of Science Education and Technology, 21, 796-807. https://doi.org/10.1007/s10956-012-9367-y (SSCI)
  114. Lin, C. L., Tsai, C. C., & Liang, J. C. (2012). An investigation of two profiles within conceptions of learning science: An examination of confirmatory factor analysis. European Journal of Psychology of Education, 27, 499-521. https://doi.org/10.1007/s10212-011-0092-3 (SSCI)
  115. Tsai, M. J., Liang, J. C., Hou, H. T., & Tsai, C. C. (2012). University students' online information searching strategies in different search contexts. Australasian Journal of Educational Technology, 28(5). 881-895. https://doi.org/10.14742/ajet.822 (SSCI)
  116. Lin, Y. H., Liang, J. C., & Tsai, C. C. (2012). Effects of different forms of physiology instruction on the development of students' conceptions of and approaches to science learning. Advances in physiology education, 36(1), 42-47. https://doi.org/10.1152/advan.00118.2011 (SCI/SSCI)
  117. Chiou, G. L., & Liang, J. C. (2012). Exploring the Structure of Science Self-efficacy: A Model Built on High School Students' Conceptions of Learning and Approaches to Learning in Science. Asia-Pacific Education Researcher (De La Salle University Manila), 21(1). 83-91. (SSCI)
  118. Chiou, G. L., Liang, J. C., & Tsai, C. C. (2012). Undergraduate students’ conceptions of and approaches to learning in biology: A study of their structural models and gender differences. International Journal of Science Education, 34(2), 167-195. https://doi.org/10.1080/09500693.2011.558131 (SSCI)
  119. Tsai, C. C., Ho, H. N. J., Liang, J. C., & Lin, H. M. (2011). Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students. Learning and Instruction, 21(6), 757-769. https://doi.org/10.1016/j.learninstruc.2011.05.002 (SSCI)
  120. Liang, J. C.*, Wu, S. H., & Tsai, C. C. (2011). Nurses' Internet self-efficacy and attitudes toward web-based continuing learning. Nurse education today, 31(8), 768-773. https://doi.org/10.1016/j.nedt.2010.11.021 (SSCI)
  121. Hsu, C. Y., Tsai, C. C., & Liang, J. C. (2011). Facilitating preschoolers’ scientific knowledge construction via computer games regarding light and shadow: The effect of the prediction-observation-explanation (POE) strategy. Journal of Science Education and Technology, 20(5), 482-493. https://doi.org/10.1007/s10956-011-9298-z (SSCI)
  122. Tsai, C. C., Chuang, S. C., Liang, J. C., & Tsai, M. J. (2011). Self-efficacy in Internet-based learning environments: A literature review. Journal of Educational Technology & Society, 14(4), 222-240. https://www.jstor.org/stable/jeductechsoci.14.4.222 (SSCI)
  123. Lee, S. W. Y., Tsai, C. C., Wu, Y. T., Tsai, M. J., Liu, T. C., Hwang, F. K., Lai, C.H., Liang, J. C., Wu, H C., & Chang, C. Y. (2011). Internet‐based science learning: A review of journal publications. International Journal of Science Education, 33 (14), 1893-1925. https://doi.org/10.1080/09500693.2010.536998 (SSCI)
  124. Tsai, C. C., Wu, Y. T., Lin, Y. C., & Liang, J. C. (2011). Research Regarding Science Learning in Asia: An Analysis of Selected Science Education Journals. Asia-Pacific Education Researcher (De La Salle University Manila), 20(2). (SSCI)
  125. Liang, J. C.*, & Tsai, C. C. (2010). Learning through science writing via online peer assessment in a college biology course. The Internet and Higher Education, 13(4), 242-247. https://doi.org/10.1016/j.iheduc.2010.04.004 (SSCI)
  126. Liang, J. C., & Tsai, C. C. (2010). Relational analysis of college science‐major students’ epistemological beliefs toward science and conceptions of learning science. International Journal of Science Education, 32(17), 2273-2289. https://doi.org/10.1080/09500690903397796 (SSCI)
  127. Liang, J. C.*, & Wu, S. H. (2010). Nurses’ motivations for Web‐based learning and the role of Internet self‐efficacy. Innovations in Education and Teaching International, 47(1), 25-37. https://doi.org/10.1080/14703290903525820 (SSCI)
  128. Liang, J. C., Lee, M. H., & Tsai, C. C. (2010). The relations between scientific epistemological beliefs and approaches to learning science among science-major undergraduates in Taiwan. Asia-Pacific Education Researcher, 19(1), 43-59. https://doi.org/10.3860/taper.v19i1.1508 (SSCI)
  129. Liang, J. C., & Tsai, C. C. (2009). The information commitments toward web information among medical students in Taiwan. Journal of Educational Technology & Society, 12(1), 162-172. https://www.jstor.org/stable/jeductechsoci.12.1.162 (SSCI)
  130. Tsai, C. C., &Liang, J. C. (2009). The development of science activities via on-line peer assessment: The role of scientific epistemological views. Instructional Science, 37, 293-310. https://doi.org/10.1007/s11251-007-9047-0 (SSCI)
  131. Liang, J. C., & Tsai, C. C. (2008). Internet self-efficacy and preferences toward constructivist Internet-based learning environments: A study of pre-school teachers in Taiwan. Journal of Educational Technology & Society, 11 (1), 226-237. https://www.jstor.org/stable/jeductechsoci.11.1.226 (SSCI)

Basic Medical Science

  1. Chiu, Y. L., Tsai, C. C., & Liang, J. C.* (2022). Laypeople's online health information search strategies and use for health-related problems: cross-sectional survey. Journal of Medical Internet Research, 24(9), e29609. https://doi.org/10.2196/29609 (SCI) (Q1, 10/109, 2021; CATEGORY: HEALTH CARE SCIENCES & SERVICES)
  2. Yeh, J. L., Hsu, J. H., Liang, J. C., Chen, J., & Liou, S. F. (2013). Lercanidipine and labedipinedilol-A attenuate lipopolysaccharide/interferon-γ-induced inflammation in rat vascular smooth muscle cells through inhibition of HMGB1 release and MMP-2, 9 activities. Atherosclerosis, 226(2), 364-372. https://doi.org/10.1016/j.atherosclerosis.2012.12.005 (SCI)
  3. Liou, S. F., Hsu, J. H., Liang, J. C., Ke, H. J., Chen, I. J., Wu, J. R., & Yeh, J. L. (2012). San-Huang-Xie-Xin-Tang protects cardiomyocytes against hypoxia/reoxygenation injury via inhibition of oxidative stress-induced apoptosis. Journal of Natural Medicines, 66, 311-320. https://doi.org/10.1007/s11418-011-0592-0 (SCI)
  4. Yeh, J. L., Hsu, J. H., Hong, Y. S., Wu, J. R., Liang, J. C., Wu, B. N., Chen, I. J. & Liou, S. F. (2011). Eugenolol and glyceryl-isoeugenol suppress LPS-induced iNOS expression by down-regulating NF-κB AND AP-1 through inhibition of MAPKS and AKT/IκBα signaling pathways in macrophages. International Journal of Immunopathology and Pharmacology, 24(2), 345-356. https://doi.org/10.1177/039463201102400208 (SCI)
  5. Liou, S. F., Ke, H. J., Hsu, J. H., Liang, J. C., Lin, H. H., Chen, I. J., & Yeh, J. L. (2011). San-Huang-Xie-Xin-Tang prevents rat hearts from ischemia/reperfusion-induced apoptosis through eNOS and MAPK pathways. Evidence-Based Complementary and Alternative Medicine, 2011. https://doi.org/10.1093/ecam/neq061 (SCI)
  6. Wu, J. R., Liou, S. F., Lin, S. W., Chai, C. Y., Dai, Z. K., Liang, J. C., Chen, I. J. & Yeh, J. L. (2010). Anti-proliferative effectiveness of lercanidipine and its mechanism of action (Experimental study). Russian Journal of Cardiology, (5), 41-51. (SCI)
  7. Liou, S. F., Lin, H. H., Liang, J. C., Chen, I. J., & Yeh, J. L. (2009). Inhibition of human prostate cancer cells proliferation by a selective alpha1-adrenoceptor antagonist labedipinedilol-A involves cell cycle arrest and apoptosis. Toxicology, 256(1-2), 13-24. https://doi.org/10.1016/j.tox.2008.10.025 (SCI)
  8. Wu, J. R., Liou, S. F., Lin, S. W., Chai, C. Y., Dai, Z. K., Liang, J. C., Chen, I. J., & Yeh, J. L. (2009). Lercanidipine inhibits vascular smooth muscle cell proliferation and neointimal formation via reducing intracellular reactive oxygen species and inactivating Ras-ERK1/2 signaling. Pharmacological research, 59(1), 48-56. https://doi.org/10.1016/j.phrs.2008.09.015 (SCI)
  9. Liang, J. C., Huang, A. H., Wu, J. R., Liou, S. F., Dai, Z. K., Chen, I. J., & Yeh, J. L. (2008). Effects of labedipinedilol‐A, third‐generation dihydropyridine‐type calcium blocker, on ouabain‐induced arrhythmia. Drug Development Research, 69(1), 26-33. https://doi.org/10.1002/ddr.20224 (SCI)
  10. Chen, K. P., & Liang, J. C. (2006). The cardiovascular study of isoeugenol derivative in the rat. Journal of Child Care, 4, 243-258.
  11. Liang, J. C., Chen, H. R., Chiu, C. C., Liou, S. F., Chen, J., & Yeh, J. L. (2006). Protective effect of labedipinedilol-A, a novel dihydropyridine-type calcium channel blocker, on myocardial apoptosis in ischemia–reperfusion injury. Life Sciences, 79(13), 1248-1256. https://doi.org/10.1016/j.lfs.2006.03.033 (SCI)
  12. Yeh, J. L., Liou, S. F., Liang, J. C., Lee, C. H., Chiu, C. C., Lin, Y. T., & Chen, J. (2005). Labedipinedilol-C: a third-generation dihydropyridine-type calcium channel antagonist displaying K+ channel opening, NO-dependent and adrenergic antagonist activities. Journal of cardiovascular pharmacology, 46(2), 130-140. https://doi.org/10.1097/01.fjc.0000167016.61845.c8 (SCI)
  13. Liou, S. F., Yeh, J. L., Liang, J. C., Chiu, C. C., Lin, Y. T., & Chen, J. (2004). Inhibition of mitogen-mediated proliferation of rat vascular smooth muscle cells by labedipinedilol-A through PKC and ERK 1/2 pathway. Journal of cardiovascular pharmacology, 44(5), 539-551. https://doi.org/10.1097/00005344-200411000-00005 (SCI)
  14. Lo, Y. C., Hsiao, H. C., Wu, D. C., Lin, R. J., Liang, J. C., Yeh, J. L., & Chen, J. (2003). A novel capsaicin derivative VOA induced relaxation in rat mesenteric and aortic arteries: involvement of CGRP, NO, cGMP, and endothelium-dependent activities. Journal of cardiovascular pharmacology, 42(4), 511-520. https://doi.org/10.1097/00005344-200310000-00009 (SCI)
  15. Yeh, J. L., Liang, J. C., Liou, S. F., Lin, Y. T., Sheu, S. H., Lai, W. T., Shin, S. J. & Chen, I. J. (2003). Ventricular PKC‐ϵ and humoral signaling in DOCA‐Salt rats treated with labedipinedilol‐A. Drug development research, 59 (3), 307-315. https://doi.org/10.1002/ddr.10214 (SCI)
  16. Liang, J. C., Yeh, J. L., Wang, C. S., Liou, S. F., Tsai, C. H., & Chen, J. (2002). The new generation dihydropyridine type calcium blockers, bearing 4-phenyl oxypropanolamine, display α-/β-Adrenoceptor antagonist and long-Acting antihypertensive activities. Bioorganic & medicinal chemistry, 10(3), 719-730. https://doi.org/10.1016/S0968-0896(01)00318-2 (SCI)
  17. Chen, I. J., Yeh, J. L., & Liang, J. C. (2001, July). An orally long-acting antihypertensive labedipinedilol-A displays inhibitory activity on hypertension-associated hypertrophy in rats. Fundamental & Clinical Pharmacology, 15, 122-122. (SCI)
  18. Huang, Y. C., Wu, B. N., Yeh, J. L., Chen, S. J., Liang, J. C., Lo, Y. C., & Chen, J. (2001). A new aspect of view in synthesizing new type β-adrenoceptor blockers with ancillary antioxidant activities. Bioorganic & medicinal chemistry, 9(7), 1739-1746. https://doi.org/10.1016/S0968-0896(01)00067-0 (SCI)
  19. Yeh, J. L., Tsai, C. H., Liang, J. C., Wu, J. R., Huang, Y. C., & Chen, I. J. (2001). Third‐generation dihydropyridine‐type calcium channel blocker labedipinedilol‐B displays α/β‐adrenoceptor blocking activities. Drug development research, 52(3), 462-474. https://doi.org/10.1002/ddr.1148 (SCI)
  20. Chiu, C. C., Lin, Y. T., Tsai, C. H., Liang, J. C., Chiang, L. C., Wu, J. R., Chen, I. J., & Yeh, J. L. (2000). Pharmacological effects of an aldehyde type α/β-adrenoceptor blocking agent with vasodilating properties. General Pharmacology: The Vascular System, 34(6), 391-400. https://doi.org/10.1016/S0306-3623(01)00076-3 (SCI)
  21. Yeh, J. L., Yang, T. H., Liang, J. C., Huang, Y. C., Lo, Y. C., Wu, J. R., Lin, Y. T. & Chen, I. J. (2000). Isoeugenodilol: A vasorelaxant α/β‐adrenoceptor blocker with antioxidant activity. Drug development research, 51(1), 29-42. https://doi.org/10.1002/1098-2299(20000901)51:1<29::AID-DDR4>3.0.CO;2-2 (SCI)
  22. Liang, J. C., Yeh, J. L., Chiang, L. C., Yang, Y. C., Sheu, S. H., Lai, W. T., & Chen, I. J. (2000). Labedipinedilol‐A: A vanilloid‐based α/β‐adrenoceptor blocker with calcium entry blocking and long‐acting antihypertensive properties. Drug development research, 49(2), 94-108. https://doi.org/10.1002/(SICI)1098-2299(200002)49:2<94::AID-DDR3>3.0.CO;2-V (SCI)
  23. Yeh, J. L., Liou, S. F., Liang, J. C., Huang, Y. C., Chiang, L. C., Wu, J. R., Lin, Y. T., & Chen, J. (2000). Vanidipinedilol: A vanilloid-based β-adrenoceptor blocker displaying calcium entry blocking and vasorelaxant activities. Journal of cardiovascular pharmacology, 35(1), 51-63. https://doi.org/10.1097/00005344-200001000-00007 (SCI)
  24. Huang, Y. C., Yeh, J. L., Wu, B. N., Lo, Y. C., Liang, J. C., Lin, Y. T., Cheu, S. H., & Chen, I. J. (1999). Ferulidilol: a vasodilatory and antioxidant adrenoceptor and calcium entry blocker, with ancillary β2‐agonist activity. Drug development research, 47(2), 77-89. https://doi.org/10.1002/(SICI)1098-2299(199906)47:2<77::AID-DDR3>3.0.CO;2-Q (SCI)