Congratulations to Anna Chen for presenting her research, conducted in collaboration with Dr. Shonn Cheng, at the 2026 Taiwan Industrial and Organizational Psychology (TAIOP) Annual Conference at National Taiwan University in Taipei City, Taiwan. The study, “Exploring the Relations Among Work Motivation, Work Emotions, and Organizational Citizenship Behavior from a Perspective of the Control–Value Theory of Achievement Emotions,” applies Pekrun’s Control–Value Theory of Achievement Emotions to the workplace context. The research examines how employees’ work motivation influences organizational citizenship behavior through work emotions. Using survey data collected from 337 full-time employees, the findings revealed that work motivation significantly predicts organizational citizenship behavior through positive and negative work emotions. This research highlights the important role of both motivational beliefs and emotional experiences in promoting positive workplace behaviors and provides new insights into applying achievement emotion theory within organizational settings.

Congratulations to Sung-Chan Ku and Nurul Annisa for publishing their article, conducted in collaboration with Dr. Shonn Cheng, in the Journal of Taiwan Education Studies: “Exploring subject area differences in teacher beliefs and technology use: A national study of vocational and non-vocational teachers.”

Congratulations to Nurul Annisa and Sung-Chan Ku for publishing their article, conducted in collaboration with Dr. Shonn Cheng, in the European Journal of Psychology of Education: “The roles of peer learning and professional learning in the quantity and quality of teachers’ perceived technology use: A process-and-product perspective.”

Congratulations to Sung-Chan Ku for publishing his research, conducted in collaboration with Dr. Shonn Cheng and Dr. Sheng-Shiang Tseng, in the Journal of Education for Teaching. The article, The Influence of Teachers’ Beliefs and Experience on Effective Instructional Practices in Online Learning Environments, explores how teachers’ competence beliefs, value beliefs, and teaching experience shape their effectiveness in online instructional practices.