Taiwan i-Generation Panel Study (TIGPS) through a longitudinal design, the project continuously observes changes in adolescents’ self-concept, daily behaviors, and learning experiences across key developmental stages. It also captures dynamic shifts in youths’ lives and developmental trajectories amid the rapid evolution of digital tools and digital society, providing valuable data for cross-time comparisons and trend analyses.
Tracing the Development of Taiwan’s Digital Generation
The Taiwan i-Generation Panel Study is a ten-year longitudinal project (2023–2032) that follows the same cohort of adolescents to examine changes in their self-concept, daily behaviors, and learning experiences across developmental stages. Grounded in a digital ecosystem framework, the study integrates multiple contexts—including family, peers, schools, and digital environments—and captures their interactions. In collaboration with TASAL, TIGPS combines survey data with assessment results and multi-level information from students, teachers, and schools. This design provides a rich foundation for cross-time and cross-level analyses, offering valuable insights into the developmental trajectories of digital generation youth and supporting research and policy in education.
Data Open
Taiwan i-Generation Panel Study: wave2
This survey conducts an innovative, multi-dimensional, and multi-level longitudinal survey of Taiwan’s digital generation adolescents across different life stages. The sample includes seventh-grade students enrolled in junior high schools nationwide in 2023, along with their families (primary caregivers and siblings aged 12–18), homeroom teachers, subject teachers, and schools (principals or academic directors).
Online Statistical AnalysisSurvey DataSurvey Data
Our Features
Beginning in 2023, this study follows the same cohort of adolescents over a ten-year period (2023–2032), implemented in two phases (Phase I: 2023–2027; Phase II: 2028–2032). Through a longitudinal design, the project continuously observes changes in adolescents’ self-concept, daily behaviors, and learning experiences across key developmental stages. It also captures dynamic shifts in youths’ lives and developmental trajectories amid the rapid evolution of digital tools and digital society, providing valuable data for cross-time comparisons and trend analyses.
Grounded in digital ecosystem theory, this study examines adolescents within the broader contexts of family, peers, schools, and digital environments, as well as the interactions and mediating relationships among these systems. The research encompasses eight interrelated domains: self-concept; daily routine and behavioral performances, family and parent–child interaction profile, parental involvement and parent–teacher alliances, peers and social networks, school contexts and students’ health, digital experiences in schools and academic achievement as well as online reading and school reading strategy instruction. This integrated perspective enables a comprehensive understanding of adolescent development in the digital era.
In collaboration with the National Academy for Educational Research’s Taiwan Assessment of Student Achievement: Longitudinal Study (TASAL), this project integrates data collected at the student, teacher, and school levels, combining subject literacy assessments with survey data. Through cross-institutional cooperation and multi-level data collection, the study links adolescents’ individual characteristics, daily and digital experiences, and learning outcomes with school contexts and instructional strategies. This approach enhances the completeness and explanatory power of analyses while strengthening the project’s relevance to educational practice and policy discussions.
How We Conduct Surveys
Students (seventh-grade in 2023) complete school-based online sessions by class in computer labs. They first take the TASAL subject literacy assessment and then follow a web link to finish the TIGPS questionnaire. A standardized administration process helps ensure consistency across schools and supports high-quality data collection.
The survey collects data from multiple actors and levels, including students, primary caregivers and siblings aged 12–18, homeroom and subject teachers, and school administrators (principals or academic directors). Integrating individual, family, and school-level information enables a more comprehensive understanding of adolescents’ developmental contexts.
With the exception of the school questionnaire—completed by a principal or academic director and returned by mail—all respondent groups complete surveys online. Data collection is scheduled in staggered periods for different groups to accommodate school operations, improve respondent convenience, and enhance overall efficiency.
Research Resources
This survey brings together research resources from the Institute of Sociology of Academia Sinica and the TASAL Project. By integrating subject literacy assessments, survey data, and social science expertise, the collaboration establishes a multi-level, longitudinal research foundation to support studies and policy discussions on the development of Taiwan’s digital generation youth.
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