This research aims to analyze the effects of intelligence quotient, emotional quotient, spiritual quotient, and adversity quotient on the graduates quality of vocational higher education. Data were collected from 217 cadets at Surabaya Shipping Polytechnic who already took an internship as respondents using stratified cluster random technique. This is a correlational and quantitative study using a questionnaire developed from several existing scales and analyzed using Structural Equation Models (SEM) to determine the path of effects and to create the best structural model of intelligence-based graduates quality (IESA-Q). The results indicate that there are direct and indirect effects of intelligence quotient, emotional quotient, spiritual quotient, and adversity quotient on graduates quality, meaning that each quotient has a positive effect on graduate’s quality. The process to create the professional and ethical quality of Surabaya Shipping Polytechnic graduate is dominated by Emotional Quotient (25,2%) and Spiritual Quotient (21,4%), while Intelligence Quotient (IQ) becomes the support as it effects the development process of all quotients, Emotional Quotient (EQ), Spiritual Quotient (SQ), and also Adversity Quotient (AQ). Therefore, based on the findings of this study, the student acceptance requirements are emphasized on IQ and EQ as a basis to develop other quotients in order to generate graduates with good quality. Learning is designed on IQ, EQ, SQ, AQ to control and to evaluate process and product outcomes.

“Non-existent Animal” test, which is projective in nature, has been used as an individual recognition technique in many countries, especially in Russia. There are a number of important differences that distinguish “Non-existent Animal” Test from other similar tests. The most important one is that the “thing” to be drawn is something that does not exist. Drawing something that does not exist is different from drawing something that exists. S/he could be more cooperative due to lack of anxiety for not being able to make the picture similar to anything. Another difference is that it is not restrictive. In this study, pictures drawn by 154 university students for the “Non-existent Animal” projective test were examined. The pictures drawn by the participants were evaluated by the researcher in light of some keys of the Non-existent Animal Test. These keys were determined as; the originality of the drawn picture; the general status of the lines; the status of the drawn animal's organs such as head, eyes, ears, feet, arms, wings, thorns, antennae; and the animal's way of life. Results showed that the pictures drawn by the males and females were different from each other in many aspects.

This study determined the challenging learning experiences of engineering students while completing their degree program as factor that might influence to their changing attitude towards achieving higher academic performance. Mixed method of research was utilised in the study considering the total population of 75 graduating students for quantitative and 12 students for qualitative part of the study using focus group discussion. Results showed that engineering students have significantly higher level of positive attitude towards academic performance during their junior level but significantly lower after taking professional courses. Attaining high academic performance still really matters for the engineering students during their junior level but continuously changing their perspective due to encountered challenging experiences while taking the professional courses. Performance in General Engineering courses describes the attitude of the students towards academic performance in personal aspect while professional courses define their attitude in professional aspect. The finding of the qualitative research revealed that there are three themes emerged in the challenging experiences of the engineering students and these are: Abandoned Social Freedom, Survival of the Fittest and Future Oriented Mindset which contributed to the changing perspectives of the engineering students.

This article highlights the main ideas that underlie the differences in potential pragmatic knowledge constructs students experience when solving problems, between the zone of proximal development (ZPD) and the zone of potential construction (ZPC). This qualitative research is based on a phenomenological approach to finding the meaning of things that are fundamental and essential from the ZPD and ZPC phenomena. Researchers observed mathematics learning by a teacher on 24 fourth-grade students who were divided into groups A (high IQ) and B (low IQ). Data collection through tests, observation, and interviews. While the validity of the data is done through triangulation of methods and triangulation of sources. The results showed that students of the Upper (A) group had high IQ but small ZPD and ZPC. In contrast, students in the Lower (B) group have low IQ but large ZPD and ZPC. This result means that intelligence (IQ) is measured not only logically-mathematically but also in the verbal-linguistic and spatial-visual fields. The conclusion is that there are differences in the construction of students' knowledge in the learning zone. This difference occurs because the knowledge constructs that the students have previously had an effect on the accommodation process of the schemes that students have built while in the proximal development zone (ZPD) where scaffolding works. Meanwhile, the potential construction zone (ZPC) is not sufficient to describe the real development of students. However, it only reflects what students have accomplished.

Cognitive and psychomotor are two aspects that play an important role in children’s development, especially at the pre-school age. This study aims to create and test products in the form of learning methods with song and movement to improve children's cognitive and psychomotor aspects. This research is a research and development using 4D theory from Thiagarajan, Semmel, and Semmel. There are four phases in this research, namely the define phase, product design, product development, and dissemination. Data analysis used in this study was a qualitative and quantitative approach using instruments in the form of questionnaires, product validation sheets, and learning observation sheets. The collected data is then analyzed using two analytical techniques: (1) qualitative data with content analysis techniques and (2) quantitative data analyzed statistically with the help of SPSS. The results showed that this learning method was proven to have a level of validity, practicality, and effectiveness above the standard to improve children’s cognitive and psychomotor aspects.

This study examined information integration cognitive mechanisms underlying the test anxiety judgments of 474 engineering students. The experimental design considered the orthogonal combination of three factors (teaching style, exam type, and test mode), resulting in 12 experimental scenarios. During the experiments, participants were provided one scenario at a time and were asked to rate their anticipated anxiety level in the described situation. Subsequent analyses failed to reveal statistically significant differences in the anxiety levels reported by females and males. However, the factor selection and valuation female students adopted to make their anxiety judgments differed from those employed by their male peers. Cluster analysis identified three groups based on the anxiety level (low, medium, and high). The most relevant factor for all clusters was test mode, and only the medium anxiety group considered a second factor (exam type) to make their anxiety judgments, which was integrated through an additive cognitive rule. These findings suggest that participants place a higher weight on the examination context than its type when making their test anxiety judgments. Identifying these cognitive mechanisms underlying test anxiety could help regulate conditions that undermine the students' ability to cope with test anxiety.

Despite being a popular research subject internationally, self-regulated learning is relatively under-investigated in the Indonesian context. This article examined student learning motivation and its use as an indicator to predict student learning strategies in an Indonesian school context. This article applied quantitative research design, with Motivated Strategies for Learning Questionnaire (MSLQ) used to collect the data. This questionnaire was completed by 408 public high secondary students randomly selected from the population in Lampung Province schools, and multiple regression was used to analyze the obtained data. Results show that student motivation and learning strategies were positively and significantly correlated; three predictor variables of student motivation could significantly predict learning strategies; and value components of student motivation best predicted learning strategies. In conclusion, these findings indicate that, when teachers apply learning strategies, such variables as motivation including value, expectancy, and affective components should be strongly considered to be in place. It is hoped finally that the students will be self-regulated learners for their success.

Because of the Coronavirus Disease 2019 (COVID-19) outbreak, most universities were forced to choose Online Distance Learning (ODL). The study aimed to examine the response of university students to the new situation. A questionnaire was sent to the entire university student population. Based on responses from 606 students, it was revealed that use of all applications in ODL increased. However, only the use of MS Teams increased significantly, while the use of the other applications (email, Moodle, e-textbooks) increased in a range of low to medium in terms of effect sizes, and even nonsignificant for applications such as Padlet and Kahoot. Based on the replies of 414 respondents, a Model of Forced Distance Online Learning Preferences (MoFDOLP) based on Structural Equation Modeling was developed. With a chosen combination of predictors, we succeeded in predicting 95% of variance for Satisfaction, more than 50% for Continuance Preferences variance in MS Teams applications, and nearly 20% in the case of e-materials. Among hypothesized constructs, only Attitudes are a strong predictor of Satisfaction, while Organizational Support, Perceived Ease of Use and Learner Attitude toward Online Learning are not. Satisfaction is a good predictor of Continuance Preferences to use Information Technology after the lockdown ended.

This study aims to develop a standard instrument for measuring mental health among urban adolescents in Indonesia. The objective is to produce valid and reliable school adolescent mental health instruments to be used by agencies or schools to identify students' mental health. The survey was conducted in Jakarta and South Tangerang with a total of 1007 respondents divided into two experiments where the first trial was conducted on 597 students and the second trial was conducted on 410 students. Measurements were made using a Likert scale questionnaire. Instrument testing begins with a theoretical validity test by 4 experts and 20 panelists who test the instrument material in terms of construction, content and language. Experts analyze and correct the instrument qualitatively. The instrument was then reviewed and analyzed quantitatively by panelists using the Aiken index. At this stage, 44 items, 9 indicators and 3 variable dimensions were obtained. The next test is done by testing the validity empirically, by analyzing the measurement model using Confirmatory Factor Analysis (CFA) with the LISREL 8.80 Full Version program. By using the criteria for the SLF value ≥0.30 and t-value ≥1.96, and calculating the reliability with the construct reliability (CR) at the level> 0.70, the results of the second trial showed that 35 items were valid. The observations of the model fitness through Goodness-of-Fit test showed that there is a fitness between the theoretical model and the empirical model for the mental health instruments in this study.

The reason of to be of any educational model is to ensure that its students are self-regulated, which implies the setting of objectives, the monitoring of their actions in order to reach them, the control of their cognitive processes, the use of diverse learning and motivation skills. One way to collaborate in this is to evaluate the student's current situation in order to intervene. Due to the above, the purpose of the study is to determine validity and reliability of the scale Students’ Approaches to Learning (SAL) in Mexican students. The SAL was applied to 894 high school students. Considering the results, the SAL presents good functioning and acceptable psychometric properties. In relation to the internal structure, the results support the composition of the 14 sub-factors of SAL, which is consistent with the original study. The results obtained have enough empirical support to interpret the construct of learning approaches from a multidimensional point of view.

This study explored the cognitive mechanism behind information integration in the test anxiety judgments in 140 engineering students. An experiment was designed to test four factors combined (test goal orientation, test cognitive functioning level, test difficulty and test mode). The experimental task required participants to read 36 scenarios, one at a time and then estimate how much test anxiety they would experience in the evaluation situation described in each scenario. The results indicate three response styles (low, moderate, and high-test anxiety) among the participants. The orientation and difficulty of each given exam scenario were the most critical factors dictating test anxiety judgments. Only the moderate test anxiety group considered the test mode to be a third relevant factor. The integration mechanism for Cluster 1 was multiplicative, while for Clusters 2 and 3, it was summative. Furthermore, these last two clusters differed in terms of the valuation of the factors. These results suggest that programs that help students to cope with test anxiety need to take into account the valuation and integration mechanism that students use to integrate different information in specific examination contexts, since the way students assess their internal and external circumstances can influence how they deal with evaluative situations.

During the Coronavirus disease (COVID-19) pandemic, universities were obligated to transform from traditional classroom teaching environments to virtual ones. This sudden transformation highlighted the issue of low e-learning system usage amongst instructors of humanity faculties in Jordan's public universities. This study empirically investigated the moderating impact of technology anxiety on the relationship between the instructor's self-efficacy and the e-learning system's actual use to contribute to solving the problem. A survey was distributed to 468 instructors to test the theoretical framework, which yielded 285 valid and complete instruments analyzed using Structural Equation Modeling (SEM). Results showed the positive direct effect of self-efficacy on actual use. Furthermore, the level of technology anxiety moderated the relationship. Instructors with low technology anxiety showed a higher level of e-learning system actual usage than those with a high anxiety level. To improve the use of e-learning systems, top management must understand the fundamental role of compulsory training as the Covid-19 pandemic, and the instructor's confidence must be increased by providing training and support.

Academic optimism has an essential role in the adjustment of students in school. This study aimed to examine a model of academic optimism formed from democratic parenting, school climate, internal locus of control, and students’ self-concept. This a cross-sectional non-experimental design research design involved 335 Junior High School students in Kediri. The data collection tool was a scale while the data analysis technique was Structural Equation Modeling (SEM) analysis. The results showed that the theoretical model for developing academic optimism in Junior High School students was in line with the research data and obtained empirical support (X2 = 246.056 < 255.6018; p = 0.110 > 0.05), so this model is feasible and can be used in samples that have been studied. In general, this study adds knowledge about positive psychology studies and supports democratic parenting, school climate, self-concept, and internal locus of control as ultimate factors for creating students’ academic optimism.

The cooperative learning (CL) is an advanced instructional approach that uses different motivational procedures to make instruction significant and learners more responsible. This study aimed to investigate the effects of cooperative learning on students' achievement in chemistry among the advanced level in 12-year basic education schools; it engaged a quasi-experimental design with one treatment group and a comparison group (control); the first applied cooperative learning in teaching organic chemistry while in the control group, organic chemistry was taught by the conventional teaching methods (CTM). A sample of 257 students participated in the study. The data collected used an organic Chemistry Achievement Test, and its data were analyzed using SPSS version 23.0 and MS Excel 2016. The ANCOVA results showed that learners taught using cooperative learning achieved better than their counterparts in the control group (F=78.07, df=1, 256, p<.001) with the learning gains of 16.0% in traditional methods and 53.6% of cooperative learning approach, respectively. However, there was no statistically significant difference in gender of students. It is recommended that chemistry teachers be trained on cooperative learning and encouraged to apply it in their teaching methods to enhance students' academic achievement.

The academic buoyancy scale (ABS) is one of the most widely used instruments for measuring academic buoyancy. To obtain meaningful and valid comparisons across groups using ABS, however, measurement invariance should be ascertained a priori. To that end, we examined its measurement invariance, validity evidence based on relations to other variables, and score reliability using categorical omega across culture and gender among Egyptian and Omani undergraduates. Participants were 345 college students: Egyptian sample (N=191) and Omani sample (N=154). To assess measurement invariance across culture and gender, multiple–group confirmatory factor analysis was performed with four successive invariance models: (a) configural, (b) metric, (c) scalar, and (d) residual. Results revealed that the unidimensional baseline model had adequate fit to the data in the full sample. Moreover, measurement invariance was found to hold across culture but not across gender and consequently the ABS could be used to yield valid cross-cultural comparisons between the Egyptian and Omani students. Conversely, it cannot be used to yield valid inferences related to comparing gender groups within each culture. Validity evidence based on relations to other variables was supported by the significantly moderate correlation between ABS and academic achievement (GPA; r =.435 and r = .457, P < .01) for the Egyptian and Omani samples, respectively. With regard to score reliability, categorical omega coefficients were moderate across both samples. Educational and psychological implications, limitations and suggestions for improving the scale are discussed.

This study aims to explore non-English speaking major student’s perceptions of Motivation and Grit and the relationship between these two factors and students’ English language performance at a public university in China. The research was conducted by quantitative research design to collect 624 non-English speaking Major students’ answers to multiple questionnaires at a public university in China. Data analysis is used by SPSS and AMOS. The study shows that Motivation and Grit all have a positive correlation with English language performance. One major conclusion of this study is Grit has the most significant effect on the English language performance of non-English speaking major students in multiple regression analysis and is also the best predictor of the relationship between these two factors and English language performance in the path analysis in Structure Equation Modeling (SEM) analysis. The finding also revealed that male students’ perception of motivation and grit is slightly stronger than that of female students. These findings highlight the need for English as a foreign language (EFL) teacher to understand students’ affective factors in learning English, and hence help them utilize different teaching methods to enhance students’ English learning and promote sustainable development of English learning in a public Chinese university.

In this research, the influence of the Coronavirus disease (COVID-19) pandemic on 9th grade students’ mathematics achievement is analyzed through quantitative and qualitative methods. A posttest only with control group design was used to compare the mathematics marks of 9th grade students from the previous school year (before the pandemic, control group) and the current school year (during the pandemic, experimental group). Seventy-three students from a public high school in Spain attending class on alternate days participated in the study. Three focus group sessions were held with students, and five semi-structured interviews were conducted—two with teachers and three with students’ families. Results show statistically significant differences in students’ mathematics achievement, with students enrolled in 9th grade the previous (pre-pandemic) year outscoring their peers currently enrolled in 9th grade (during the pandemic) by 22.17%. An overall negative effect size of Hedge’s g = -1.11 was reported. Although significant statistical differences between groups were reported for both male and female students, the effect was 42.31% larger for male students (Hedge’s g = -1.11) than for females (Hedge’s g = -0.78). The qualitative information supported the quantitative results. Changes in educational settings, students’ lack of motivation, monotony, and students’ level of responsibility were qualitatively reported as factors that may explain this phenomenon. The main conclusion of this study is that the COVID-19 pandemic may be significantly and negatively affecting 9th grade students’ mathematics achievement.

Numerical thinking is needed to recognize, interpret, determine patterns, and solve problems that contain the context of life. Self-efficacy is one aspect that supports the numerical thinking process. This study aims to obtain a numerical thinking profile of Mathematics pre-service teachers based on self-efficacy. This study used descriptive qualitative method. The data obtained were based on the results of questionnaires, tests, and interviews. The results of the self-efficacy questionnaire were analyzed and categorized (high, moderate, and low). Two informants took each category. The results showed the following: informants in the high self-efficacy category tend to be able to interpret information, communicate information, and solve problems with systematic steps. Informants in the moderate self-efficacy category tend to be able to interpret and communicate information, but tend to be hesitant in choosing the sequence of problem-solving steps. Meanwhile, informants in the low self-efficacy category tend not to be able to fully interpret the information. As a result, the process of communicating information and solving problems goes wrong. Another aspect found in this study is the need for experience optimization, a good understanding of mathematical content, and reasoning in the numerical thinking process.

This study examined the relationship between Japanese language (JL) anxiety, beliefs about JL learning, and the amount of JL used in JL classes. The participants in this study were 670 undergraduate students studying JL at the Institute of Technology in Bangkok, Thailand, as compulsory subjects. A questionnaire survey was conducted, and a stepwise multiple regression analysis found that the amount of JL used by learners had a negative relationship with JL anxiety and a positive relationship with beliefs about JL learning and the amount of JL used by both native Thai and Japanese teachers. In addition, JL anxiety interacted with the amount of JL used by native Japanese teachers and beliefs about JL learning. JL teachers, especially native Japanese teachers, should attempt to reduce their learners' JL anxiety in order to maximize the effect of teachers’ JL use and learners’ beliefs and to support them in using JL more in classes.

This study aimed to determine the effect of cognitive and affective factors on the performance of prospective mathematics teachers. Cognitive factors include cognitive independence level and working memory capacity, while affective factor include math anxiety. Mathematical performance was then assessed as basic math skills, advanced math skills and problem-solving ability. This research combined quantitative and qualitative research methods. In order to determine the effects of cognitive independence, working memory capacity, and math anxiety on math performance, multiple regression tests were used. To then see the effects of these three factors on problem-solving ability, a qualitative approach was used. Eighty-seven prospective math teachers participated in this study. Based on the results of the multiple regression, it was found that the level of cognitive independence affects basic math skills but has no effect on advanced math skills. Working memory capacity was seen to positively affect math performance (basic and advanced math skills, problem-solving skills), while mathematics anxiety demonstrated negative effects on advanced math skills and problem-solving skills.