Many researchers have separately developed instruments to measure environmental characteristics such as attitudes, values, and knowledge. However, there is no instrument used to measure all these aspects in one comprehensive instrument. This study is meant to develop and validate a green character instrument which reveals student behavior and awareness of the environment. The instrument consists of 40 statement items consisting of 5 aspects, namely private pro-environmental behavior, public pro-environmental behavior, environmental knowledge, environmental values, and environmental attitudes. It was implemented on 1,398 students from 15 universities in Indonesia. The instrument content validation was analyzed by three experts using content validity index (CVI). The construct validity was analyzed using exploratory factor analysis, confirmatory factor analysis, and RASCH analysis. The content validity results obtained CVI scores ranging between 0.8 and 0.9 with a good category, while item reliability was in a fairly good category with a high level of separation index. Construct validation resulted in 34 items (4 items were eliminated after Exploratory and Confirmatory Factor Analysis, and 2 items were eliminated after RASCH analysis) spread over five constructs, namely environmental behavior, environmental knowledge, environmental values, environmental attitudes, and environmental habits. The resulting instrument has a good level of item difficulty, with a well understood response set which can be understood easily by respondents, and without bias. Therefore, it can be used to measure the students’ green character on both male and female.

The study of character becomes a very important discussion in the 21st century. So that the integration of character values is very important both in the process and in educational assessment. The purpose of this study was to test the validity and reliability of the character assessment instrument for 21st-century high school students. The research approach used was quantitative with a sample of 200 high school students. Data analysis carried out includes validity and reliability tests. The test results of the instrument showed that the construct of the student character assessment instrument was declared valid and reliable. The content validity test shows the value of Aiken's > .80 in the high category. In the construct validation test with EFA, all variables have a loading factor > .5. In the CFA test, the model is declared fit with the estimated standard loading value of .40 and the t-count value > 1.96. Meanwhile, while in testing the reliability of the instrument obtained composite > .70 Cronbach's Alpha reliability > .70 which means reliable. So that this instrument is declared valid and reliable to measure the character of students in high school.

Teachers´ life-long learning and occupational well-being is significant in promoting educational goals and professional development. The aim of the study was to determine which factors contribute to teacher educators´ commitment to work and give them energy for work and self-development. The research data consisted of 24 teacher educators in Oulu University of Applied Sciences. The research method of this case study was a qualitative, thematic content analysis, the research approach phenomenography. The most important single factor seemed to be the community of teachers, students and the administrative staff which are included in dialogue and collaboration. Emotions, meaningfulness, and interaction play an important role, often via pedagogical fellowship. Committed teacher educators take responsibility for workplace culture and transformation of teaching. Positive attitudes, motivation, reflection, and dialogue seem to be connected to professional capability and the ethos of teacher educators´ work.

Teacher leadership theory has underlined the essence of teacher collaboration (TC) in helping students learn better. Also, many studies and theories have argued that TC can be an effective way to provide learning feedback. Thus, this mixed-method study aimed to experimentally examine the effect of teacher collaborative metacognitive feedback (TCMF) on educational management (EM) students’ metacognition, to see the different effects on EM students’ metacognition as affected by TCMF and by individual teaching metacognitive feedback (ITMF), and to qualitatively probe into students’ perceptions of teacher collaboration. The quantitative study conducted a quasi-experimental method by involving 44 EM students. A valid and reliable scale of metacognition adopted from a previous study was utilized as the instrument of data collection. The qualitative study conducted interviews with 8 students selected purposively, and the data were analyzed interactively to reach credible information. This study revealed that TCMF positively and significantly affected EM students’ metacognition. TCMF contributed to EM students’ metacognition better than ITMF did. The students perceived that TC developed their collaborative skills, continuously supporting their critical thinking skills, intercultural communicative competence, and problem-solving skills. Limitations, implications, and recommendations for further research are discussed.

Recently, researchers have paid more attention to the aspects of classroom learning environments because of their effects on students’ cognitive and effective outcomes. However, current literature reveals the lack of research that explores the factors of classroom environments in Vietnamese context. The present study, therefore, aims to validate the psychometric properties of the 25-items version of the My Class Inventory (MCI), translated into Vietnamese for 487 secondary school students. Factorial analysis showed an acceptable fit for the four-factors structure of the MCI – cohesiveness, competitiveness, satisfaction, and friction – to be appropriate for secondary school students. Internal consistency reliabilities of the general scales and four subscales were satisfactory. Results support the suitability of the MCI to assess students’ classroom environment within Vietnam’s educational context. The study recommended, among other things, that future studies should be conducted to explore the validity of the MCI on other samples of Vietnamese secondary students.

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 aimed to explore online and distance learning (ODL) issues related to higher education during the coronavirus disease (COVID-19) in Nepal. We applied an online survey design with a five-point Likert scale. We surveyed 71 (57 male and 14 female) postgraduate students in science education at a public higher education institution in Kathmandu, Nepal. A Principal Component Analysis identified four major constructs as the components of ODL issues. They are scarcity, efficiency, access, and inconvenience. The results of the Independent Samples Test (t-test and ANOVA) showed that participants' views about scarcity were significantly different across their gender (male and female) and device use (mobile, laptop, and desktop). They were not significantly different in their views about efficiency, access, and inconvenience across gender, device use, hometown, age group, ethnicity, and school type at .05 level of significance.

This research investigated the correlations among problem-solving, coping styles, and stress levels of parents of children with autism spectrum disorder, attention deficit hyperactivity disorder, and typical development. We used a correlational survey model design and collected the data with the Problem-Solving Inventory (PSI), the Ways of Coping Questionnaire (WCQ), and the Parent Stress Scale (PSS). The study group consisted of 350 parents. The research findings revealed that stress levels were negatively correlated with functional coping strategies and problem-solving. We found no significant difference between parents of children with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD) and typical development in terms of problem-solving approaches. Considering the relationships between the parents in terms of WCQ scores, there was no statistically significant difference in the subscales of self-confidence approach, submissiveness, optimistic approach, and seeking social support. Only the subscale of helplessness differed statistically based on the disability. Regarding the correlations between the groups in terms of stress levels, we found that the typical developmental group had lower PSS scores than the Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder groups. We believe that preventive support programs for stress management can make significant contributions to efficient coping methods and problem-solving.

This study investigated student teachers’ teaching self-efficacy level and factors that predict it (using five-factor mentoring model). Two hundred and ten third and fourth-year student teachers (N=100/N=110; 93.8% females) were involved in the study and asked to complete a self-report questionnaire. The “Mentoring for Effective Primary Teaching” instrument and “Teachers' Sense of Efficacy Scale” were used to collect the data. Findings indicated that higher levels of student teachers' self-efficacy are positively associated with the level of mentoring experience during the teaching practicum. The results found that fourth-year students reported significantly higher levels of teaching self-efficacy than third-year students. This study reported that there is a significant mean difference in student teachers’ self-efficacy beliefs in terms of having parents in the teaching profession. A multiple regression found that mentor teachers’ personal attributes are the best predictor of student teachers' teaching self-efficacy beliefs.

The purpose of the study was to determine whether emphasising the managerial domain of the preservice preschool teachers’ curriculum is capable to improve their management and leadership skills. This study used the mixed-method methodology that combined the exploratory design and the experimental design. It included three basic phases such as feasibility assessment of making changes to the curriculum, intervention, and controlled observation, followed by the analytical phase. It was proved that the university curriculum upgraded the training approach by using the guided interim directorship. This change addressed the Professional Standard requirements for the preschool heads as well as job requirements. The intervention produced a positive shift in students’ skills of micromanagement, long-term planning, communicating vision, emotional control, and mentoring. There was a shift from the basic level of management skills before the intervention to the intermediate level of the skills after the intervention. The number of students with a superior level of skills increased by 11.54% as well. The students’ comments concerning the integration of the managerial component into the curriculum were complimentary. The observers’ reports suggested that they appreciated the students' work which was the outcome of the updated curriculum.

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.

In higher education, it is essential that students apply what they have learned to solve problems in their community. Meaningful learning is the main means to increase the accumulation of knowledge and achieve the transfer of learning, which is why the present study aimed to: design and evaluate the psychometric properties of a scale that measures the application of learning strategies that promote meaningful learning. The participants were 890 university students from Northeast Mexico, with an average age of 20.35 years (SD = 3.94). The sample was randomly divided into two: an exploratory factor analysis was carried out with the first sample and a confirmatory factor analysis was made in the second sample. The results obtained confirm the eight-dimensional structure, which showed an adequate fit to the data (χ2 / gl = 3.57, GFI = .96, AGFI = .95, NFI = .94, RMSEA = .08 and SRMR = .07), high parsimony (RP = .93), in addition to good internal consistency (ω ≥ .80) and convergent validity (AVE ≥ .40). In conclusion, the scale presents adequate psychometric properties to measure the frequency of use of strategies that promote meaningful learning in Mexican university students.

This study investigates the contribution of teachers’ willingness to their professional competence in adapting to digital learning transformation during the Coronavirus disease (COVID-19) pandemic and its relationship to instructional leadership and self-efficacy. Data were collected by distributing online questionnaires consisting of 4 constructs, namely instructional leadership, self-efficacy, teacher’s willingness to change, and professional competence, and distributed to 221 Indonesian High School teachers. Structural Equation Model (SEM) was used for analysis using Analysis of Moment Structure (AMOS) version 23.0 to examine the hypotheses. The results showed that instructional leadership significantly influences teachers’ willingness to change with a positive impact on their professional competence. Furthermore, there is a significant effect on teachers’ willingness to change their professional competence, insignificant on self-efficacy with substantial impacts on their willingness to change. The analysis results through the Sobel test showed that the teachers’ willingness to change is an excellent mediating variable for self-efficacy in influencing professional competence. Conversely, it is not an excellent mediating variable for instructional leadership towards professional competence. The importance of teachers’ willingness to improve their professional competence is a new finding that significantly contributes to their professional development.

Competent instructors need to have the skills, abilities, and competencies to perform tasks effectively, which will affect student learning achievement. This study is guided by the theory of Boyatzis developed by Spencer and Spencer. The Iceberg Competency Model was used as a guideline to identify the competency elements of educators from the agricultural stream in vocational colleges (KV). This research study aims to explore and identify the existing competency elements of agricultural educators in KV. This study used a study population comprising 243 respondents of agricultural educators in KV. To answer the research question, the data analysis was done by Partial Least Squares - Structural Equation Modeling (PLS-SEM). This study is a study built to observe the relationship between the latent constructs studied. These constructs consisted of exogenous and endogenous constructs. In this study, exogenous constructs comprised value constructs, social roles, self-image, motives, traits and constraints. At the same time, endogenous constructs involved constructs of skills and knowledge. To ensure that the construct of this study gives meaning to the reflective measurement model, it was evaluated based on internal consistency reliability and validity. Regarding the framework, some indicators that did not qualify were dropped based on factor loading and average variance extracted (AVE). From the analysis conducted, 16 indicators were dropped since they did not meet PLS-SEM requirements. The total number of items retained was 71 indicators. At the final stage of this study, the evaluation model was implemented to form a framework involving the evaluation of the constructs linked to each other.

The government has imposed social restrictions during the COVID-19 pandemic, affecting the education sector, including the early childhood school. Distance education offers different methods from the conventional methods, as the students are expected to gain the same skills, including critical thinking skills. Therefore, teachers must provide distance learning innovations using relevant learning media, such as multimedia-based learning. This research aims to assess the efficacy of multimedia learning in early childhood distance learning. This research is a quantitative model with a quasi-experimental pretest and posttest design. The data collection technique utilized questionnaires given to 30 samples of early childhood children. The data were statistically analyzed using SPSS software. The results confirmed that multimedia-based learning for distance learning could develop critical thinking skills in early childhood children during the COVID-19 pandemic. The results of this study offer exploration of learning strategies to improve children’s critical thinking.

The current study investigated the mediation effect of emotional reactivity and cutoff between attachment styles and interpersonal problems. The gender differences were also determined. A sample of (N = 200) students living in hostels of two universities of Lahore was used. There were (N = 100) female in the sample. The average age of the participants was 22.3 (SD = 1.46). The results of the study showed a significant relationship between close attachment style, emotional reactivity and cut-off, and with subscales of interpersonal problems like too much aggressive, too much caring, too much dependent, socially inhibited, hard to be involved, and hard to be supportive. Similarly, anxious and dependent attachment style showed significant relationship with emotional reactivity and cut-off and with subscales of interpersonal problems of hard to be sociable, hard to be assertive, hard to be supportive, hard to be involved, too aggressive, much caring, too open and too much dependent. The mediation analysis using Structural Equation Modeling (SEM) revealed that emotional reactivity and cut-off showed partially significant mediation between attachment styles and interpersonal problems. Women showed more interpersonal problems as too open and too much caring compared to men living in hostels. The findings of the study have significant implications in the social structure of relationships in hostels, particularly in South Asian cultural context.

This review explores research into the effects of collaborative learning interventions on critical thinking, creative thinking, and metacognitive skill ability on biological learning. The search was conducted from 2000 to 2021. We found 36 critical thinking studies, 18 creative thinking studies, and 14 metacognitive skill studies that met the criteria. The results showed that collaborative learning influences large categories (ES=4.23) on critical thinking, influences large categories (ES= 7.84) on creative thinking, and influences large categories (ES= 8.70) on metacognitive skill. The study's findings show that collaborative learning interventions have the highest impact on metacognitive abilities. Based on these findings, we provide insights for education research and practitioners on collaborative learning interventions that seem to benefit the empowerment of high levels of thinking at various levels of education to be combined with various other interventions in the future. The type of intervention, level of education, materials used, and study quality criteria were included in the study.

The paramount objective of English language teaching and learning is to achieve language competence in communicative purposes with the minimal learners’ errors. To attain that goal, corrective feedback plays an important role due to its efficiency in developing learners’ English capacity. However, the correlation between language students’ and teachers’ views on the issues of corrective feedback including its types, methods and timing has received inadequate attention from educational scholars. This study, therefore, aimed to examine teachers’ and learners’ perceptions of corrective feedback at a higher education institution. The research employed the mixed method with the participation of 425 law-majored sophomores. Specifically, the statistics involved the survey questionnaires, follow-up interviews with students as well as the interview with thirteen teachers of English. The results indicated overall matches between learners’ and teachers’ high remarks on the necessity of oral corrective feedback in the students’ English acquisition. Notably, they both highly valued the use of metalinguistic feedback, prompt feedback for grammatical and lexical errors while explicit correction and recast were preferred for phonological errors. In terms of feedback timing, students were perceived not to be negatively affected by immediate correction, yet expressed their preferences for the delayed corrective feedback, which was compatible with teachers’ views. Such findings set practical pedagogical implications for language educators in the language teaching and learning process.

Education based on social entrepreneurship (SE) practices is of importance at this time to shape the personality of students who are more responsible towards the surrounding environment. This SE requires high motivation from students to ensure success in education based on social entrepreneurship can be achieved. However, the factors that support the motivation for social entrepreneurship are still poorly identified, particularly in the setting of undergraduate students in Malaysia. Data were collected from 15 selected Malaysian universities involving undergraduate students who are actively involved in the Enactus program. A set of questionnaires was administered to 294 respondents online. The data analysis involved confirmatory factor analysis (CFA) to measure the construct validity of the measurement model, and covariance-based structural equation modelling (CB-SEM) to establish the relationship between the independent variables and dependent variables. The results revealed self-efficacy and entrepreneurship education provide a relationship in motivation toward social entrepreneurship by undergraduate students. However, social support does not relate to motivation toward social entrepreneurship. Overall, this study adds to the notion of factors that influence social entrepreneurship motivation by supplementing the literature in the areas of educational management and entrepreneurship. In practice, this study contributes significantly to the formation of government policies to further strengthen the motivation of social entrepreneurship that can enhance the community economy and local communities.

Mathematics anxiety has always been an interesting topic to study and discuss in the world of education. This study aimed to (1) investigate the impact of teacher roles, mathematics content, and mathematics anxiety on learning motivation, and (2) explore how students manage mathematics anxiety as a stimulus in learning motivation. This research used mixed methods with embedded concurrent design. The research sample was 100 respondents. The questionnaire instrument was arranged based on a Likert scale with 5 answer choices. This study used a structural equation model and confirmatory factor analysis as data analysis methods. The research findings indicated that: (1) a significant direct impact emerged between mathematics anxiety and students' learning motivation, and there was an indirect impact between the teacher's role and mathematics content on learning motivation; (2) students could manage mathematics anxiety when they were in optimal anxiety or positive anxiety so that they could overcome mathematics anxiety as a stimulus for achievement and deconstruct anxiety into motivation according to experience and personal resources. Results of this study confirmed that the statements about mathematics anxiety which always has a negative impact on motivation and learning achievement is not universal, because mathematics anxiety does not always have a negative impact on motivation and learning achievement if this anxiety is managed effectively.