The school counselor’s role is increasingly challenging with various demands of students’ problems and the issue of Coronavirus disease (COVID-19) pandemic also affect students’ psychosocial and mental well-being. Therefore, school counselors need to equip themselves with high psychological well-being as a self-care factor to deal with burnout, instability, and work stress. This study aims to develop Psychological Well-Being Model among school counsellors. A total of 330 secondary school counsellors from four districts in Selangor were selected as the respondents using the group random sampling method. Data were collected through translated questionnaire instruments, namely Self Compassion Scale, Counselling Self Estimate Inventory, The Assessing Emotions Scale, Spiritual Involvement and Beliefs Scale Revised, and Psychological Well Being-Ryff. Confirmation Factor Analysis (CFA) and Structural Equation Modeling (SEM) show that there is a significant positive relationship between self-compassion, counselling self-efficacy, emotional intelligence, spiritual intelligence, and the school counsellor’s psychological well-being. The findings also showed that self-compassion, counselling self-efficacy, emotional and spiritual intelligence affected 76.5% (R2 = 0.765) of variance in psychological well-being. This study is one of the earliest in presenting the school counsellor’s psychological well-being model who can contribute to Malaysian education. The implications of this study suggest that the elements of self-compassion, counselling self-efficacy, emotional and spiritual intelligence, and psychological well-being should be applied in the curriculum at the counsellor training level in university so that counsellors have adequate preparation in providing effective services in schools. The Ministry of Education Malaysia, on the other hand, needs to cultivate psychological well-being interventions regularly so that counsellors can always manage various students’ issues in schools as well as maintaining psychological well-being in terms of personnel and professionals.

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.

The higher educational institution needs a group of dedicated and committed lecturers to endure the institution during these turbulent times. As the organizational commitment reflects the self-identification of an employee with the organization, it has far-reaching implications on multifarious aspects in the organization. This present study investigated whether job satisfaction could mediate the relationship between learning organization and organizational commitment. A total of 452 lecturers from Heilongjiang province in China participated in this study. Structural equation modelling showed that job satisfaction significantly mediated the relationship between the dimensions of learning organization and organization, specifically on the effect of continuous learning, connection, and strategic leadership. Job satisfaction is also found to be a stronger predictor of organizational commitment than learning organization. These findings are discussed thoroughly and recommended a holistic plan to be devised that could strengthen learning organization and job satisfaction of lecturers in various aspects of the organization.

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.

The 2019 novel Coronavirus disease (COVID-19) has increased the mental health challenges and decreased the quality of life among students and the general adult population. However, adult learners and non-traditional students who are currently at their quarter and midlife during the pandemic, remain underrepresented in well-being research. Moreover, the unique sociocultural and historical contexts specific to generational cohorts may have an impact on the way they experience and cope with the challenges brought about by the pandemic. This study sought to determine the relationships among generational identity, mental well-being and life satisfaction among Millennial and Generation X Filipino adult learners. A total of 543 adult learners participated in this online cross-sectional study. Findings suggest that young millennials reported lower levels of mental well-being and life satisfaction compared to old millennials and Gen Xers. Moreover, mental well-being was found to be a predictor of life satisfaction among Filipino adult learners, regardless of their generational identity. Schools must implement initiatives to monitor and address mental health issues among adult learners, contextualized to quarter and midlife contexts.

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.

Online learning is an obligation in teaching and learning activities during the Coronavirus disease (COVID-19). Game-based learning is a solution in improving student learning outcomes. This research aims to determine the level of acceptance of gamification in terms of Gamification quality (GQ), instructor characteristic (IC), and technology anxiety (TA). The target respondents were students taking information systems courses based on enterprises resources planning (ERP) Gamification. The sample used is a census. That is, the entire population is taken as a sample. A total of 93 students filled out the online questionnaire. Then, data analysis using Structural Equation Model - Partial Least Square (SEM-PLS). Student satisfaction (SS) and perceived ease of use (PEOUG) are the most influences. PEOUG is also the construct that has the most significant relationship impact, especially with the perceived usefulness (PUG). Meanwhile, two constructs do not significantly impact TA on PUG and PUG on Intention to use gamification (INTG). The obligation of students requires students to ignore the impact and function of gamification. The results of this research also show that technology acceptance model (TAM), the constructs IC, TA, and GQ have a positive effect on PEOUG. Then PUG and PEOUG can positively affect SS.

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.

The article discusses the topical issue of a model of digital competencies for a future teacher. The analysis of the composition and structure of the most relevant models of digital competencies of a citizen and a modern teacher is carried out. In addition, the article reveals approaches to the formation of the content of digital competence, and provides the results of an empirical study, which consists in analyzing the results of a survey of practicing teachers and teacher-training students in order to identify the most demanded digital competencies of a future teacher. The article substantiates the authors’ content of the competence of a future teacher, a university student. The purpose of this article is to develop a theoretical model of digital competence of a future teacher, taking into account the dynamic technologisation of the modern world and the peculiarities of Russian education, based on an analysis of approaches to determining the content of its digital competencies. According to the analysis of studies, the issue of teachers’ digital competence is not sufficiently disclosed. Numerous studies on digital competencies of a person, teacher, etc. do not fully solve the problem of assessing the digital competence of future teachers.

The pandemic case has shifted away from face-to-face teaching to online blended learning. This phenomenon certainly causes various problems in the world of education. The online blended learning is good when applied with good internet connections and complete facilities. However, it differs from Indonesian coastal students who do not have supporting facilities. Therefore, this research aims to analyze the experience and readiness of Indonesian coastal students. It determines the facilities of the process using qualitative research with a phenomenological approach. Purposive sampling was used to collect data from 25 students living in coastal areas in Aceh, Indonesia. Furthermore, in-depth interviews were used to obtain instruments and techniques for data collection, observations, field notes, and audio-visuals. Data analysis was carried out qualitatively by reducing, displaying, drawing conclusions, and verifying data. The data processing was conducted using NVivo 12 plus software. The kappa coefficient is used to check the accuracy of the data since there was no bias during coding. The analysis results show that Indonesian coastal students are not ready to conduct the online blended learning process. Furthermore, it is recommended that future research focus on coastal students’ development. A Hypothetical Learning Trajectory design should be created to assist in independent learning and lessen their readiness.

This study aims to analyze the characteristics of social skills, digital literacy disposition, and mathematical literacy abilities of 49 students; to analyze the theoretical model of the direct and indirect influence of digital literacy skills and social skills on mathematical literacy skills. The number of samples is 49 of the 12th-grade students at state high school #1 Southern Konawe. The research instruments consisted of a mathematical literacy ability test, a social skills questionnaire, and a digital literacy disposition questionnaire. The data were analyzed by descriptive statistics and structural equational models (SEM) with a Smart PLS 3.0 application. The results showed that students' mathematical literacy skills tended to be better on content and context indicators but they are weak on competency and process indicators. Students' social skills tend to be better on indicators of peer-relationship skills and self-management skills, but are also weak on indicators of academic skills and compliance skills. Mastery of the digital literacy disposition tends to be better on the internet searching, content evaluation, and information sharing indicators but is still weak on knowledge assembly. Furthermore, it was found that (a) social skills have a direct effect on digital literacy disposition but do not directly affect mathematical literacy skills; (b) the digital literacy disposition has a direct effect on mathematical literacy skills.

Several supporting factors are alleged to influence the performance of teachers. This study aimed to describe the relationship between each research variable and teachers’ performance, either directly or indirectly. This research was conducted through surveys and quantitative approaches that included correlational research types. The research subjects were Hindu religion teachers in 119 state junior high schools, consisting of 517 teachers. The sample of 256 people was determined using the Krejcie and Morgan formula and the Warwick and Lininger formula. The samples from each sub-population were determined with the proportional random sampling technique, and the personal sampling of sample members was determined with the use of lottery techniques. The data were collected using a five-point Likert scale model questionnaire with high validity and reliability. The data analysis technique used in this study was structural equation modelling. The conceptual model met the standards of comprehensive goodness-of-fit requirements. The results of the study show that the average levels of Hindu principals’ leadership, the emotional intelligence of teachers, supervision of school superintendents, school culture, teachers’ work motivation, and the performance of Hindu religion teachers are in the high category. In addition, the hypothesis testing results show there is a significant direct and indirect relationship between the variables in the state junior high school.

This study explored the effects of collaborative writing strategies on students' writing skills and self-efficacy. The study used a mixed methods design combining quantitative and qualitative approaches. Several instruments were used in data collection, including questionnaires, writing tests, writing assessment rubrics, and semi-structured interviews. The participants were randomly divided into two groups: the experimental group and the control group, which comprised 62 students. Data from the questionnaire and writing tests were analyzed using one-way MANOVA and MANCOVA tests, while interview data were explored using thematic analysis techniques. Participants were randomly divided into two groups: the experimental group and the control group. The results showed that collaborative writing strategies could improve students' writing skills and self-efficacy. Moreover, the qualitative results showed that most students responded positively to using these strategies to improve their writing skills and self-efficacy.

Crises like COVID-19 affect organizations as well as employees' well-being. Leaders, in this sense, have a critical role to play in reducing the challenges and promoting a healthy workplace. With employees feeling overwhelmed and anxious to cope, leaders should provide the appropriate support and guidance. This quantitative study examined the relationship between different leadership styles, which are participative, directive, supportive, and Laissez-Faire, and teachers' well-being in the United Arab Emirates (UAE). The study adds insights into the UAE's public school context, where 101 teachers were surveyed following a snowball sampling technique. Findings revealed that Laissez-Faire and directive styles were the most dominant among the four leadership styles examined. In terms of the relationships between leadership styles and well-being, correlation and regression analyses were done through SPSS, and findings from the Generalized Linear Model analysis revealed that although the four styles correlated positively with well-being, the participative leadership style had the most decisive influence. The results showed that none of the demographics had any significant influence on well-being, and no differences in well-being in terms of demographics were reported.

In recent years, there is a growing number of Vietnamese students applying to study abroad at a younger age. Instead of waiting until adulthood, many Vietnamese parents decide to send their offspring to study abroad early from high school. This study was conducted to analyze the factors affecting the intention of Vietnamese parents to send their children to study abroad. The dataset includes 350 responses, in which parents of middle and high school students having the intention and willingness to send their children to study abroad are respondents. The research results show that perceived value, perceived risk, and three variables of the theory of planned behavior (TPB) model affect the intention to send their children to study abroad with the ability of explanation 53.4%. In detail, Attitude (influenced by Success, Modern self, and Traditional self) has the most significant influence (30.9%) on the dependent variable. On that basis, some suggestions are proposed for international educational organizations and study-abroad counseling centers to help them give the right orientation to Vietnamese parents about studying-abroad. Besides, proposing some recommendations for domestic educational institutions, international educational institutions, and educational management agencies in Vietnam, in order to improve the quality of education and training, creating an ideal learning environment that meets international standards for students, and simultaneously attracting international students to Vietnam.

The current study investigates the psychometric characteristics of the Social Support Scale as an instrument for assessing social support for academics. The original version of the scale was adapted and translated into Indonesian and was administered to academics in Indonesia through a google form. The data were then analyzed to investigate the reliability, construct validity, and structure of factors of the instrument. Confirmatory factor analysis confirms that the three-dimension model was the best model regarding the internal structure. Our findings also advocate the Social Support Scale as a valid and reliable tool for assessing social support in Indonesian academics. Thus, it can be employed to examine lecturers’ social support level which helps the universities to build a supportive working climate, as well as improve the relationship quality between employees.

A virtual-based disaster learning model was created to enhance understanding of COVID-19 disaster mitigation following the characteristics of elementary school students because the high number of child deaths brought on by the COVID-19 pandemic served as the driving force behind this research. The virtual-based disaster learning model had been deemed valid, but more study is required to ascertain its impact on primary school pupils' comprehension of COVID-19 disaster mitigation. This study sought to determine how the virtual disaster learning model affected elementary school pupils' understanding of COVID-19 disaster mitigation. This study was a quasi-experimental investigation. Non-equivalent control group design was the type of experimental design employed. The t-test showed that students who studied using virtual-based disaster learning models and those who used conventional learning had different average levels of understanding of COVID-19 disaster mitigation. According to the findings, primary school children who learned using virtual disaster learning models had higher scores than students who used conventional methods. This finding revealed that virtual disaster learning models could improve understanding of COVID-19 disaster mitigation. The results of this study's implications can be applied as a different approach to enhancing elementary school kids' comprehension of emergency planning for COVID-19.

In the future, vocational students will face all changes and developments in technology and information. In this context, students' digital literacy skills need to be trained to adapt to the demands of the world of work. This article aims to present the results of a study on factors that can improve the digital literacy practice for vocational students as a roadmap for digital learning in the current era. The sampling technique used purposive random sampling of 8 Vocational Schools in East Java Province, Indonesia. The number of respondents in this study amounted to 355 second-year students. The study has found that online learning, motivation, and technology introduction are influenced by students' digital literacy practices, while teacher readiness and infrastructure must be mediated by online learning. The findings in this study indicate that collaboration from various parties is needed from teachers, school administrators, and policymakers in planning learning that focuses on students' digital abilities.

Motivation is essential in shaping how much a student is interested in learning and also affects how much students will learn from a learning activity or how much students' ability to capture the information presented by the teacher. Well-motivated students will produce a vibrant learning atmosphere and a better success rate. This research aims to determine whether the motivating active learning in physical education (MALP) model can help kids in elementary school develop their capacity for critical thinking. The design used is experimental. The research subjects were grade 6 elementary school students representing five sub-districts in the Tasikmalaya district. One elementary school was taken from each sub-district through a probability sampling technique using the cluster random sampling approach. The total sample taken was 137 people. The results of the study prove that applying the MALP model can greatly influence improving the critical thinking skills of elementary school students. The result of the study is proven by the significance test using the paired sample t-test; the results obtained from sig. (2-tailed) of .001< .05. So applying motivating active learning in the physical education model influences increasing elementary school students’ critical thinking skills.

After months of 100% online teaching due to the pandemic produced by COVID-19, the return to face-to-face classes is being experienced. This study focused on finding the English as a foreign language (EFL) University professors’ perspectives of online education during that time. The information was collected from three Ecuadorian universities: The Technical University of Ambato, The Higher Polytechnic School of Chimborazo, and The University of Cuenca. The survey was designed with 26 questions about professors’ perceptions of online teaching and its impact on their pedagogical practices, affective factors, and student achievement. Software R, and the Cronbach's alpha tests were used as statistical tools, along with Kendall's Tau_b, and the Kruskal-Wallis test. The results showed that teaching online not only represents a solution in cases where face-to-face education is not possible, but also offers teachers the opportunity to experience the benefits of using technological tools and innovative strategies. Although some drawbacks, such as lack of time and real interaction were encountered, online teaching resulted in an alternative methodology that engaged learners.