The aim of this study was to investigate the attitudes of music teacher candidates on computer self-efficacy perceptions and digital technology according to different variables. In this research, correlational survey model is used as a general survey model and also during data collection process of research, criterion sampling is used as purposive sampling.   The focus group of the research consists of 102 students studying music education at Ondokuz Mayis University in the 2018-2019 academic year. Computer Self-Efficacy Perception Scale and Attitude Scale towards Digital Technology Scale were used as data collection tools for the study. According to the results of the study, it was found that there was a significant relationship between the levels of computer self-efficacy perception and the attitudes towards digital technology of the music teacher candidates who participated in the research. The self-efficacy perceptions of the students significantly differed according to their gender, to have a personal computer and the time they first used the computer for educational purpose and their attitudes towards digital technology significantly differed according to their gender, class level and computer ownership.

This study examined the extent of faculty’s use of various technology-supported features in their teaching practice, involving syllabi, exercises, presentations, required reading materials, supplementary reading materials, examples of exams from previous years, electronic notice board, links to film clips, and other tools that enhance the convenience of technology-supported teaching.  The findings of this study indicate that faculty make limited use of technological tools. Differences in use were found by age, tenure, gender, and faculty: Age of faculty has a positive effect on the use of the digital system for required reading and video-taped lessons, while faculty tenure has a negative effect on the use of the digital system for required reading materials. Male faculty use the video-taped lesson system more frequently than their female counterparts. Female faculty use the system more frequently than male faculty for required reading and elective reading materials. Faculty in the Humanities use the system to upload required reading more frequently than faculty in the other two faculties, while lecturers in the Faculty of Engineering use to system to upload examples of exams more frequently than their counterparts in the other two faculties. Faculty noted that they found no technological tool that reflects pedagogical thinking that benefits the students. Faculty use these digital tools as technical rather than pedagogical aids. Based on the recognition that these new technological tools will create a paradigmatic change in teaching, efforts should be invested to developed, disseminate, and assimilate new pedagogies that are compatible with these new educational technologies.

A modern teaching method influences both direct and indirect learning achievement through the student's nonacademic factors. The researcher has an intention to examine the influences of new teaching methodology on mathematics achievement towards mathematics attitude, achievement motivation, and self-efficacy of students as mediating variables (n teacher = 117, n student = 2,205). The Multilevel Structural Equation Modeling revealed that attitude towards mathematics is the most important factor in explaining the academic achievement of individual students. It could be explained the variance with achievement motivation and perceived self-efficacy of students by 60.50%. As for the modern teaching method, there was a positive effect on achievement both directly and indirectly through all three factors with statistical significance and explained conjointly about the variance of student achievement in each classroom by 99.00%. This finding suggests the importance and direction of teaching design that covers the development of relevant factors as proposed in discussions and implementations.

The purpose of this study is to examine the fears of children who are 6-10 years old via drawings. In this study, phenomenology research design which is among qualitative research methods was used. The study group of the study consisted of 314 children aged between 6 and 10 years in three primary schools in Kirsehir city center in 2017-2018 academic year. The data obtained from the participants were analyzed by using the content analysis method. As a result of the research, the drawings were collected under 6 categories according to their similar characteristics .When the drawings obtained from the children were classified, it was seen that the most fear is related to the category of animals, while the least fear is related to the drawings of the category of fears related to medical. In addition, children preferred to use black, red, blue, yellow and green colors in their fear themed drawings.

This study was aimed at investigating whether or not there is an interaction between learning approach and social intelligence towards response fluency. A number of 126 eighth grade students (M = 13.9; SD = 0.5 years) in Bojonegoro, Indonesia were randomly selected to participate in this study. This research used 2x3 factorial quasi-experiment with the matching static comparison design. The statistical Analysis Of Covariance (ANCOVA) ware implemented for analysis of data in the study. The results show that: there is a significant difference in response to fluency between students who learn with a scientific approach and direct learning approach; there are significant differences in response to fluency between students who have high, medium, and low social intelligence, both in scientific and direct learning approaches, the students with high social intelligence levels have better response to fluency than those with moderate social intelligence or low, and the students with moderate social intelligence have better response to fluency than those with low social intelligence, in all levels of social intelligence, the students who were taught by using scientific approach have better response to fluency than those who were taught by using direct learning approach.

The purpose of this study is to describe the actions taken by college students to face their future retirement. For this, the test designed by the National Commission for the Protection and Defense of Financial Services Users (CONDUSEF) in Mexico was used, which has items related to financial knowledge, specifically topics about savings, emergency funds and life insurance, among others. The instrument was applied to 60 UPAV college students of different levels, during the school cycle of February-August 2018, in the city of Xalapa, Veracruz; it should be noted that the range of age was older than 21 but younger than 23 years old. The descriptive analysis showed results that lead us to believe that students have emergency funds (53%) but these are used to face unexpected situations (59%); also, students do not have life insurance, which could be concerning in their personal and family life if/when they have to face a present or future illness. Regarding car insurance, most of the respondents stated that they do not own one, besides considering it an unnecessary expense. One of the study limitations was the surveyed population; hence the need to widen this research to encompass more students from such geographical area in order to obtain a wider outlook of said behavior.

This study considers the interaction between an e-learning system, the Blackboard system, and the students who use it in Saudi Arabia. While previous work exists, there is limited consideration of the assessment of the preferences of e-learning system usability variables based on students’ perspectives, especially in developing countries such as Saudi Arabia. This paper attempts to fill the gap by investigating the relative importance of the design criteria developed for e-learning system usability evaluation from the students’ perspective in Saudi tertiary education. Based on reviewed literature, a set of usability principles was developed that have had an influence in the students’ learning process and use of the e-learning system. The list includes system navigation, system learnability, visual design, information quality, instructional assessment and system interactivity. An exploratory study was carried out to identify the most important usability design characteristics from a student’s perspective and then evaluate the overall usability of the current e-learning system, based on this subset. A quantitative approach was adopted to weigh usability design characteristics, based on 181 learners’ perceptions. The sample consists of undergraduates who are users of a web-based e-learning system in a university in Saudi Arabia. The research instrument was tested for construct validity and reliability. The analysed results have shown that information quality is the most important dimension followed by the navigation of the e-learning system. The study has also revealed that the system learnability and visual design came third and fourth in order of importance of e-learning system usability assessment. Finally, the least important design categories that influenced the e-learning system usability assessment were instructional assessment and system interactivity. The empirical results of this study may help to provide insights for designers and evaluators leading to a more effective approach to improve the usability and uptake of the e-learning system.

It is aimed, in this study, to compare the achievement level of the students taught with the fifth grade intensive English language curriculum (IELC) and the ones taught with the fifth grade English language curriculum (ELC) in terms of their speaking skills. With this aim, it is also intended to find out the failure behind the students’ speaking skills. Sequential explanatory strategy, which is one of the mixed-methods research designs, was used for this study as the aim was to further explain the quantitative findings. There were two groups of participants in this study. The first group included 64 fifth grade students selected from two different schools though simple random sampling, while the second group consisted of the five teachers teaching the fifth grade IELC. Two instruments developed by the researcher were utilized to collect data. The first instrument was an achievement test developed to measure students’ success in speaking skills, while the second instrument was a semi-structured interview schedule developed to collect data from the teachers implementing the fifth grade IELC. The quantitative data collected through the achievement test were analyzed with descriptive statistics including means and standard deviations and inferential statistics through independent samples t-test which was used to compare the two groups of students’ achievement levels, while the qualitative data gathered through the semi-structured interviews were analyzed with content analysis. The findings indicated that only one objective was attained by the students, the results of independent samples t-test indicated that there was not a significant difference in the achievement levels of the students taught with the fifth grade IELC and the ones taught with the fifth grade ELC. The reasons behind this failure was found to be resulting from teacher-related, student-related, and Ministry of National Education (MoNE)-related factors referring to implementation problems rather than curriculum design.

Environmental learning in the 21st century requires students to have Higher Order Thinking Skills (HOTS). The purpose of this study was to measure HOTS students using Higher Order Thinking Skills Assessment based on Environmental Problem (HOTS-AEP). The research method used in this study was descriptive method with a total sample of 248 students consisting of Elementary School (ES), Junior High School (JHS), Bachelor Program (BP), and Master Program (MP). The results showed that students overall have a very low HOTS category. HOTS scores scale of 0-100 on ES (22.3) are still higher than JHS (20.2). Whereas at the university level, BP scores (19.9) are lower than MP (21.4). This showed that learning must be oriented towards increasing HOTS through various media development learning, learning materials, learning models, and strategies. This study concludes that the HOTS score of students was still very low and needs to be improved.

This study aims to adapt teachers’ classroom practices for teaching thinking scale from Turkish to English culture. The scale includes 21 items. Each item has 5-point Likert type. It has 4 factors: Effectiveness of Teaching Thinking, Loyalty to Curriculum, Teacher Dependence and Encouraging Thinking.  In the first step, statistical analyses were administrated to achieve linguistic equivalence. To do that, the data were collected from 30 English teachers with 20 day intervals. In the second step, the data collected from 148 native English teachers were analysed by Confirmatory Factor Analyses. Good level fitting indices were found at the end of this process. Cronbach Alpha coefficient value was found to be .90. For Convergence and Discriminating validity, which means construct validity, correlations between sub-dimensions and average explained variance values were calculated and found good sufficient levels. Items in the scale were discriminating. As a result of this study, it was found that English translation of the scale was statistically valid and reliable.

Domestic violence, separation and divorce are becoming increasingly common and leaving psychological traumas that are not easily healed for family members, especially for children in Vietnamese incomplete family. In this article, we identify the factors affecting the psychological trauma of children in the incomplete families by using Achenbach T. M’s Children Behavior Checklist (CBCL). We design 2 experiments and 3 steps to filter the main factor affected the psychological trauma of children living in incomplete families. In results, we found out that up to 46.42% of children had psychological traumas when living in incomplete family with an extremely high level of 8.16% and an average of 57.14%. The results showed not only by living in incomplete family but also other factors such as the pressure from public opinion and community affected the children psychological trauma. It is necessary to minimize the effect of psychological trauma of children in Vietnamese families.

The study aims to promote relevant and effective environmental education (EE) through extracurricular clubs. For this, we studied the state of play of environmental activities (EA) carried out by 48 environmental clubs belonging to urban and rural areas of the Regional Academy of Education Fez-Meknes, Morocco. These extracurricular environmental clubs remain so far without formal environmental education programs. In this study, we identified the bulk of programs offered by extracurricular environment clubs, including types of scheduled activities and percentages of achievement and student beneficiaries in urban and rural settings. In addition, we have identified the main barriers to achieving certain environmental activities. The significant correlations detected between some of the variables studied allowed us to better explain the achievements and the weaknesses of these clubs. Finally, we have made recommendations to promote relevant and effective extracurricular environmental education.

A sample of 327 engineering bachelor students from a public university in Mexico took part in an information integration study to explore systematic thinking underlying propensity for cheating during a course exam. All study participants were provided with written descriptions of 12 scenarios pertaining to the academic evaluation criteria and were asked to rate the likelihood that they would cheat under such circumstances. The 12 scenarios reflected the experimental manipulation of three orthogonal factors: teacher’s teaching style, type of exam, and modality of assessment. Analysis results revealed four distinct attitudes toward cheating among students, two of which were independent of context (low and high desire to cheat) while the remaining two were context-dependent (low and moderate desire to cheat). All groups showed systematic thinking underlying their possible desire to cheat that was typified by the use of a summative cognitive rule for integrating information related to academic cheating. However, evaluation of factor relevance varied across the groups.

The current study aimed to adopt and assess the psychometric properties and measurement invariance of Grit-S among Omani and American students (N = 487) using Exploratory Factor Analysis (EFA) and Multi-Group Confirmatory Factor Analysis (CFA). The scale’s construct validity was estimated by investigating its associations with achievement goal orientations (AGOs). EFA results suggested that a two-factor solution (i.e., perseverance of effort [G_PE] and consistency of interest [G_CI]) was the best factorial structure, explaining 47.74% and 51.02% of the variance in the Omani and American samples, respectively. The factors had good reliability coefficients in the two samples. Related to the intercultural differences, G_PE explained more variance among Omanis (31.02%) relative to American sample, whereas G_CI explained a larger proportion of variance among Americans (36.86%) compared with Omani sample. The first level of measurement invariance, configural invariance, was not supported, necessitating the investigation of the other levels of measurement invariance using a new sample. Grit correlated positively with mastery and performance-approach goals (r = .29 and .12, respectively) and negatively with avoidance goals (r = -.25), supporting the scale’s construct validity. These findings showed that Grit-S scale can be used as valid and reliable assessment tool to assess student interest and perseverance in the academic context in Arabic/Omani and American cultures.

The purpose of this study is to investigate the level of anxiety in learning Chinese, discover the dominant factors of anxiety in learning Chinese language and analyze differences in Chinese language anxiety based on gender, year of study and HSK in foreign students in Wuhan, China. The research method used was quantitative using a survey approach. There are 250 foreign students as the samples, consisting of 108 male and 142 female students. The data collection technique used is questionnaire called CLAS (Chinese Learning Anxiety Survey) adapted from FLCAS (Foreign Language Classroom Anxiety Survey). The data were analyzed using SPSS with descriptive statistical techniques and Multivariate Analysis. The results showed that Chinese language anxiety among foreign students is on a moderate level, with communication anxiety as the most dominant aspect. The male and female students have the same anxiety level in learning Chinese. The foreign students who had longer duration of learning Chinese and had higher HSK tend to have lower level of anxiety in learning Chinese. This showed that years of study and HSK were two factors that determine the high or low level of anxiety in learning Chinese for foreign students.

Since the 2008/2009 school year, every primary school in Slovenia has had to prepare its own “school moral education plan” and undertake its moral education activities on the basis of this plan. Although the basic content areas of the moral education plan are prescribed by law, the openness of the legal provisions allows schools to exercise professional autonomy. After a decade of the implementation of moral education plans we conducted an empirical quantitative-qualitative study aimed at analysing them in terms of content. The objective was to determine the extent to which the plans include and how they define the prescribed content areas, as well as the extent to which they include and how they define additional content areas that are not prescribed by law but could be included by schools depending on their individual particularities and the specific challenges of their environment. Data were collected through publications on the websites of a representative sample of randomly selected schools and analysed with a specially prepared instrument. The research shows that upgrading moral education activities through the school moral education plan would require (1) reconsideration and upgrading of the concept, (2) continuous state support for the self-evaluation of schools specifically in this area, and (3) support for schools to gain a deeper professional understanding of current moral education challenges and of forming moral education strategies that differ with regard to the content differences in the reasons for individual moral education challenges.

The purpose of this study is to develop an Interpersonal Mindfulness Scale-TR (IMS-TR) for Turkish culture. For the data collection process, four different sample groups participated in the study. To test the construct validity of the scale an exploratory factor analysis was performed. Results suggested a 13-item, two-factor solution as (1) awareness and (2) being in the moment. Two-factor structure explains 50.65% of the variance. A confirmatory factor analysis results showed good fit for two-factor solution. The Mindfulness in Parenting Questionnaire and the Mindfulness in Marriage Scale were used to examine a convergent validity and positive significant relationships were found between the scales. To test the reliability of the scale Cronbach's Alpha reliability coefficient of the overall scale was determined to be .826. To determine the stability coefficient of the IMS-TR, test-retest method was used and according to result there is a positive relationship between the scales. According to all of these results, it can be said that the IMS-TR has a validity and reliability.

This study aimed to describe seven indicators of students’ verbal linguistic intelligence in reading subject. It used a qualitative research method. The subjects of this study were 30 students consisted of 9 male and 21 female students. They took the reading subject in the second semester of the first year. They were given a test of verbal-linguistic intelligence. Seven students were selected to be interviewed because they have verbal-linguistic intelligence and good communication. To find out the validity of the data, the researchers used triangulation of the test results and the results of interviews and triangulation of the second researcher and research assistants. Furthermore, the data were analyzed using the content analysis method which consisted of three steps, they were data reduction, data presentation, and conclusion drawing/verification. The results of the study show that there were seven indicators of verbal-linguistic intelligence of students in reading subject, first, having excellent initial knowledge in mentioning words, second, enjoying wordplay with Scrabble, third, entertaining themselves and other students by playing tongue twisters, fourth, explaining the meaning of the words written and discussed, fifth, having difficulties in mathematics lesson, sixth, their conversation refers to something they have read and heard, and the last, having the ability to write poetry based on personal experience.

Each child has a different personality type of tendency. Personality type is closely related to emotional intelligence. Through this study, we report the analysis results of the effects of personality type tendencies and the application of learning strategies in controlling the emotional intelligence of elementary school students. This study uses the quasi-experimental method with a 2x2 factorial design in data collection. Data analysis used was a two-way analysis of variance (ANOVA) test. Research findings show that students with extrovert tendencies personality are better than students with introvert personality types. The application of inquiry strategies in learning is better at controlling emotional intelligence than the application of expository strategies.

The purpose of this study is to evaluate the psychometric and structural instruments of the Physics Metacognition Inventory (PMI) developed by Taasoobshirazi, Bailey, and Farley (2015). The PMI consists of 26 items in six factors. The English and Indonesian versions were tested on an English course (N = 37) in the Geophysics study program at Tadulako University. The trials were conducted separately within a two-week interval. The data collected from 364 students of the Physics Education Department, University of Tadulako were analyzed using the Exploratory Factor Analysis (EFA). Later, data were collected from 351 students of some Indonesian universities which have physics education study programs, and the data were analyzed using the Confirmatory Factor Analysis (CFA). The EFA result reveals six factors based on the rotation result with the maximum loading factor. The CFA result shows the RMSEA values of .018, 2 (284) = 316.32 (χ2 / df = 1,11), GFI = .93, CFI = .99, AGFI = .92 and NFI = .93 which meet the cut-off statistic value, and therefore, the model is considered fit, with the Construct Reliability Estimation (CR) of .93, Composite Reliability of  = .95, and maximum reliability of Ω = .96. The results obtained reveal that the PMI scale has good, valid and reliable psychometric properties. Therefore, PMI can be used to measure the level of metacognition of students when solving physics problems. Future studies using PMI are also discussed.