The study aims to point out direct and indirect correlations between others' roles on career self-efficacy, and career self-management. This research uses a multifactor correlational model, samples were 342 students. The research instruments are Career Self-Management Self-Efficacy Scale (CEDLE-Scale), Career Decision Self-Efficacy (CDSE Short-Form), and Role Model Influence Career Decisions Scale (RIMICDS). Data were analyzed using path analysis with AMOS 23. The findings show that 1) the variable of others' role directly influences career self-efficacy; 2) career self-management directly influences the career self-efficacy on career self-efficacy; 3) others' influence on career decision directly influences the career self-management, and 4) others' role on the career decision indirectly influences self-efficacy moderated by career self-management. Support, guidance, and inspiration from others will ease someone in deciding on a career. Guidance for managing a career will improve career self-efficacy. It will then positively contribute to the self-confidence to pursue the career.

The purpose of this study was to examine whether exam anxiety played a role as a mediator in the relationship between psychological resilience and school satisfaction in a large sample of adolescents (N = 1819; Mage = 15.16, SD = 0.95) who live in different regions of Azerbaijan. Adolescents’ psychological resilience was positively associated with school satisfaction, whereas their exam anxiety level was negatively associated with school satisfaction. Structural equation modeling results showed that exam anxiety partially mediated the relationships between psychological resilience and school satisfaction. Therefore, the indirect effect of psychological resilience on school satisfaction through exam anxiety was also statistically significant.

The accuracy of assessing the capabilities of the process and product in chemical practice activities requires appropriate measurement procedures to be followed. It is crucial to identify the components that can introduce bias while measuring student abilities during the measurement process. This study aims to identify the components or criteria used by teachers to assess student performance in practicum activities and analyze the quality of the rubrics developed. The study was conducted with the participation of three raters, 27 high school students, and nine assessment criteria. A quantitative descriptive approach was employed using the many-facet Rasch model (MFRM) analysis for measurement. The results of the MFRM analysis show no significant measurement bias, with data measurement facets fitting the MFRM model. The reliability of all the facets meets the criteria, and the scale predictor functions appropriately. While all students can easily pass four out of nine items, five items can only be partially passed by students. The assessment criteria that require special attention include communication skills, tools and assembly, interpretation, cleanliness, and accuracy when performing practicums. These criteria provide feedback for teachers and students to ensure successful practicum activities. The Discussion section of this study delves into the findings and their implications.

This study seeks to investigate the relationship between dropout intent, the weekly work duration of student employees, and university social capital by analysing empirical evidence from three European countries, including Estonia, Lithuania, and Poland. This exploratory study utilised Eurostudent-VII survey data and employed cross-tabulation and exhaustive Chi-square Automatic Interaction Detection (CHAID) to achieve its objectives. Findings indicate that student employees who believe they get along well with their teachers and have more connections with fellow students to discuss subject-related issues are less likely to intend to drop out of university. In addition, the results show that students’ likelihood of abandoning their higher education increases in the presence of difficulties caused by an inapt academic programme. Regarding employment duration, for the Estonian and Lithuanian markets, there is no difference between working more than 20 hours per week or less than that with the intention of dropping out of university. In Poland, however, the disparity in working hours interacts with other factors related to social capital to explain dropout intent. These findings provide novel insights into the dropout literature by refreshing thoughts on the role of teacher-student and peer relations in the dropout intentions of student employees. In addition to reviving the relevance of university social capital, which has received too little attention lately, they have also sparked a recent debate on whether or not combining work and university actually affects the intention to drop out.

The peer tutoring approach is a student-cantered teaching method in which students learn in pairs with teacher supervision. The study discussed in this paper is a systematic literature review related to the effectiveness of peer tutoring approaches which has been published within the last 5 years. A complete text analysis was conducted using 20 research papers stating the impact of the peer mentoring approach for this writing. Among the things obtained from previous studies are the variety of ways to implement peer tutoring approach, the impact on 3 aspects in students which are mathematical achievement, social skills and cognitive skills and the teaching theories used. The findings of the study indicate that most past studies used quantitative research methods with the concept of age peer approach. Then, constructivism theory was the most frequently applied with a sample of high school students. In conclusion, this systematic literature review shows that the peer tutoring approach in mathematics education has many benefits in various aspects and needs to be extended to improve the quality of education.

Secondary subject subcultures, differing in status, perceived sequentiality, and scope, have been shown to form within departmental content areas. This study aimed to determine if preservice secondary teachers also exhibited attributes of secondary subcultures. Through the Teacher Multicultural Attitude Survey and the Culturally Responsive Teacher Self-Efficacy Scale, this study revealed that subcultures also occur within preservice teachers, specifically preservice mathematics teachers and preservice English teachers, with regards to multicultural awareness and attitudes. The results from this study support the need for purposeful and consistent focus on multicultural education and Ethnomathematics education in mathematics education programs. In doing so, secondary mathematics students can obtain a robust background in multicultural education before entering the PK-12 classroom. When they do enter the PK-12 classroom, they will be able to empower all students that they teach.

An earlier study found that assistive technology based on mobile applications significantly improved how social skills were taught to and learned by autism spectrum disorder (ASD) children. Nevertheless, the content of the existing mobile applications is inadequate for capturing the diversity of Malaysian culture, making it unacceptable for local use. Considering cultural norms is a factor in developing social skills in ASD children. It is therefore necessary to develop new assistive technology based on mobile applications that consider Malaysian cultural norms.  As a result, the Multimedia Interactive Social Skills Module (MISSM) application was created based on the Addie Model, which offers a systematic process for assisting in developing successful instructional material by fusing instructional theory with learning theory. The MISSM application is based on Malaysia's current social skills curriculum, which helps ASD children become socially competent. Hopefully, it will help them develop better social skills and achieve academically. Finally, local culture-sensitive material for assistive technology based on mobile applications would support Malaysia's adoption of a technology-based teaching and learning strategy and contribute to a better understanding of social skills.

The problems in education in the countries of the Organization for Economic Cooperation and Development (OECD) vary from country to country. The differences between "upper class" and "lower class" countries in PISA assessment results have led to a research gap. The purpose of this study was to (a) test students' mathematical literacy skills on the Program for International Student Assessment (PISA) test and compare the results using the sum of means across OECD countries; (b) examine the relationship between students' mathematical competence, precision, and self-perception of mathematical literacy skills in the PISA test; and (c) analyze the gaps that exist between the implementation of mathematics instruction in school and the mathematical literacy as measured on the PISA test. This study was designed as a mixed method with an explanatory sequential design. The data collection methods included test procedures, questionnaires, and interviews. The result of this study showed that the overall mean score obtained was below the OECD average. In general, the respondents achieved only level 2 mathematics proficiency. A significant relationship was found between mathematical competence, precision, and self-perception in mathematical skills. On the other hand, there was a gap, namely the difference at the implementation level, where mathematical literacy measured by PISA differed from the measurement of mathematical learning achievement by teachers in school. The results showed that teaching that emphasizes only problem-solving procedures affects low mathematical competence and is not useful enough for students to deal with the PISA mathematics test.

Several studies have demonstrated that bullying and cyberbullying are prevalent in Pakistani educational institutions, negatively affecting students' physical and mental health. Literature has revealed that it has not always been successful to prevent bullying in Pakistani educational institutions by adapting or adopting antibullying interventions from other countries. Sohanjana Antibullying Intervention is the first contextualized antibullying intervention designed specifically for Pakistani teachers. Assisting teachers in identifying bullying and victimization issues prevalent in educational institutions, intervening quickly to assist pupils, and creating a conducive school environment are the main goals of this program. A description of the Sohanjana intervention program, its modules, and its design is presented in the current study. After a comprehensive literature review on bullying in Pakistan, and conducting a baseline survey for need assessment, the program’s content and activities have been developed. In this 32-hour professional development program, teachers are trained on eight different themes over the course of eight modules. In the present paper, the design, the theoretical background, details of the different modules and preliminary evaluation data of the Sohanjana intervention program are presented. A pilot study of the intervention so far has produced successful results and gathered positive feedback from participants. As a result of the feedback, several recommendations and suggestions are discussed in the study.

Limited latest studies circulated in the 21st century of world university ranking reveal that well-designed mentoring programs will not increase mentees’ leadership development if mentors have not implemented effective roles in the mentoring programs. Although many studies have been done, the mediating effect of mentors’ roles is little known in the tertiary education mentoring research literature. This study is done to examine the correlation between mentors’ roles, mentees’ self-efficacy, and mentees’ leadership development. This study employed a cross-sectional research design. A purposive sampling plan was employed to collect 761 survey questionnaires from undergraduate students at non-research-based public universities in Sarawak. The survey data were analyzed by the SmartPLS package to determine the validity and reliability of the study instrument, and thus test hypotheses for the direct effects model and mediating model. The outcomes of the SmartPLS path model analysis showed that the majority of participants felt that the levels of information exchange, help, self-efficacy, and leadership development are high. This situation explains that the ability of mentors to appropriately implement information exchange and help in mentoring programs has strongly evoked mentees’ self-efficacy. Consequently, this self-efficacy can lead to higher leadership development. This finding can help practitioners to understand the diverse paradigms of mentees’ self-efficacy concept and plan the integration of academic and social-based approaches in formulating mentoring programs to prepare successful graduates in a time of rapid global change.

The need for early comprehension of scientific concepts in elementary school students is crucial. However, studies have indicated that some students lack a fundamental understanding of such concepts, highlighting the importance of effective teaching methods to improve scientific literacy at an early age. Therefore, this study aimed to determine the ability of Project-Based Learning in Science, Technology, Engineering, Art, and Mathematics (STEAM-PjBL) to improve students' scientific literacy, knowledge, and application of foundational scientific principles. A quasi-experimental methodology was employed, involving 22 female and 26 male fourth-grade elementary school students as participants. The study administered a Scientific Literacy Test (SLT) treatment to the students, followed by unpaired and paired t-tests to examine the impact of the STEAM-PjBL model on their scientific literacy skills. The results showed that STEAM-PjBL improved students' scientific literacy skills significantly more than traditional instruction. The experimental group outperformed the control group in the post-test, indicating the effectiveness of STEAM-PjBL. Therefore, the study recommends the adoption of the STEAM-PjBL model by elementary school teachers to improve students' understanding of fundamental scientific concepts.

The outbreak of COVID-19 has affected the educational sector globally. One of the impacts of this outbreak is observed in the implementation of digital learning, which involves problems such as poor internet connection and a lack of information technology facilities. However, university youth could be seen as resilient if they could keep up with good academic performance despite going through various challenges of digital learning. Thus, this research would like to explore the resilience of university youth while undergoing the challenges of digital learning during the COVID-19 pandemic. This research adopted a qualitative approach, and data were collected through semi-structured interviews. Purposive sampling was used, where five respondents among the University Malaysia Terengganu (UMT) youth with a cumulative grade point average (CGPA) of 3.50 and above were selected in this research. The research found that the challenges faced by the majority of the respondents during digital learning were the non-conducive learning environment and the poor internet connection. In addition, findings also found two protective factors that helped the respondents be resilient, identified as the internal factor (i.e., self-concept and cultural sensitivity) and the external factor (i.e., parents' support and positive peer relationships). The research findings showed that the university youth also need support and help from various parties alongside their own efforts in academics in order to face any kinds of risky situations and grow as resilient youth.

The objective of this study is to create a tool for evaluating teachers’ effectiveness in boarding schools. Planning and preparation stages, instrument testing, and measurements were used in this study to implement research on the creation of the Mardapi model instrument. In order to generate instrument items, the planning and preparation stage tasks included a literature assessment of teacher performance appraisal manuals. Data were gathered utilizing documentation approaches, and descriptive and qualitative analysis was performed. Six specialists validated the built instruments, which were subsequently put through limited testing at two boarding schools and extensive trials at nine boarding schools in Surakarta residency area. The Aiken formula was used to examine the expert’s evaluation data, and confirmatory factor analysis was used to analyze the test results. The results of this study indicate that the instrument for assessing teacher performance in boarding schools meets the validity criteria. This is indicated by the existence of loading factor values ranging from .51 to .72 (>.4) and t-sign values ranging from 4.75 to 9.25 (>1.96) and meeting the requirements of a fit model since Chi-square = 1307.95 < 2524 (2*df), p-value = .17956 (>.05), and RSMEA value = .014 (<.08). The instrument items are reliable assessment packages, and this is shown by the reliability value of omega .967 > .70. Because there is a guarantee of validity and reliability, the test can be used to further assess teacher performance in boarding schools.

Inclusive teaching development has provided opportunities for children to study it with special needs to study in the school. Although some parents prefer to enroll their children in schools specifically designed for those with special needs, inclusive learning allows these individuals to participate in the learning process alongside their peers with disabilities. Through inclusive teaching, teachers aim to help children develop their social skills. This research aimed to analyze the influence of visionary leadership and organizational commitment on teacher performance under the visionary leadership of school principals in the implementation of inclusive schools in Malang City. The utilized research methodology was a mixed sequential exploratory, involving data collection through interviews, observations, documentation, and questionnaires. Qualitative data analysis employed content analysis, while quantitative data underwent multiple linear regression inferential statistical analysis. The findings indicated that visionary leadership and organizational commitment influence the instructional efficacy of teachers when working with children having special educational requirements. Therefore, the recommendation to school principals persistently enhances their leadership competencies and reinforces their dedication to cultivating a vibrant teaching environment that promotes inclusive educational advancements.

Reflective practices have been recognized as a predictor of professional development because they favor teaching changes that improve the students’ learning. The expressions reflection, practice, and reflective professionals are very present in training programs, but with a diversity of meanings and interpretations. The concept of reflection is linked to professional development and teaching identity. The goal of training reflective teachers is shared on an international level, however, the educational conditions that favor a positive attitude toward reflection have not been sufficiently researched. This article aims to describe the obstacles to a positive attitude toward reflection in pedagogy students according to their teachers. This study is qualitative with an interpretive approach for which an instrumental case study was conducted with 15 university teachers in six Chilean regions.  The results show that both inter-institutional conditions negatively affect attitudes, as well as the lack of models of reflective practice, insufficient teaching, the way teacher reflection is evaluated, and the barriers to reflective practice in schools. The results indicate the need to intentionally teach pedagogical reflection practices and help to recognize its benefits for teaching.

This study explores the extent to which the gendered views exist among students in Kosovo’s compulsory education (primary and lower secondary schools) regarding mathematics and reading. It analyzes students’ perceptions of these academic domains concerning the performance of their peers (the same others) from the gender perspective. Additionally, it examines students’ perspectives on the opinions of their parents and teachers (their significant others) regarding girls’ and boys’ performance in math and reading. Furthermore, the study investigates whether students hold gender-stereotypical attitudes toward professions related to math and those that heavily rely on reading skills. The survey method was used to conduct this study. A sample of 531 students in compulsory education participated in this study, completing a paper-based questionnaire consisting of 14 items evenly distributed between mathematics and reading. The findings indicate that around half of the respondents believe that girls and boys perform equally well in both mathematics and reading and that parents and teachers hold the same views regarding the performance of their children/students in these academic domains. However, among the remaining portion of respondents who expressed gendered views, a higher percentage favored boys as being more proficient in math, while girls were seen as superior in reading skills. This study emphasized the need to address and mitigate these gender stereotypes, to ensure that students of both genders can pursue their careers successfully without any limitations.

This study investigated pre-service biology teachers' (PSBTs’) technological pedagogical content knowledge (TPACK) development. A TPACK-based technology integration course (TPACK-BTIC) was implemented. The study employed a convergent parallel mixed-methods approach. A TPACK survey questionnaire and interview schedule were used to collect data from 50 PSBTs. The quantitative data were analysed by computing means, standard deviations, and dependent samples t-tests, while qualitative data were analysed using deductive thematic analysis based on the TPACK domains. Findings indicate that the intervention positively affected PSBTs’ TPACK development with significant improvements in technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK) and overall technological pedagogical content knowledge domains. In contrast, pedagogical content knowledge (PCK) and pedagogical knowledge domains showed no statistically significant improvements. PSBTs’ engagement in microteaching lesson study, reflection on using technology, and collaboratively designing lesson plans improved PSBTs’ TPACK domains. The study recommends that teacher training institutions consider implementing content-based technology integration courses that engage pre-service teachers in microteaching lesson study, reflecting on technology use and collaborative designing of curriculum materials that involve using technology to support their TPACK development.

The study sought to determine the degree to which autistic children used language activities and their relevance to increasing verbal expression abilities in Jordanian special education institutions. The descriptive-analytical technique was used in the investigation. The two dimensions were utilized to represent the instrument through a set of 27 statements. The participants included 200 instructors from special education centers in Amman, Jordan's capital. The study's findings revealed a high level of application of linguistic activities among autistic children in Jordanian special education programs. Their ability to express themselves verbally improved significantly as well. The findings also revealed a statistically significant positive link between the extents to which autistic children applied language exercises and the improvement of verbal expression abilities in special education institutions.

Implementing online learning has led to several issues, especially those related on assessments to measure students’ learning achievement. This study aimed to obtain accurate information on learning assessments for vocational high school (VHS) students during online learning, including assessment for learning (AfL), assessment as learning (AaL), and assessment of learning (AoL). It also investigated students’ perceptions of the assessments based on their grades. This quantitative research employed the survey method, collecting data through questionnaires. The population of this research is VHS students in Indonesia, totaling 86,885 students. The participants of this study were 487 VHS students. The data were analyzed using descriptive and ANOVA techniques. The results show that most VHS students positively perceive the assessment of learning achievements in online learning for AfL, AaL, and AoL aspects. Moreover, there is a significant difference in students' perceptions of the assessment in online learning based on grades. The perception of class XII students is the highest (average value = 3.90) of all classes, while the other classes have an average value of 3.38 for class XI, and the average value of class X is 3.81.

Psychosocial and educational intervention approaches employ diverse treatment frameworks, most of which involve delivering some form of feedback to participants about their behavior. General conceptions of feedback are well-known to underlie mainstream therapeutic and educational approaches. Recently emerging ‘smart’ approaches also rely on feedback principles. However, little scholarship is available to stitch together evolving strands of feedback principles and no literature characterizes explicitly the diverse landscape of feedback practices employed in education or intervention science. This paper reviews intrinsic conceptions of feedback along with diverse cases of its use in intervention and education. Based on our consideration, we present a typology of feedback modalities that we hope will enrich the efforts of interventionists and educators to design treatment and educational frameworks incorporating feedback.