This research aimed to investigate relationships between quality of work life, burnout, school alienation, affective commitment and organizational citizenship behaviors. In this context, a model was proposed based on the literature review and the model was tested through structural equation model. The study group of the research consists of 314 volunteer teachers working in the state schools in Kilis in 2016-2017 academic years. The data was collected through work-related quality of life scale, burnout scale, school alienation scale, affective commitment scale and organizational citizenship behaviors scale. The analysis with descriptive, correlation, path and bootstrap methods were used to analyze the data. As a result of the analysis, it was found that teachers' perceptions for quality of work life have a negative effect on burnout and school alienation, whereas they have a positive effect on affective commitment. Besides, their perceptions for affective commitment have a positive impact on organizational citizenship behaviors. Another important result derived from the research is that teachers' perceptions for burnout and school alienation play partial mediation roles in the effect of their perceptions for quality of work life on affective commitment. Based on these results, it can be suggested that teachers' working conditions should be constantly improved.

In this research, it is aimed to study the correlations between perceived supervisor supports (PSS), organizational identification (OI), organizational citizenship behavior (OCB), and burnout of teachers. The research was conducted from the perspective of social change and identity theories. The study group of the research consists of 234 teachers working in the public high schools in Giresun city center during the 2016. In order to collect data in the research, Perceived Supervisor Support Scale developed by Kottke & Sharafinski, Organizational Identification Scale developed by Mael & Ashforth, Organizational Citizenship Behaviors Scale developed by DiPaola, Tarter & Hoy, and "Burnout Scale" developed by Pines were used. The correlations between variables are tested with the structural equation model. According to the results, PSS positively affects the OI and OCB and negatively affects the burnout. OI positively affects the organizational citizenship behavior and negatively affects the burnout.  OI plays a partial mediation role in the correlation between PSS of teachers and their OCB and burnout level. The results contribute to the integration of social change and social identity theories in description of organizational behavior.

This study aims to analyze whether academics’ organizational cynicism attitudes and levels of organizational identification in the field of sports sciences differ based on certain variables and determine if any relationship exists between these two variables. “Organizational Cynicism Scale” and “Academics’ Organizational Cynicism Scale” were applied to 106 academics as a data collection tool. Mann-Whitney U test and Kruskal Wallis test were used for nonparametric statistical data analysis. Bonferroni correction was taken into account in order to identify different groups. Spearman order correlation coefficient was calculated in order to identify the correlations among variables. The findings suggest that academics’ organizational cynicism and identification sub-dimensions did not display significant differences in terms of gender, marital status and academic title. However, significant differences were found among some sub-dimensions in terms of sufficiency of institution’s physical facilities, the status of place where the institution is located and financial aid from the institution. Additionally, negative and moderately significant correlations were found between all sub-dimensions of organization cynicism attitude and cognitive/behavioral/affective organizational identification sub-dimensions. It is considered that the present study will make important contributions to educational psychology thanks to its findings.

This research aims to find out: (1) the more effective learning model on students' divergent-thinking skills; (2) the better adversity quotient on students' divergent-thinking skills; (3) the better adversity quotient to improve students' divergent-thinking skills in each learning model; and (4) the better learning model to improve students' divergent-thinking skills in each adversity quotient. This research uses a quantitative approach with a quasi-experimental type. The fifth-grade students were selected as the research subjects. This research was carried out at the public elementary schools in Laweyan District, Surakarta, Indonesia. Test and questionnaire techniques were used to collect data. The data analysis was performed with the analysis prerequisite, hypothesis, and multiple-comparison tests. The results showed that the learning model and adversity quotient have an influence on divergent-thinking skills; for each adversity quotient, the thinking actively in a social context learning model is better than the creative problem solving and direct instruction learning model; the creative problem solving learning model is better than the direct instruction learning model; and adversity quotient of the climbers is better than that of the campers and the adversity quotient of the campers is better than that of the quitters in each learning model.

This research aims to reveal the pattern of the multiculturalism-based civics education at higher education institutions in Surakarta, Indonesia. It applied the descriptive qualitative method with the dual case study approach, conducted at State University of Sebelas Maret and Slamet Riyadi University in Surakarta. The data were collected through observation and interviews to find the answers to the research questions in the field. The data were analysed using the interactive technique, consisting of data collection, data reduction, data display, and conclusion drawing. The result shows that the teaching of multiculturalism-based civics education at State University of Sebelas Maret and Slamet Riyadi University has almost the same pattern, that is media-assisted teaching pattern and is always conducted by considering the material integration dimension, knowledge construction dimension, prejudice minimization dimension, equal rights to education dimension, and the dimension of school culture empowerment and social structure from the planning stage to teaching implementation and evaluation stages. The research findings suggest that the students of universities in Surakarta should be able to implement the goal of the teaching of civics education in universities, and the lecturers should always improve the materials, content, method, and strategies of the teaching of multiculturalism-based civics education.

The development of information technology rapidly has an impact on the changing paradigm of education. On the other hand, education holds an important responsibility to create students who have a good and strong character. This research aims to: 1) describe the concept and framework of interactive multimedia courseware; 2) test the feasibility of interactive multimedia courseware by experts and practitioners; 3) test student responses to the use of interactive multimedia courseware. This research and development involved experts, teachers, and students. The data were collected using expert validation sheets, teacher questionnaires, and student questionnaires. They were then analyzed using the descriptive statistics analysis based on mean and percentage. This research yielded interactive multimedia courseware called IMONEC (Interactive Multimedia courseware integrated with Bandura’s Observational learning model and National historical Event to strengthen students' Character) that integrates three important components: the principles of interactive multimedia learning; Bandura's observational learning model; and the noble values and messages of national historical events to strengthen students' characters. The framework of the interactive multimedia courseware consists of the title, user instruction, home, core competency and basic competency, concept map of material, learning material, and quizzes. The results of the expert validation, teacher questionnaire, and student questionnaire showed that the interactive multimedia courseware is feasible for use in learning and effective in strengthening students’ characters.

The aim of this study is to find out the influence of online project collaborative learning and achievement motivation on problem-solving ability in the area of citizenship. This study uses a quasi-experimental design. The total of study subjects is 71 students of higher education; consist of 36 students as the experimental group and 35 students as the control group. Data of problem-solving ability is obtained by using an essay test, while data of achievement motivation is obtained by using a questionnaire. Data analysis is done with ANOVA (Analysis of Variance). The study results show that online based-project collaborative learning strategy has a positive influence on civic problem-solving ability. There is a difference in civic problem-solving ability between students with high achievement motivation and students with low achievement motivation. Online project collaborative learning strategy and achievement motivation interact in influencing the civic problem-solving ability of students. It is recommended that further study corroborate this finding by testing again the effectiveness of using online-based project collaborative strategy in the aspect of problem-solving in a similar field of study.

Citizenship education has been recognised as a desirable attribute of students both by the educational system and Sultan Qaboos University in Oman. The aims of citizenship education will be difficult to achieve unless teacher educators incorporate citizenship education as a main outcome of their courses. Yet, that mainly depends on their understanding of the meaning of citizenship and what the component is that they ought to develop. The current article aims to analyse the perceptions of teacher educators about citizenship and their related teaching practices. Study adopted a qualitative method to collect the data by interviewing five teacher educators from college of education, Sultan Qaboos University. The findings showed that those educators associated citizenship with patriotism and a personally responsible vision of citizenship. In addition, they reported limited practices pertinent to citizenship education and clearly expressed their need for professional development in citizenship education.  

The discussion about the loss of nationalism values in the Indonesian migrant workers’ (IMW’s) children in border areas, has become an important issue in the world of Indonesian education. The purpose of this study is to describe the role of Community Learning Center (CLC) in fostering nationalism values in IMW’s children, as well as to reveal the teaching experience and meaning of nationalism from the perspective of teachers at CLC Sarawak, Malaysia. The research uses qualitative method with case study approach that focuses on factors that can foster nationalism of IMW’s children. Data collection obtained through observation techniques, in-depth interviews, and documentation. The results showed meaningful findings according to the conditions in the education system in CLC, as well as socio-cultural conditions that affect every activity in the border area. The first finding indicates that CLC has an important (central) role in fostering the nationalism of IMW’s children in border areas. The second finding shows the fact that teachers are still experiencing some problems in the field, such as; limited access to information and communication, teacher education background, school conditions, limited educational units, learning facilities, and family and social environments. The third finding emphasizes the importance of nationalism for teachers who devote themselves to teaching in border areas, because teachers have a crucial role in transferring knowledge, providing meaningful learning experiences, and fostering the nationalism of IMW’s children.

This research intended to examine the effect of mindset, democratic parenting, democratic teaching, and school environment on global citizenship among 2,226 ninth-grade students and 80 social studies teachers from 80 classrooms in public schools. The research instruments included a student questionnaire to measure global citizenship, democratic parenting, fixed and growth mindset, and a teacher questionnaire to measure democratic teaching and school environment and to analyze the data based on multilevel structural equation modeling. The significant findings revealed that democratic parenting and school environment positively affected global citizenship, whereas democratic teaching had a negative effect on global citizenship. In addition, the outstanding students with a growth mindset tend to lead to a positive effect and act as a mediating role through global citizenship than those with outstanding fixed mindset clearly. All factors in the model collaboratively explained the variance of global citizenship accounted for 62.8% and 47.5% at student and classroom levels, respectively. Finally, the discussions and suggestions section suggested the recommendations according to the findings of the research.

Scientific culture has been a concern for decades in the developed world, giving rise to conceptual changes known as paradigms. The first one is the longstanding literacy paradigm, defined by the skills and knowledge acquired at the education institution. It has been followed by the public understanding of science paradigm, related to the scientific understanding and an allegedly subsequent positive attitude towards science. Lastly, the engagement with science paradigm or science and society paradigm involves people's implications about the science-technology controversies with significant social impact. This article reflects how science teaching has evolved along the years in line with the scientific culture's conceptual shifts. It is concluded that this triad of paradigms is thus of a school nature, given that educational fields have suffered from transformation processes under the same vision of the world (world view), which has also changed the concept of scientific culture. Individuals in a research community learn ways of thinking, feeling and acting and therefore cannot help feeling a liking for what is short-lived and has not taken roots, both inside and outside the school in our postmodern age

This paper investigates the viewpoints and perspectives of 179 undergraduate students engaged in a co-creation project regarding their anticipated progress, exploring, simultaneously, the affecting factors. The students attended the physics course in the Department of Industrial Design and Production Engineering at the University of West Attica, Greece. The investigation is implemented through a questionnaire that appraises the students' co-creation expectations in association with collected demographic data via twenty-two close-ended questions (Q1-Q22). Several statistical data sets are presented, including descriptive and correlation statistics and principal component and exploratory factor analyses. The majority of the replies are provided by male participants in their first year of study, with an average age of between 18 and 19. The correlation coefficient between the questions ranges from -.04 to.73, with the maximum occurring between the questions Q19 and Q20. Factor analysis justified by KMO (.862) and Bartlett’s sphericity (1749.843, p= .000) tests indicates five principal components within the following factors determining the undergraduate co-creation activities: responsible behaviour, feedback, helping, tolerance, and personal interaction. The above findings may contribute to the implementation of students’ co-creation as they are valuable tools for the design and pre-requisites for a successful implementation.

Scientific literacy is a critical competency for people to take an essential role in science, technology, and social advancement. It is important to note that this competence is still a problem for most students worldwide. Therefore, this study analysed students' scientific literacy differences between a project-based learning flipped classroom (PjBL-FC) and a project-based learning (PjBL) class assisted by learning resources in wetlands environments. This quasi-experimental study used a non-equivalent control group design involving Class X Senior High School as the sample. The data were inferentially analysed by t-test. The results showed that the scientific literacy of students in the class that applied the PjBL-FC was better than those who applied only PjBL. Furthermore, all the indicators reach the high to very high category except the ability to propose a hypothesis, which is in the medium category. It was concluded that flipped classroom makes the PjBL take place more efficiently and effectively. Further studies can be carried out to determine how students use the learning materials, how teachers design the PjBL strategy in an online platform, their effect on scientific literacy, and how to combine PjBL with other approaches.

This study used the structural equation modeling (SEM) approach to test a model that hypothesized the influence of self-efficacy, self-control, emotion, and engagement on student academic performance. The structural equation modeling model was developed to link all the study variables with a literature review to describe the interrelationship. Data collected were from 413 college students in their second year. The results show that self-efficacy, self-control, emotion, and engagement predict student academic performance. And through emotion and student engagement, both self-efficacy and self-control predict student academic performance indirectly. Practically the measures used in this study give more information about the learning environment in higher education settings than those usually come from traditional practices faculty received in the classroom, such as student rating forms and feedback. The main findings of this study have some implications for higher education, theory development, measurement, and future research.

Ursula von der Leyen identifies diverse classrooms have different knowledges and ‘epistemologies’. A typology of epistemologies for democratising knowledge ‘A Blueprint for Character Development for Evolution’ (ABCDE) is offered to mainstream policy benefits for all by Higher Education as hubs i) credentialing educational leaders by doctoral-study and ii) propelling networks of Professional Educators and Administrators Committees for Empowerment (PEACE) across professions credentialed by Higher Education and chaired by educational leaders. PEACE builds robust evidence bases to inform redesigning curriculums and culturally responsive pedagogies as policy benefits that empower students to use ABCDE with Assessment for Personal and Social Learning (APSL) to problem solve across the quadruple-helix. Education Outcomes include students’ self-management of personal and social understanding and wellbeing for resilience within sustainable circular, entrepreneurial, green and digitised economies with products and means of production regulated by professions credentialed by Higher Education. Impacts include communities developing responsible historical social consciousness to reinvigorate democratic governance, accountability, transparency, effectiveness and trustworthiness of rule-of-law based institutions and policies to expand active and inclusive citizenship empowered by safeguarding human rights. Further research, building on the powerful European Commission funded platform ‘DocEnhance’ is recommended to inform effective and efficient investment into high quality education and training.

This experimental research aimed to examine the effectiveness of the transformative learning program (TLP) on the active global citizenship (AGC) of 60 undergraduate students who had joined student affairs engaging in community development, working with a volunteer spirit, and community service. The participants were randomly assigned into experimental and control groups (n=30 for each group). The data were collected using the AGC Scale with a reliability of .968. Assessments were conducted three times: before, after the experiment, and follow-up. The TLP consisted of five steps: (a) Review social issues and crises contributing to disorientation; (b) Reflect critically to reach solutions; (c) Reformulate the meaning of perspectives to plan a course of action based on new perspectives; (e) Accept and improve new practices; and (f) Evaluate. MANOVA was performed to analyze the data. The results showed that students in the experimental group had a higher mean score of AGC than the control group, both after treatment and at follow-up (p < .05); the mean scores of the AGC of the experimental group after treatment and at follow-up were higher than the mean score before treatment (p < .05); and the mean score of AGC of the experimental group at follow up was higher than the score after treatment with no statistical significance. In conclusion, educational personnel could use this TLP to promote AGC for university students.