Abstract:This study seeks to explore the intricate relationship between national culture and leadership styles within higher education institutions (HEIs). It also examines the pivotal role that leaders play in navigating workforce diversity within this context. Conducting in-depth interviews with 35 participants from seven different nationalities across six universities in North Cyprus, from August 2020 to June 2021, we employed a descriptive thematic analysis to extract relevant themes from the qualitative data. Our findings reveal that transactional and transformational leadership styles predominantly shape the leadership landscape in these HEIs. Moreover, we aimed to validate the applicability of transformational leadership within managerial frameworks in multicultural university settings, particularly in the context of effectively managing workforce diversity. The results illuminate how national culture significantly influences leadership styles, with a notable emphasis on transactional leadership approaches. The study contributes to the understanding of cross-cultural leadership dynamics in higher education, highlighting the importance of cultural considerations in leadership effectiveness and diversity management.
Abstract:This study aims to analyse the impact of SFL in learning for students at school. Data were obtained from Scopus with the keywords self, regulated, learning, achievement, student (2020-2024), resulting in 226 documents. The data was analysed using VOS viewer with Co-occurrence analysis with a minimum of 4 keyword occurrences, resulting in 86 thresholds. Irrelevant keywords, such as human, medical student, and others, were eliminated to focus on the main theme of the research. Based on the results of the analysis, it can be concluded that research on analysing the impact of self-regulated learning on academic achievement and student engagement is a relatively new research and has been done a lot, but there are still few related to the themes of achievement goals, learning strategies, metacognition, motivation. So that further research is needed. Based on the results of the overlay visualization analysis, it can be seen that research related to self-regulated learning on academic achievement and student involvement in the 2020-2024 period was mostly carried out in mid-2021 and at most in 2022, then the research trend began to decline in 2023 until now. Furthermore, from the results of the Network visualization analysis, it can be identified that the least used theme in self-regulated learning research can be seen in cluster 5 where there are only 4 research theme items related to self regulated learning, namely achievement goals, learning strategies, metacognition, motivation. This indicates that the research is still rarely researched. Based on the Density visualization analysis, research on self-regulated learning has been widely conducted, but related to its impact on academic achievement and student involvement is still rarely done, so it can be concluded that research on the Impact Analysis of self-regulated learning on academic achievement and student involvement is still relatively new and still rarely done.
Abstract:This study examines the transformation of Chuanjiang Haozi from a traditional labor song to an intangible cultural heritage, tracing its evolution across various performance fields. Initially, it functioned primarily in labor, enhancing teamworkandproviding spiritual solace during strenuous tasks. With its recognition as a cultural heritage in 2006, it has adapted to modern settings, diversifying its performancecontexts. The stage field fosters innovation by reinterpreting the songfor contemporary audiences, incorporating modern artistic elements while retainingits cultural essence. The educational field plays a crucial role in passing down the art form, emphasizing technical skills and cultural understanding, thereby ensuringits intergenerational transmission. The study reveals how Chuanjiang Haozi thrives inits original stage and educational fields through qualitative research methods, includingparticipant observation and semi-structured interviews. These fields support its preservation and evolution, enabling the song to maintain its relevance in modernsociety while preserving its cultural identity. Its adaptability across multiple contexts demonstrates the dynamic nature of cultural heritage in a rapidly changing world.
Abstract:This study aims to examine the impact of gamification on learning motivation and academic achievement of university students. With the advancement of technology and innovative learning methods, gamification, as an approach that integrates game elements into academic learning contexts, has gained increasing attention for enhancing student engagement and motivation. This research uses a quantitative method with an experimental design, involving two groups of students at a university. The experimental group participates in learning that adopts gamification elements, while the control group follows conventional learning methods. The instruments used in this study include a learning motivation questionnaire and academic tests to measure student achievement. The collected data were analysed using a t-test to determine significant differences between the two groups. The results show that gamification can improve students’ learning motivation, which in turn contributes to improved academic achievement. The study also found that gamification elements, such as point systems, rewards, and levels, can encourage students to be more active and engaged in the learning process. These findings provide important insights for the development of technology based learning methods in higher education, particularly in efforts to enhance student motivation and academic achievement.
Abstract:A popular and globally recognized measure for assessing the cognitive components of subjective well-being is the Satisfaction with Life Scale (SWLS). The purpose of this study is to adapt and validate the SWLS for special education teachers using convenience sampling. An online survey was completed by a total of 232 special education teachers. The McDonald omega and Cronbach’s alpha were used to evaluate internal consistency, while confirmatory factor analyses (CFAs) and multigroup analyses were used to assess the measurement invariance of the SWLS model. Correlations between the SWLS and other scales were determined using Pearson’s correlation analysis. A single-factor model of the SWLS was used to obtain good-fit indices for special education teachers. Evaluation of the internal consistency of the SWLS yielded a McDonald omega coefficient of .78 and a Cronbach’s alpha of .79. The Flourishing Scale (FS), Happiness Measures (HM), and Life Satisfaction (LS) were found to correlate with the SWLS, with Pearson correlational coefficient values ranging from .45 to .56, indicating convergent validity. To assess the discriminant validity of the SWLS, the correlation between the SWLS and the Center for Epidemiological Studies-Depression (CES-D) scale was determined. The results of a measurement invariance assessment using a multigroup CFA indicate that all levels of measurement invariance were achieved for gender and marital status. An assessment of the latent mean differences in SWLS scores across gender and marital status shows that male participants had significantly higher scores than females.
Abstract:Career adaptability plays a vital role in shaping students' professional development, particularly in teacher-training programs. Guided by the broaden-and-build theory, this study employs a structural equation modelling(SEM) method to investigate the interplay between career adaptability and negative emotion. To delve into how negative emotion impact career adaptability and whether adaptive academic motivation mitigates adverse emotional effects, data were gathered from public-funded undergraduate students enrolled in teacher-training programs. The results of this study indicate that academic motivation acts as a mediator in the relationship between negative emotion and career adaptability. Implications for educational institutions and teacher training programs are discussed, highlighting strategies to enhance students’ adaptability and well-being.
Abstract:Objective: In present study we want to Check the reliability and validity of the questionnaire and identify the student and school related factors that affect academic performances of secondary school students. Methods: Stratified random sampling technique and primary data are collected from the 1000 class X students. Cronbach’s Alpha coefficient check the internal consistency; convergent and discriminant validity of the questionnaire is checked by using multi-trait multi item correlation matrix. After excluding the invalid items regression analysis is used to identify the effect of different factors on academic performance and for this we use SPSS software. Findings: The Cronbach’s Alpha give a good result for all the items included in student scales and school factors having value greater than 0.70. The items whose own scale correlation coefficient is greater than 0.40 follow convergent validity. The items Q.6, Q.17, Q. 31, Q.32, and Q.40 refuse to follow convergent validity with own scale correlation coefficient <0.40. Again the items Q.17 , Q.23 , Q.53, Q.54and Q.56 did not satisfy the discriminant validity as the own scale correlation coefficient is not significantly higher than competing scales. Excluding irrelevant items in the questionnaire and performing multiple regression (R^2=812) it was observed that the private and government school, school in urban area, teachers good personality traits, teaching and school , students time spend on study , presence of father at home, classroom Study and related factors, Parent education and facilities available at home have significant positive impact on academic performance of students. On the other hand, school logistics, strictness and drawback, students bad habits- problems faced in study have significant negative impact on academic performances of students. Novelty : Use of proper sampling technique, personal collection of data, checked the reliability-validity of the questionnaire. Exclusion of invalid items in regression analysis make the study strong.
Abstract:This article, linked to the Research Line Policies for Basic and Higher Education and the Observatory of Educational Policies Research Group of the University of Vale do Itajai (Univali), aims to understand intellectual disability as a multidimensional condition, related to inclusive educational practices that respect the individualities and potentialities of students. ensuring their full participation in society. This is an excerpt from broader research, conducted as part of a master's study, that analysed the historical and conceptual evolution of intellectual disability, challenging traditional perspectives that emphasize disability and reinforcing approaches that recognize the influence of social and cultural context on the development of the subject. The theoretical frameworks are based on the contributions of Vygotsky (1997), whose historical-cultural approach highlights social mediation as an essential factor for human development, and on the five premises of the American Association on Intellectual and Developmental Disabilities (AAIDD, 2022) that proposes a multidimensional understanding of intellectual disability, considering factors such as intellectual abilities, adaptive behaviour and quality of life, in addition to emphasizing the need for evaluations based on typical community standards and sensitive to cultural diversities. It is a qualitative, bibliographic research that presents contributions to studies in the field of inclusive education, emphasizing the importance of pedagogical practices that break with deficient visions of intellectual disability and promote equitable education, based on the recognition of diversity and the construction of a more inclusive future. The results showed that social mediation plays an important role in promoting autonomy and competence in the social interactions of these subjects. As well as the five central premises of the AAIDD, which reaffirm the consideration of intellectual abilities, respect for individual differences, the relevance of adaptive behaviour, the need to describe limitations in a contextualized way and the focus on improving quality of life.
Abstract:Teochew opera, a traditional Chinese performing art from Guangdongs Chaozhou region, has a long history in Malaysia, transcending its role as mere entertainment and becoming deeply embedded in religious and cultural practices. However, in recent decades, it has faced challenges such as declining audience interest, competition from modern entertainment forms, and the fading of traditional values among younger generations. These issues raise concerns about the future of Teochew opera and its role in Malaysian Chinese society. This study uses qualitative methods such as ethnographic fieldwork, participant observation, semi-structured interviews, and archival research to explore how Teochew opera continues to survive and maintain relevance in Malaysia despite these obstacles. Specifically, it examines the operas transformation into a religious offering during rituals. The research also explores the motivations behind the sponsorship of these performances, including acts of filial piety, social status elevation, and the desire for divine blessings. Findings reveal that Teochew opera has evolved into a ritualistic gift to deities, ancestors, and spirits, reflecting a reciprocal relationship where humans offer performances in exchange for divine favour. This has helped sustain its cultural and spiritual significance in the Malaysian Chinese community, enabling its endurance despite modern pressures.
Abstract:Numerous studies have examined the direct and indirect relationships between teacher support and academic achievement in learners, primarily adolescents in the US, China, and other countries, but Vietnam has been excluded. This study aimed to investigate the mediating role of intrinsic motivation and engagement between teacher support and academic achievement among college students in Vietnam. Six hundred forty-two Vietnamese college students (78.3% female) completed measures of perceived teacher support, intrinsic motivation, academic engagement, and academic achievement. SPSS 20 and SMART PLS 3.9 software were used for data analysis. The results of the study showed that teacher support is not directly related to academic achievement (B = 0.039, p > 0.05); academic engagement is fully mediated between teacher support and academic achievement (B = 0.076, 95% CI = [0.039; 0.114]); intrinsic motivation and academic engagement are fully chain mediated between teacher support and academic achievement (B = 0.021, 95% CI = [0.011; 0.033]). The results emphasize the role of intrinsic motivation and academic engagement between teacher support and academic achievement among college students. According to the findings of this study, to improve students academic achievement, measures should be strengthened on teacher support, intrinsic motivation and academic engagement.