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Purpose: The study explored the barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools. It aimed to determine the effects of teachers' attitudes, barriers, and enablers in teaching the skills during language lessons. Method: A mixed-method design was used to achieve the two objectives of this study. Quantitative data were collected from 400 language teachers from Chinese vernacular schools, and semistructured interviews were carried out with nine of the teachers. Barriers and enablers faced by teachers were identified through literature review, semi-structured interviews, and questionnaire surveys. Triangulation was carried out for analysis purposes. The effects among the variables were analysed through partial least squares structural equation modelling via Smart PLS 3.0. Findings: The major barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools were uncovered. Direct effects of teachers' attitudes, barriers, and enablers on the teaching of 21st century skills were found. However, there were no significant moderating effects of barriers and enablers on their teaching. Both of these variables had stronger effects on teachers' attitudes. Significance: With the identifications of barriers and enablers faced by language teachers at Chinese vernacular schools, more effective support and interventions can be provided to these teachers. Teacher training and professional development programmes on 21st century language teaching can also be improved by incorporating the influencing factors identified in this study.

Postgraduate students have to play active roles in self-determined learning, as major agent in their own learning and research activities. There is a lack of validated research instruments to measure self-determined learning among postgraduate students. The Postgraduate Self-Determined Learning Questionnaire (PSLQ) was specifically developed to fill in the gaps. This study aims to examine the validity and reliability of the PSLQ through exploratory factor analysis (EFA). The original version of PSLQ has 59 items and it was administered to a sample of 201 postgraduate students from a research-intensive university in Malaysia. The results of EFA revealed that PSLQ measures four distinct factors; learner-centered learning, interactive non-linear learning, double-loop reflection, and capacity development, which accounted for 54.22% of the variance in self-determined learning. The total number of items in PSLQ has been reduced to 42, after 17 items were removed. The instrument demonstrated excellent internal consistency, with a Cronbach's alpha value of [alpha]=0.959. The findings-suggest that PSLQ is a valid and reliable instrument that can be used to measure self-determined learning among postgraduate students. Implications of the research findings are discussed in this paper.

The use of self-correction strategy helps students to detect their own mistakes and self-correct them, thereby students self-regulate their own learning processes. It is still a strategy that is rarely researched in mathematics learning, particularly at the primary level. This study attempts to fill in the gaps by determining the effectiveness self-correction strategy on primary school students' mathematics achievement. It also aims to determine the mediating roles of problem-solving self-efficacy on the relationships between the two variables. To assess the effects of self-correction strategy empirically, a Pretest-Posttest Nonequivalent Control Group design was employed. The study involved 62 primary school students. The experimental group (n=32) applied self-correction strategy during 12 mathematics lessons while the control group (n=30) did not. Achievement of both groups was measured by the mathematics test. Students' problem-solving self-efficacy was measured by the Problem-Solving Self-Efficacy Questionnaire. Results of Analysis of Covariance (ANCOVA) found that self-correction strategy was effective in improving the experimental group's mathematics achievement [F(1, 59) = 11.00, p < 0.05, eta square = 0.157]. The results of regression analysis showed that self-efficacy was a significant mediator between the use of self-correction strategy and their mathematics achievement [F(1, 61) = 27.60, p = 0.046, [beta] = -0.201]. Implications of the findings from the educational and research standpoints were discussed and suggestions for future research were provided in this paper.

The purpose of this study is to examine the effect of social and emotional learning approach on student social-emotional competence. A quasi-experimental pre-test post-test non-equivalent design conducted with 207 Junior Secondary School students enrolled in form 3. The students divided into two groups: an experimental and a control group. The experimental group was taught through social-emotional learning approach, while the control group taught via traditional teaching approach. The development of social-emotional competence measured through a questionnaire at the beginning and the end of the classes. The results obtained from the analysis of covariance revealed that students in social and emotional learning approach classroom had positively demonstrated significant social-emotional competence compared to students in the traditional teaching approach group. Therefore, the utilized (social and emotional learning- RULER) has provided substantial procedures on how students can integrate and apply RULER's strategies in enhancing their social emotional competence. The implication for introducing social and emotional learning approach into teaching and learning was discussed.

Purpose: This quantitative study explored willingness to communicate (WTC) across two settings, ESL in Malaysia, and EFL in Indonesia and Thailand. Participants' WTC levels were measured and communicative situations in which participants were almost always willing and almost never willing to communicate in English were identified. Method: Convenience sampling was used to select the three countries, four secondary schools and 42 intact classes from Years 7 to 10. Two schools were in Malaysia, while one school each was in Indonesia and Thailand. A total of 1038 participants, consisting of 291 Malaysians, 325 Indonesians and 422 Thais took part in the study. The instrument used was an adapted questionnaire measuring WTC inside and outside the English classroom. Findings: The major findings were: (1) Situations in which students were almost never willing to communicate in English were mainly found outside the classroom; (2) Students were almost always willing to communicate in English in brief, predictable situations requiring the use of set phrases; (3) ESL students had a higher level of WTC than EFL students; and (4) WTC inside the classroom was significantly higher than WTC outside the classroom. Significance: The findings have implications for ESL/EFL classroom instruction. English teachers remain the main interlocutors in increasing WTC in the classroom. They also need to bridge the gap between the classroom and the outside world by preparing students for real social situations. This is consistent with the situation-specific aspect of WTC in the heuristic model proposed by MacIntyre, Clément, Dörnyei, & Noels (1998).

This study provides an insight into using personalized weekly e-Learning Journals to improve self-regulated learning (SRL) of university students. Quasi-experimental method with time series data analysis was used. Pre and post-tests together with time series data over an intervention period on SRL were collected. 54 students in an undergraduate course wrote personalized weekly e-Learning Journals (e-LJs) in the Learning Management System (LMS) over a 10-week period. The e-LJs contained selfreflection prompts designed according to the course curriculum activities and assessments to scaffold students' SRL. It was found that students' SRL improved significantly over the intervention period. The time series data on SRL shows that students' SRL varied according to the timing of assessments. Academic staff can help university students improve their SRL by providing personalized weekly e-LJs that contained self-reflection prompts. These prompts need to be personalized according to the course curriculum activities and assessments.

Throughout the last decade in Malaysia, participation of students with disabilities in higher education has seen minimal growth. This paper investigates the policies and practices regulating disability in Malaysia's higher education. Three aspects -- legislation, funding, and governance -- are analysed. To reveal the gaps in policy and practice, comparison is carried out with the cases of England and Australia. The research involved examining government documents such as disability acts, action plans, and research and statistics reports, combined with interviewing university administrators. It was found that Malaysian legislation requires more supporting details and that disability funding for universities should be considered. For governance, systematic legislation review and specific university monitoring are recommended. Establishing an independent national entity to conciliate grievances is proposed to address the inadequate redress mechanism available for students with disabilities. Overall, the government and universities could ensure that disability information is available in the public domain, especially online. Such practice would enhance disability awareness and knowledge for all. Although this paper mainly takes on the perspective of a developing nation, it attains an international orientation as it also depicts the workings of the developed world in governing disability in higher education.

Multicultural education is crucial in promoting cross-cultural understanding, recognition, and celebration of diversity in Malaysia-one of the most culturally diverse countries in the world. Preschool teachers play central roles in laying the foundation for cultural acceptance and positive racial interaction during early childhood. This study aims to explore Malaysian preschool teachers' training and attitudes towards multicultural education. A quantitative questionnaire survey approach was used to gather the required data. The participants consisted of 1,067 preschool teachers from 267 private and government preschools providers in the country. Two validated instruments were employed to measure the variables in this study. The trainings received by the preschool teachers were measured by the Teachers' Training Multicultural Education Scale (TTMES) while their attitudes towards multicultural education were gauged by the Multicultural Teaching Scale (MTS). Findings showed that preschool teachers were positive about the trainings that they received in relation to multicultural education. However, the extent to which they actually understood the concept of multiculturalism was doubtful in view that two thirds of the teachers demonstrated misconception about the fundamental principles of multicultural education when their attitudes towards multicultural education were examined. Significant differences were found in teachers' training and attitudes according to the categories of preschools; teachers from mono-cultural preschools displayed the least positive attitudes towards multicultural education. Implications of the study were discussed in the paper.

The barriers that indigenous students face in pursuing higher education are substantial and far-reaching. This study seeks to understand the impact of institutional support on engagement of "Orang Asli" students and its effects on their learning outcomes and academic achievement. Quantitative data were collected from 160 "Orang Asli" students from three tribal groups through an online survey. Indigenous students from 11 selected public universities in Malaysia have responded to the survey, with a response rate of 89%. The partial least squares (PLS) approach was used to analyse the data. Results of the structural model showed that despite the absence of dedicated indigenous support centres at public universities in Malaysia, institutional support still have significant impact on engagement of "Orang Asli" students, which in turn affects their learning outcomes and academic achievement positively. The implications of the research findings and recommendations for future research are discussed in this paper.

Purpose: This study aimed to examine the interaction effects of gender and motivational beliefs on students' self-regulated learning. Specifically, three types of motivational beliefs under the Expectancy-Value Model were examined, namely self-efficacy, control beliefs and anxiety. Methodology: A quantitative correlational research design was used to achieve the research objectives. Data were collected through the questionnaire survey method from 322 secondary school students (166 males; 156 females). The samples were taken from two ICT-integrated schools located in Peninsular Malaysia. The learning environment in these schools was conducive for self-regulated learning. The Learning Strategies Scale and the Motivation Scale, taken from the Motivated Strategies for Learning Questionnaire (MSLQ) were used to measure the variables of the study. Findings: The findings showed that self-efficacy and control beliefs were positively related to students' self-regulated learning. Anxiety, however, was found to be negatively related to self-regulated learning. The interactions between gender and levels of motivational beliefs on self-regulated learning were also explored in this study. The relationships between self-efficacy and self-regulated learning differed according to gender. However, there were no significant interaction effects between gender and internal control beliefs on self-regulated learning. This implies that gender differences in self-regulated learning were not due to the differences in control beliefs and anxiety. Significance: This study offers insights on the interaction effects between motivational beliefs, and gender and self-regulated learning. It may help to develop effective instructional strategies to enhance students' self-regulated learning skill in ICT-related learning environments.

Effective engagement during online learning is essential for achieving successful student outcomes. This study aims to determine the level of engagement among undergraduate students and its influencing factors during the online learning process. Data were collected from a sample of 609 undergraduate students, taken from four public and private universities in Malaysia. Results showed that undergradaute students have a moderate level of engagement during online learning. Their engagement was significantly influenced by perceptions of online learning, experiences in online learning, and online self-regulation skills, as demonstrated by the results of partial least square-structural equation modeling (PLS-SEM). These factors accounted for 63.7% of the variance in students' engagement (R2 =.637, p < 0.01). The implications of the study were discussed. [ABSTRACT FROM AUTHOR]

Research universities in Malaysia are striving to transform into world-class institutions. These universities have the capacity to attract the best students to achieve excellence in education and research. It is important to monitor the psychological well-being of students during the transformation process so that proactive intervention can help students cope with the learning and research demands. This study profiled and monitored the personality traits of postgraduate and undergraduate students in a selected Malaysian research university using a quantitative research method. The researchers profiled personality traits using an online assessment, the Behavioral Management Information System (BeMIS), and tracked real and preferred personality traits and positive changes during rapid institutional transition.

This study identified the fundamental lifestyles adopted by a university community in Malaysia. Rapid growth and expansion of higher education in Malaysia is inevitable as the country moves from a production-based economy to one that is innovative and knowledge-based, requiring the development of a highly skilled and knowledgeable workforce. Research universities in Malaysia are leading the way in the generation of intellectual property and wealth for the country, as well as enhancing the quality of life of its people. A case study approach found that the university community's lifestyle is focused on recognitions. Implications for university personnel are discussed.

Online learning is on the rise, and it is becoming an important mode of learning in higher education. However, there are limited models that explain the link between learners' characteristics, learning processes, and outcomes in an online learning environment. This study aims to examine the influence of online self-regulation on the experiences and engagement of students during online learning processes and their outcomes in terms of satisfaction and academic performance. A quantitative correlational design was used to achieve the objective of this study. Data collection was carried out using an online survey. A total of 609 undergraduates from four public and private universities in Malaysia were sampled. The partial least squares structural equation modeling (PLS-SEM) was run to analyze the obtained data. The results showed that online self-regulation is a presage factor affecting online learning processes. It significantly and positively affects students' experiences and engagement in an online environment. These three factors explained more than two thirds of the variance in satisfaction, a key learning outcome of online learning. However, its predictive value for academic performance was weaker. The developed model can be used as a framework to promote positive online learning outcomes among undergraduate students. The implications of the study and recommendations for future research are discussed in this paper. [ABSTRACT FROM AUTHOR]

Postgraduate students need to be equipped with self-determined learning skills in order to meet the demands of higher degree and employment in the fourth industrial revolution (IR 4.0) environment. However, the lack of analysis conducted on item level for validating the measurement of postgraduate students' self-determined learning skills prompted the development of The Postgraduate Self-determined Learning Questionnaire (PSLQ) to fill in the research gaps. This paper aimed to assess the psychometric properties of the newly developed 42-item instrument through a mixed method approach as no study has evaluated the psychometric properties of PSLQ at the item level through Rasch model analysis. Quantitatively, 440 postgraduate students were sampled from a higher education institution in Malaysia to answer the questionnaire. Qualitatively, 10 respondents from science and non-science disciplines were interviewed. The paper reports findings on the psychometric properties of PSLQ through Rasch Rating Analysis and participants' perspectives on the item validity. The results revealed that the items in PSLQ demonstrated good psychometric properties for the measurement of self-determined learning skills of postgraduate students. Implications of the study were discussed in this paper. Future studies can further investigate the psychometric properties of PSLQ according to students' discipline of study. [ABSTRACT FROM AUTHOR]

Multicultural early childhood education is necessary in a culturally diverse country like Malaysia. Preschool teachers play an important role in implementing multicultural education in the classroom. This paper reports the findings of a self-report questionnaire involving 854 preschool teachers in Malaysia. The preschool teachers disclosed their current multicultural education practices as well as the challenges they encountered when implementing multicultural education. While the majority of teachers claimed that they implemented multicultural education, a closer examination revealed that most of them used the tourist or contribution approach which focuses on only the outward manifestations of a culture when dealing with multicultural education. The transformation or anti-bias approach was used by only a small number of teachers. The teachers identified some challenges in multicultural education implementation, such as lack of instructional resources and the lack of stakeholder support. Thus, it is important to ensure teachers develop more critical understandings of multicultural education through teacher education training and programs. Other efforts to help teachers overcome challenges in implementing multicultural education include producing and developing more instructional materials and learning aids, which are suitable for young children and appropriate for the local context. Preschool teachers also need stakeholders to give more support and to acknowledge the importance of implementing multicultural early childhood education.

Multicultural education is important in multicultural societies. Multicultural education should be introduced in the early years as the preschool years are a critical time when young children develop the moral values and ethical standards of their society. Therefore, it is crucial for preschool teachers to be equipped with the appropriate knowledge, skills and attitudes to promote multicultural education. This paper reports the findings of a survey involving 854 preschool teachers who were serving in both public and private preschools in Malaysia. The preschool teachers completed a questionnaire to demonstrate their understandings of multicultural education, their perceptions of its importance in early childhood education and their opinions about other preschool teachers' attitudes towards multicultural education. The findings indicated that the Malaysian preschool teachers had a limited understanding of multicultural education. Although most of them acknowledged the importance of introducing multicultural education at preschool level, the extent to which they actually understood the concept was still doubtful. Even though a majority of the preschool teachers believed that other preschool teachers had favourable attitudes towards multicultural education, there were a considerably high percentage of preschool teachers who actually possessed unfavourable or condition-dependent attitudes. Thus, it is critical to focus on supporting teachers in developing more critical and deeper understandings of multicultural education. Efforts such as reviewing teacher training programmes as well as enhancing teachers' openness, self-reflective abilities, commitment to social justice and positive intercultural experiences are needed to promote teachers' positive beliefs and attitudes towards diversity.

Transition services are required by law for students with disabilities in many developed countries. In Malaysia, however, there is still no specific legislation mandating that school-to-work transition planning and services be provided to students with disabilities. This study investigated the state of the transition services provided by educational organisations to students with disabilities in Malaysia. A mixed method research design, which utilises both quantitative and qualitative research techniques, was employed to obtain information from 23 government organisations and NGOs involved in the education and training of students with disabilities. This study found that the organisations surveyed were aware of the lack of transition support and call attention to the importance of instituting a national policy on school-to-work transition services and supported employment systems for students with disabilities. The legislative and educational implications for Malaysia are discussed.

Purpose - The study explored the barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools. It aimed to determine the effects of teachers' attitudes, barriers, and enablers in teaching the skills during language lessons. Method - A mixed-method design was used to achieve the two objectives of this study. Quantitative data were collected from 400 language teachers from Chinese vernacular schools, and semistructured interviews were carried out with nine of the teachers. Barriers and enablers faced by teachers were identified through literature review, semi-structured interviews, and questionnaire surveys. Triangulation was carried out for analysis purposes. The effects among the variables were analysed through partial least squares structural equation modelling via Smart PLS 3.0. Findings - The major barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools were uncovered. Direct effects of teachers' attitudes, barriers, and enablers on the teaching of 21st century skills were found. However, there were no significant moderating effects of barriers and enablers on their teaching. Both of these variables had stronger effects on teachers' attitudes. Significance - With the identifications of barriers and enablers faced by language teachers at Chinese vernacular schools, more effective support and interventions can be provided to these teachers. Teacher training and professional development programmes on 21st century language teaching can also be improved by incorporating the influencing factors identified in this study. [ABSTRACT FROM AUTHOR]

The implementation of 21st century education is a key factor for successful education reform. Due to a lack of empirical research, practices to develop students' 21st century skills at the primary school level are still unclear. The purpose of this study was to identify teachers' contemporary practices and the influences of environmental factors as well as teachers' attitudes on these practices. A quantitative research design was used to achieve the objectives of the study. A total of 400 primary school teachers from the state of Penang, Malaysia was sampled. Three instruments were used to collect the required data; the Teachers' Practices in Teaching 21st Century Skills Questionnaire (37 items), Environmental Factors in Teaching 21st Century Skills Questionnaire (12 items) and the Teacher' Attitudes in Teaching 21st Century Skills Questionnaire (35 items). The data were analysed with descriptive analysis and structural equation modelling (SEM). The results showed that primary school teachers adopted five contemporary practices in teaching 21st century skills. The inquiry-based instructional approach was the most preferred practice, followed by the communicative language teaching approach, constructivist learning approach and problem-centred instructional approach. The technology-based instructional approach, however, was the least preferred practice. Results of the Partial Least Square Structural Equation Modelling (PLS-SEM) approach showed that supporting environmental factors had positive influence on both teachers' practices and attitudes. Additional results indicated positive mediation role of teachers' attitudes on their practices of teaching 21st century skills. Implications for the research findings were discussed in this study. As supported by the Stimulus-Organism-Response (SOR) Theory, this study found that environmental factors could drive teachers' adoption of contemporary practices. In addition, teachers' attitudes have positive effect on their applications of these instructional practices as emphasised by the Theory of Planned Behaviour. Educational implications and suggestions for future research are also discussed in this paper. [ABSTRACT FROM AUTHOR]

Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educators & Education / Jurnal Pendidik dan Pendidikan is the property of Universiti Sains Malaysia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Implicit theories of intelligence are beliefs about the fundamental nature of intelligence. Literature reviews suggest that children's implicit theory of intelligence is divided into entity and incremental beliefs. The former is the beliefs that intelligence is a fixed or innate trait. In contrast, the latter is the belief that intelligence is a malleable quality that can be enhanced with efforts. These beliefs could have significant implications on children's motivation and learning behavior. Specifically, children with entity or effort beliefs about intelligence may have different self-efficacy, adopt different learning goals and have different pattern in self-regulated learning. Such postulation, however, is still inconclusive due to scarcity of research in this area, particularly in the Malaysian context, where learning is very examination-oriented. Hence, to fill up the literature gap, there are needs to investigate the relationships between Malaysian children's beliefs about intelligence and their self-efficacy, goal orientations as well as their usage of self-regulated learning strategies. Correlational analyses show that effort-beliefs was positively related to self-efficacy (r = .51, p < .05) and intrinsic goal orientation (r = .37, p < .05). Entity-beliefs on the other hand, has a positive relationship with extrinsic goal orientation (r = .22, p <.05). The strength of relationships between beliefs about intelligence and goal orientation was found to be influenced by self-efficacy, as indicated by the results of partial correlation. Finally, findings from a two-step hierarchical regressions analysis shows that 29% of the variance in self-regulated learning was explained by the control variables [gender (β = 2.26, p < .05) and age (β = .70, p < .05)]. The total variance explained increased to 59% after self-efficacy, effort-beliefs, entity-beliefs, intrinsic goal orientation, and extrinsic goal orientation were entered into the regression model. The F-statistics was significant (p < .05), suggesting that the proposed model is adequate. [ABSTRACT FROM AUTHOR]