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The aim of the study was determining the openness to learning tendencies and metacognitive learning strategies and analysing the predictive relationships between the related variables. The predictive research model was used in the study. Within the research, 499 education faculty students participated. For data collection, "Metacognitive Learning Strategies Scale" and "Tendency to be Open to Learning Scale" were used. The collected data were analyzed using simple linear regression analysis and multiple linear regression analysis. Consequently, it was determined that students frequently use metacognitive learning strategies; their tendencies to be open to learning are at a high level. It was concluded that the tendency to be open to learning significantly predicted the total scores obtained from the metacognitive learning strategies scale. It was concluded that the most predicted variable by the predictive variables together was planning strategies, and the least predicted variable was evaluation strategies. These results show that openness to learning is a vital variable in activating metacognitive learning strategies.

This research paper delves into the origins of English as a Foreign Language (EFL) speaking anxiety in Moroccan high school students and offers potential remedies to reduce or prevent its occurrence, with a particular emphasis on encouraging a willingness to speak. The study involved 37 high school teachers who completed a questionnaire regarding their strategies to mitigate speaking anxiety and promote communication willingness among Moroccan EFL high school students. The data was collected and analyzed using SPSS. The findings reveal that anxiety stems from various factors, including linguistic issues (such as limited vocabulary, grammar challenges, and fluency), personal factors (such as learner personality and motivation), and teacher-related factors (including feedback quality and classroom activities). Moreover, the research suggests that teachers should prioritize strategies like providing positive feedback, offering praise, and incorporating collaborative work or task-based learning to reduce students' EFL speaking anxiety. Additionally, teacher participants proposed additional strategies focused on a variety of activities and methods to foster a welcoming classroom atmosphere.

The general purpose of this research is to test the applicability of the career construction model with the structural equation model in explaining the relationships between adaptive readiness (personality traits and hope), adaptability resources (career adaptability) and adapting responses (career decision-making self-efficacy). This research was carried out with the participation of 296 emerging adulthood [Ageranj = 19-26, AgeMean =21.46, AgeSd = 1.29] in different departments of the education faculty of a public university in Turkey. Data was gathered through the Dispositional Hope Scale, The Big Five Inventory, Career Adaptabilities Scale and Career Decision Self-Efficacy Scale. A two-stage structural equation model based on the maximum likelihood estimation was used in data analysis. The mediation test in this research was interpreted according to the stages of Baron and Kenny. The structural equation model tested in the research findings was confirmed.

The primary objective of this study was to examine the five major personality factors and assess the extent of moral intelligence among students at the World Islamic Sciences University. Additionally, the research aimed to identify the predictive capacity of the five major personality factors on moral intelligence. The study involved a sample of 665 students from the World Islamic Sciences University. To measure these variables, scales were developed for both the five major personality factors and moral intelligence. The study findings revealed that conscientious vigilance emerged as one of the predominant factors among the students. Furthermore, the overall level of moral intelligence was determined to be of a moderate degree. The findings further demonstrated that personality factors, including neuroticism, conscientiousness, kindness, and openness to experience, collectively played a significant role in explaining the variations in moral intelligence levels. Notably, the study revealed statistically significant differences in the neurotic factor and moral intelligence. However, no statistically significant differences, at the 0.05 significance level, were observed in other personality factors (extroversion, openness to experience, conscientiousness, kindness) based on the gender variable. As a recommendation, the study emphasized the importance of enhancing students' personalities and enriching their knowledge and experiences. It suggested that university deans and student affairs staff should organize lectures aimed at fostering the development of desired personal traits. These initiatives would contribute to instilling values and ethical standards, thereby nurturing creative and ethical young leaders.

The relationship between ethical dispositions and scientific and academic ethics is important in understanding how individuals' general ethical values influence their behavior in the academic setting. Examining this relationship by considering personality, which is one of the important individual characteristics, will be useful in developing strategies to prevent ethical violations and encourage ethical behavior in the academic world. This study aims to investigate the relationships between medical students' personality traits, ethical position, and levels of scientific ethics. 363 medical faculty students from various grade levels participated in the study, which used a relational survey model. "Five Factor Personality Inventory", "Ethical Position Scale" and "Scientific Ethics Scales" were used to collect the data of the study. The analysis of the research data was carried out with SEM analysis in AMOS Program. The study's conclusions indicate that medical faculty students had a high level of scientific ethics and ethical position. Additionally, a five-factor personality test revealed that the students exhibited a high degree of variability in the areas of conscientiousness, agreeableness, and openness to new ideas. Medical students' ethical position and personality traits significantly predicted their perceptions of scientific ethics.

Teacher professional development (PD) has been shown to have numerous benefits, such as greater self-efficacy, higher motivation, and enhanced wellbeing (e.g., Kimura, 2014; Polin, 2023; Wang & Chen, 2022), and teaching additional languages is certainly no exception. However, the extent to which teachers are willing and able to engage in PD throughout their careers depends on many factors, some of which are related to the context in which they work, while others are reflective of their individual attributes such as attitudes, motivations, and personality. This paper focuses on the latter by reporting the findings of a study that examined language teacher professional curiosity (LTPC). The data were collected through semi-structured interviews from 6 Austrian and 6 Polish language teachers at different stages of their careers. Qualitative analysis allowed valuable insights into the nature of LTPC, curiosity-driven behaviors as well as factors influencing these behaviors. It also provided the basis for a tentative cyclic process model of LTPC in which interest and curiosity interact to produce a focus of curiosity, which is impacted by motivation, agency, autonomy, and social context, generating a drive for teacher behaviors in respect to their PD.

STEM, STEAM education is important for building a better future, and teachers have a key role in attracting students to the field of STEM. However, when teachers need to shift from traditional disciplinary-based education to integrated STEM education, they often find this transition challenging. This difficulty arises because their beliefs about science teaching and learning are deeply rooted in traditional disciplinary-based approaches. Beliefs have a profound influence on their teaching practises as well as their professional development, even though teachers are often not conscious of their own beliefs. To address this issue, we employed a phenomenological approach to investigate the phenomena when their beliefs espoused by asking formative episodes that influenced their development as science teachers. This study aimed at exploring the current subject-specific beliefs of in-service science teachers. This told us how best to guide teachers through this process of the transition from traditional disciplinary-based education to STEM education. Our findings revealed that teachers' beliefs showed that curiosity and/or interest towards science to be the most important factors in student learning. This indicates that while teachers' core beliefs are not entirely disciplinary-oriented, they are more open. It would reduce their anxiety and low self-efficacy in conveying STEM education.

The aim of this research was to study the current level of preschool teachers' partnership competence in the aspect of interacting in the teaching staff. During the research, questionnaires and statistical methods of analysis were conducted. The results of the study show that 82% of the respondents describe the psychological climate in the team as moderately favourable, 6% note its high level, 9% feel low favourableness, and 3% see it as unfavourable. The conducted research revealed a positive moderate correlation between the partnership competence level and the psychological climate level in the team of preschool teachers. Therefore, a positive psychological climate, characterized by mutual understanding, support and openness, contributes to creating a favorable environment for partnership interaction. When teachers feel comfortable and supported in the team, they are more inclined to work together, share experiences and provide mutual support. The area of further research is to identify the relationship between the professional development of teachers and their partnership competence, as well as to study the impact of distance learning on partnership interaction between teachers and ways of its development in the digital environment.

Vocational high schools in "3T" area on Bawean Island have limitations in human resources quality, equipment, production or practice tools, and industrial partnership, which differed from the vocational high schools located in advanced and developed areas. This research objective is to discover the description of employability to the vocational high school students in "3T" area in Bawean island. The research method applied was the qualitative method using the phenomenology approach. The data collection was obtained through semi-structured interviews. This research participant was eight students at vocational high school "X," "Y," "Z," and "W" schools in Bawean Island, which is one of the "3T" area. The analysis method in this research was content analysis. This research result shows that students in the "3T" area were showing their effort to prepare themselves in facing the job market by enhancing their employability in learning activities within the class or practice in the laboratory. The students' employability includes skills, knowledge, comprehension, personality, career identity, social and human relations, and personal adaptability. Students realize that they are in the "3T" area and must work harder to improve their work skills so as not to lose their jobs.

The landscape of work continues to evolve post-pandemic, leading to a shift in focus within higher education from discipline-specific knowledge and skills to capabilities that are transferable and reflect real-world complexities. A review of higher education to meet future economic and social trends and skill sets is a feature of many countries including Australia, where work-integrated learning (WIL) has been identified as a priority. This research identifies how to successfully involve online students in interdisciplinary WIL to develop complex problem-solving skills, resilience, and adaptability -- all imperative for competing in a constantly changing and digitally reliant economy. Adaptable and scalable, online teaching provides an alternative to traditional student placements while supporting student collaboration on authentic real-world projects. This study reflects on student and industry feedback of an online, interdisciplinary WIL course over four years. The key learnings and, challenges of online interdisciplinary WIL are identified along with recommendations for further research.

The goal with the study reported on here was to determine pre-service music teachers' views regarding the effectiveness,utility, and sufficiency of technology use in music education as well as the associations between their personality traits andtheir attitudes towards this use. The participants were 224 pre-service teachers studying in music teacher trainingprogrammes in Türkiye. The use of technology in music education questionnaire, the big 5 inventory and the attitude towardsusing technology in music education scale were used as survey instruments to collect the data. The results reveal thatattitudes towards using technology in music education showed a positive relation with openness, and a negative relation withneuroticism. A qualified majority of pre-service music teachers think that technology is beneficial and that they can usetechnology effectively in music education. Nonetheless, the majority of pre-service music teachers still thought thateducational technologies were used inadequately during their music education.

The global movement towards inclusive education aims to create a safe environment where teachers are expected to actively pursue various methods to implement asset-based support for all learners. The prominence of the learners' challenges, however, still guides most teachers' methods of support. Teachers need to review all the resources, strategies, and practices that can be used in the classroom to provide physical, social, emotional, and intellectual support to all learners. Mindful professional development can empower teachers to support learners in all aspects of their education. In this article we report on a study in which Grade 7 teachers' perceptions of a staff development workshop, which introduced them to an asset-based approach for learner support, namely, the identification and utilisation of character strengths, were explored. The main findings indicate that teachers gained new knowledge and greater insight and awareness about character strengths, which enabled them to rethink and reshape their perceptions of learner support. They came to view the identification of character strengths as a crucial component of effective learner support. The results of the research have implications for all schools to implement an approach to learner support based on character strengths.

An increasing number of research is focusing on L2 grit, which plays a significant role in SLA. But few studies examine the factors that affect L2 grit. This study investigates the internal predictors influencing L2 grit in Chinese college students, specifically focusing on L2 willingness to communicate (WTC), L2 anxiety and L2 joy. A structural equation model (SEM) is constructed to examine these relationships. There are 148 valid final questionnaire survey participants. The findings reveal that both L2 WTC and L2 joy positively and directly predict L2 grit; while L2 anxiety has a direct negative effect on L2 grit; and there is a significant correlation among L2 WTC, L2 anxiety as well as L2 joy. This research contributes to the field by promoting further studies on L2 grit, and adds to pedagogical implications for teachers to take appropriate teaching methods that enhance students' level of L2 grit so as to promote foreign language learning.

The aim of this study was to examine the complex interactions between college students' life experiences, personality characteristics, and subjective well-being. The first objective is to understand how two specific life events affect the student population, namely academic stress and financial problems. Additionally, this study examines the mediating effects of certain personality traits such as openness, conscientiousness, extraversion, agreeableness, and neuroticism. Using a quantitative cross-sectional research design, 396 college students participated in the study. A self-administered questionnaire was used to collect data on academic stress, financial problems, personality characteristics, and subjective well-being. Smart PLS was used to understand the interrelationship between these variables. Results showed that academic stress and financial challenges affected students' subjective well-being. Moreover, students handled financial and academic stress differently due to personality variations. The results highlight the need for comprehensive therapies that recognize the interconnectedness of life events and their potential impact on students' subjective well-being.

Online learning affects students' curiosity, so it is important to develop students' curiosity during the pandemic. The purpose of this study is to describe and analyze students' curiosity about online learning. This study was conducted in the Department of Mathematics Education during the odd semester 2021/2022 with 106 students in three different courses. The research instrument was a mathematical curiosity questionnaire administered to students using the Google Documents application. The data analysis technique used was descriptive analysis. The results showed that the general curiosity of the students is classified as "strong" with a percentage of 75.17%. Academically, students with low, medium and high curiosity are considered strong with percentages of 74.07 percent, 76.5 percent and 75.12 percent. Measured by gender differences, the proportion of male and female students is 76.43 and 77.5 percent. Data analysis showed that in the era of the COVID-19 pandemic, curiosity about learning mathematics does not depend on the academic level of online learning or on gender differences. The effect of the result that the students during the COVID-19 pandemic, mathematical curiosity is still used in online learning and should be improved. This research contributes to the growing body of knowledge on mathematical learning in the digital age and offers practical recommendations for fostering mathematical curiosity in online.

The aim of this study is to examine the variables that influence the learners' intention of using online learning platforms and usage behavior continuity to evaluate relationships between variables with a model proposal and to determine the predictive power of the model. Accordingly, a sustained technology acceptance model (STAM) was developed to identify the factors that influence learners' intention and usage behavior of online learning. The sample of this study consisted of learners registered in the Anadolu University Open Education System. As a result of the factor analyses, a 42-item measurement tool consisting of eleven factors was developed. Structural equation modeling revealed that the eleven-structured model explained 49.8% of perceived usefulness, 30.3% of perceived ease of use, 39.4% of usage intention, and 52.4% of usage behavior continuity, and all 12 proposed hypotheses were supported. The analysis to determine the predictive power of the model revealed that it has a strong predictive power. The developed model is believed to be efficient in determining learners' expectations, supporting their adaptation to the online learning environment, and ensuring their continued usage.

Context: Research on emotional intelligence (EI) shows this concept's decades-long positive influence on well-being, self-efficacy, employability, and academic and professional achievement. Indeed, several studies have demonstrated that students with high EI have better grades and quality of life, as well as are more employable than students with low EI. By considering the two conceptualizations of EI as either an ability or personality trait, the present study investigates EI's influence on training achievement in initial vocational education and training (IVET). We posited that the two types of EI positively influence training achievement in a complementary way: Ability EI relates to achievement in theoretical training, while trait EI relates to achievement in practical training. Furthermore, these links are mediated by apprentices' engagement at school and in learning. Method: To test our hypotheses, 92 dual IVET health and social care apprentices in their last year of vocational school completed an online survey composed of validated scales measuring EI as an ability, EI as a personality trait, personality traits, and school engagement. The apprentices' grades were also obtained with their permission. Results: The findings confirmed our hypotheses and reflected EI's positive influence on training achievement. We observed that participants with high EI (as an ability and personality trait) obtained better grades than participants with lower EI. Moreover, our results showed that ability EI has a direct influence on achievement in theoretical health and social care training, while the link between trait EI and practical training is indirect and mediated by engagement in learning. Conclusion: The present study confirms EI's positive influence on school achievement in the VET context and further corroborates the important role that EI can play in dual IVET apprentices' achievement, particularly in the health and social sectors. This original study contributes to research on the VET system by placing EI among the skills necessary to ensure professional success.

Learning a foreign language incorporates cognitive, communicative, emotional, and social aspects. Some of these aspects have to do with the structure of the language being studied; some others deal with social and psychological issues that influence the environment where the learning process takes place. This reflection paper addresses various emotional aspects that can bring up positive outcomes along the foreign language learning stages. Elements such as motivation, attitudes, levels of anxiety, acculturation, ethnicity, and personality are considered for this work. Readers should be able to find useful ideas for their ESL/EFL classes.

The purpose of this study was to describe the association between the learning strategy preference of the learners as identified by "Assessing The Learning Strategies of AdultS" (ATLAS) and the individual personality traits as defined by the Myers-Briggs Type Indicator (MBTI). The sample was 553 adults in Canada and the United States. Two types of analyses were used to investigate the association between learning strategy preferences and personality traits. First, discriminant analysis explored the interaction of personality traits with the learning strategy preference. Second, analysis of variance measured the association of each personality trait with the learning-strategy-preference groups separately. The findings provided several explicit personality traits associated with each learning-strategy-preference group. These findings support the conclusion that a strong association exists between personality traits and learning-strategy-preference characteristics. Learning strategy preferences and personality traits complement each other. Each clarifies and enriches the other. As a result, teachers have two indicators that can help them personalize the teaching-learning environment for each student. Teachers can use the learning-strategy-group descriptions as guides for organizing each learner's instructional activities and plans and as a cognitive framework for uncovering and monitoring student behaviors and alerting teachers to potential learning difficulties for some students. Students can apply the descriptions of the learning-strategy-preference groups to facilitate self-assessment and metacognition. Theory can be enhanced by considering the two concepts of learning strategy preferences and personality traits coupled and by conducting quantitative and qualitative research to test and expand the generalizability of the learning-strategy-group descriptions. (Permission is granted to use "Assessing The Learning Strategies of AdultS" and the "Personality Identity Estimator" in practice and research. Links to printable copies and online completion are appended.)

This position paper introduces the idea of cognicy, the foundational ability to think and understand in a process that decouples cognitive processes from their tangible outcomes. Generative artificial intelligence (AI) can produce output often nearly indistinguishable from a human product, which presents a problem for educational assessment. Cognicy focuses on the process of thought, which is uniquely human, rather than the output, which can be machine generated. The nearest parallel is numeracy, which decouples the underlying mathematical concept from the task of calculation. Similarly, cognicy seeks to disentangle the essential thought process from the outputs, which now can be easily composed by AI. Cognicy is thus a tool for shifting the way in which higher education views the intersection of generative artificial intelligence, learning, and evaluation. It must be where future frameworks for learning focus. Process must be seen as separate from product so that human skills and learning stay relevant. This paper gives a name to these human-based, AI adjacent skills, creating a shared language to begin larger discussions. As a means of starting the conversation, the paper explores the relationship of cognicy to the concepts of Universal Design for Learning (UDL), metacognition, and AI literacy to show how this emerging framework might be employed.

Linguistic personality, in the domain of applied linguistics and discourse analysis, has risen to the form, content and style of a genre in the contemporary linguistic paradigm. It is determined by an individual's language behaviors, inter-cultural interactions, and self-expression, and is shaped by the educational environment. The current study aimed to examine the issues faced by students in developing their linguistic personality in higher education institutions and understand the impact on students' pragmatic self-esteem. The intent of this study was to raise students' awareness about the quality of an individual's speech and word choice, which can help them become more adept at assessing and analyzing their own speaking abilities. A descriptive research design was used in the study, employing cognitive and linguistic analysis along with content and semantic processing of the language data to investigate the linguistic personality and literary impact of the well-known Kazakh author Mukhtar Auezov (1897-1961) on readers. Results made evident many ethnic realia, terms and phrases and images abound in Auezov's literary works. Students must be trained to study literary works and classic writers from their adolescence. This can help preserve literary continuity, foster the growth of future generations, and advance literary excellence. The study's findings will support educational initiatives that teach literature and languages and create efficient methods for developing a language's personality.

The current study was conducted to investigate the relationship between occupational personality types, 21st-century skills, and teaching motivation. The study was conducted in the descriptive relational survey model, one of the quantitative research methods. The study group consisted of all the students attending the Physical Education Teaching Department at Faculty of Sports Sciences of Mugla Sitki Koçman University. A total of 148 (F=59, M=89) students were included in the study. The questionnaire method was employed to collect the data in the study. The questionnaire consists of four parts: a personal information form in the first part and three scales in the following three parts. In the second part, there is the "21st Century Skills Self-Efficacy Perception Scale" consisting of 42 items, in the third part, there is the "Occupational Personality Types Inventory" consisting of 30 items and in the fourth part, there is the "Teaching Motivation Scale" consisting of 12 items. The SPSS v22 program package was used in the analysis of the collected data. As a result of the study, a significant correlation was found between occupational personality types and 21st-century skills self-efficacy perceptions, between the six personality types of occupational personality and intrinsic and extrinsic motivation, and between 21st-century skills self-efficacy perceptions and intrinsic and extrinsic motivation. According to the results of regression analyses, occupational personality types had a significant effect on intrinsic and extrinsic motivation.

Energy literacy has become acritical issue in recent years. The purpose of this study was to examine the contributions of epistemological beliefs to energy literacy in lower-secondary school students in Turkey. Data were collected via self-report questionnaires from 656 lower-secondary school students in the Aegean Region of Turkey. To address the research questions, Pearson correlation and multiple regression were implemented. Descriptive results revealed that students had a low energy literacy mean score in the knowledge dimension whereas they had moderate mean scores in the behavioral and affective dimensions. Multiple regression results yielded statistically significant contributions of epistemological beliefs to energy literacy. Analysis revealed that the reasoning dimension positively predicted the energy literacy in the knowledge dimension whereas the authority and accuracy dimension did negatively. The results of this study suggest that advancing students' epistemological beliefs can be a way to increase students' energy literacy levels.

The purpose of this research is to examine the psychological resilience levels of adult individuals in terms of demographic characteristics and enneagram personality types. The findings may help experts working in the field and contribute to the literature. The study is an original study that has not been researched before. Participants consisted of parents of students attending a pre-school education center. Data was collected from 252 people, 182 women and 70 men. In order to collect data a "Questionnaire", "Brief Resilience Scale" and "Enneagram Personality Scale" were used to collect data. T-test and analysis of variance techniques were used to evaluate the changes in the level of the resilience with demographic variables. Correlation analysis was conducted to determine the relationship between resilience and enneagram personality types. Results of the statistical analysis has been determined that resilience levels are higher in men, older individuals, married people, and those with high education and income levels. Additionally, levels of resilience were found to be positively related to enneagram personality types. This relationship was found statistically significant in a total of six personality types: achiever, original, observer, adventurer, leader, and accommodator. This work contributes to the study of resilience and related factors. Similar studies were proposed for the future to bolster the results.

In order to empower and well prepare student teachers for their future roles, integrating character strengths into their personal development and academic pursuits is crucial. This will equip them to contribute invaluable knowledge and practice to future generations. Given the absence of character strengths research in Myanmar, the investigation is essential. Myanmar Education Degree Colleges (EDCs) are implementing a 4-year degree program that prioritizes competencies and teaching-learning approaches to encourage student teachers to apply character strengths and make them confident and enthusiastic learners. Character strengths can be defined as an inherent quality that allows individuals to achieve their goals and lead fulfilling lives. Peterson and Seligman identified 24-character strengths that are divided into six virtues: wisdom and knowledge, courage, humanity, justice, temperance, and transcendence, based on significant examination of cross-cultural and numerous research. By following the framework of VIA classification, this study aims to explore the Myanmar student teachers' perception and experiences of using their character strengths thereby raising their awareness and validating the existence of 24-character strengths in Myanmar culture. To achieve this, a qualitative exploratory study was conducted using semi-structured interviews with 18 student teachers (M[subscript age] = 20.22, SD[subscript age] = 0.83). The reliability and validity of the research were confirmed through a pilot, and ethical approval was obtained. Direct content analysis and framework analysis were performed by using the VIA classification. The findings showed that 24-character strengths related to Buddhist beliefs were recognized by the participants. When they use their creativity, curiosity, judgment, cooperation, and leadership, they perform better in class and feel more productive. They became more conscious of the value of character strengths as a result of the interview. Their plans for enhancing specific character strengths in EDC provide valuable insights for scholars, educators, and curriculum developers.

The educational community recognizes individual differences, but it is important to fully address them in educational settings. While there are existing studies on personality traits, none focus on the personality traits of students aged 6-18. This study aims to fill this gap, as personality traits significantly influence personal, academic, and professional life. Understanding student personalities allows for the development of more effective educational programs, facilitating their full potential. The study included parents of 2,229 students from a population of 16,505,271 aged 6-18 in Turkiye. Through exploratory factor analysis (EFA), a reliable 61-item 5-point Likert scale ([alpha] = 0.942) was derived. Confirmatory factor analysis (CFA) was performed on a second dataset of 916 parents, resulting in 794 due to outliers. The Scale for Determining Student Personalities According to Parental Perspectives, with 16 sub-dimensions and 46 items, demonstrated good reliability ([alpha] = 0.948). The study's findings are expected to hold significant implications for education, parenting, and child development.

This study investigated the relationship between self-perceived personality and self-perceived teacher identity (TI). With a mixed-method approach, we collected both quantitative (N=214) and qualitative data (N=30) to examine the relationship between TI and personality traits. Quantitative data were collected using the Big Five Personality Traits and TI scales. Qualitative data were collected through focus group interviews. To analyze the quantitative data, means were compared, and correlations were calculated. Qualitative data were analyzed through an inductive content analysis in which patterns and themes were identified. The results indicate that pre-service language teachers are aware of the dynamic feature of personality in general terms; however, they are not aware of TI as a concept and its attributes. A significant relationship between self-perceived TI and self-perceived personality traits is among the results of the current study. The agreeableness and openness to new experiences personality traits are highly correlated with the TI scores.

This study aims to adapt the Academic Entitlement Scale to Turkish culture and examine the scale's measurement invariance according to gender. The study was conducted with 372 university students aged 18 and 54 (I = 20.90). The study used the Academic Entitlement Scale, Rosenberg Self-Esteem Scale, Narcissistic Personality Inventory, and Locus of Control Scale as data collection tools. Confirmatory factor analysis was performed to identify the construct validity of the scale. The measurement invariance of the scale according to gender was examined using multi-group confirmatory factor analysis. Correlations between research variables were analyzed with the Pearson Correlation Test. Cronbach's Alpha was performed to measure the internal consistency reliability of the study. As a result of the analyses, it was determined that academic entitlement was positively correlated with self-esteem and external locus of control. In addition, it was revealed that the externalized responsibility sub-dimension was positively correlated to narcissism. The research findings indicate that the scale is a valid and reliable measurement tool within Turkish culture.

Faculties of Fine Arts in Turkey train artists and designers by using the universal language of art, taking into account scientific, artistic and cultural developments, developing students' creativity and productivity. In addition to the problems encountered by fine arts students and artists, who have creative personality elements, during the performance of art and the application of methods and techniques available in the literature, the level of use of technology will directly affect their artistic performances and activities. The aim of this study is to examine the creative personality traits and internet usage status-purposes of university students studying in Fine Arts Faculties on a relational basis. The study, which was conducted in the relational survey model, included 205 students studying at the fine arts faculties. Creative personality traits scale and internet usage intentions questionnaire were used to collect the data of the study. According to the findings of the study, the creativity personality traits of the participants are at a high level. In addition, creative personality traits of the students show partial differences according to gender variable. According to another result of the study, it was seen that the students of the Faculty of Fine Arts use "Social networking sites", "Video sharing sites", "Photo sharing sites" applications at a high level. Again, the internet usage purposes of the participants differ according to the gender variable. Finally, significant relationships were found between the participants' creative personality traits and their internet usage purposes.

As the interest in the shift from teacher-centred paradigm to student-centred learning pedagogies has increasingly grown in popularity nowadays, it should come as no surprise that scholars and academicians have given their attention to the concept of self-engagement in the learning process. In an attempt to explore the role of personality in self-engagement, this paper aims to assess the relationship pattern between individuals' personality traits and their learning responsibility. A total of 358 students attending a university were recruited for the study. The Ten-Item Personality Inventory (TIPI) and The Learning Responsibility Scale were administered. The findings revealed that learning responsibility correlates positively with emotional stability, conscientiousness, and agreeableness. However, the associations between extraversion and openness with learning responsibility are negative and not significant. The findings have also demonstrated that although agreeableness does not display a significant predictive power, both emotional stability and conscientiousness have a significant influence on learning responsibility.

The passage to middle school has been identified as a confusing period for adolescents, involving a series of major transitions. A new variable that permeates these already lofty transitions is the firm entrenchment of Generation Alpha in the middle grades classroom, a cohort that includes anyone born from 2010 onward, making them the first generation born and shaped entirely in the twenty-first century. The purpose of this study was to explore the attitudes and perceptions of current middle school teachers across Indiana, Kentucky, and Ohio toward their Gen Alpha students so as to uncover the concrete issues these teachers encounter as they work with this undeniably unique cohort. A total of 139 teachers responded to the researcher-generated electronic survey, which was coded inductively and analyzed for content. The feedback points to a cohort that is digitally literate with great adaptability, but also a cohort that exhibits delayed social development and a myriad of global concerns. These factors all have implications for the ways they learn, interact, and function in the middle school classroom.

The Ministry of Education in Malaysia has been appointed to be one of the leaders in the innovation landscape with the responsibility to facilitate the adoption of quadruple helix (QH) across institutions of higher learning in Malaysia (IHL) to accelerate the commercialization of IHL technology. However, it was reported that the adoption of QH in Malaysia still needs to be more extensive and widespread, especially in IHL. This paper aims to study the effects of psychological and external factors on adopting QH by applying the theory of reasoned action (TRA). This paper proposes a conceptual model and research hypothesis to understand further the role of psychological and external factors in influencing the adoption of QH. The conceptual model may help explain the phenomenon of low engagement in the adoption of QH among academics in Malaysia and may be used as a guideline to develop a strategic plan for promoting the adoption of QH among academics.

Context: Adolescence is the training ground for adult life. In a relatively short period, the adolescent will undergo a metamorphosis. During the high school years, the majority of adolescents move from persistent dependence to true independence, from logical thinking to abstract, complex and hypothetical thinking, from impulsivity to consideration and from a diffuse feeling about one's own person to a reasonably defined self-identity. Adolescent's vocational identity formation during high school is an extremely important process in vocational and career counseling, because it helps them to make rational choices regarding the choice of a career gaining an increased level of career maturity. Methods: The present study had as participants 300 Romanian teenagers which belong to the following paths of studies/profiles: formal sciences (specializations: Mathematics-informatics and Natural Sciences), services (specializations: Economics, trade, tourism and food) and humanities (specialization: Philology). The tools used in the adolescent evaluation process were Career Decision-Making Self-Efficacy--Short Form Scale (CDMSE-SF), the Vocational Identity Status Assessment (VISA) and the NEO Five-Factor Inventory (NEO-FFI-3). Results: After the interpretation of the obtained results, the following aspects were demonstrated: The identity status "career commitment" correlates with the personality traits -- neuroticism, extraversion, openness to experience and conscientiousness, and regarding the career decision-making self-efficacy it correlates with the self-evaluation process, obtaining information about self and professions, setting goals, career planning and the problem-solving process. Identity status "identification with career commitment" correlates with personality traits -- extraversion, openness to experience and conscientiousness, and from the perspective of the career decision-making self-efficacy, it correlates with the process of self-evaluation, obtaining information about self and professions, setting goals, solving problems and career planning. The identity status "career commitment flexibility" correlates with the personality traits neuroticism and conscientiousness, and from the perspective of the career decision-making self-efficacy it correlates with the problem-solving process. Identity status "career self-doubt" correlates positively with the personality trait neuroticism and negatively with conscientiousness, the process of self-evaluation, obtaining information about self and professions, setting goals, career planning and problem solving. Conclusion: The main purpose of this study was to investigate the relationship between vocational identity, personality factors and career decision-making self-efficacy. The results demonstrated that certain personality traits, respectively certain components of career decision-making self-efficacy are predictors for the adolescent's vocational identity formation.

A teacher's creative potential (CP) is recognised as an integrative personality trait that includes the ability to develop innovative teaching ideas, find practical solutions to non-standard teaching tasks, select the most effective methods for engaging in creative pedagogical activities and contribute to the development of students' creativity. The purpose of the study is to identify the primary school teachers' level of CP and to explore barriers to its development. The study employed a mixed-methods research design, analyzing both qualitative and quantitative data collected by means of a survey and interviews with primary school teachers. The literature review has shown that teachers may foster their students' creativity if they have the necessary CP, ample knowledge, resources and tools, apply creativity-development techniques and create an environment that encourages creative collaboration. The survey's results showed that across all age groups and qualification levels, primary teachers' CP development was at a medium level. The interviews revealed the conditions and barriers to CP development such as psycho-emotional and educational factors and resources. The study findings will contribute to further comprehension and improvement of teachers' CP development in higher and vocational education.

Protean career processes of vocational identity awareness, career adaptability, and career agency have been hypothesized to mediate the relationships between protean career orientation and career-related outcomes. To date, the role of these process mechanisms has not been assessed directly in young adults, and little attention has been paid to educational outcomes, which are important career-related goals for young people on the way to their desired career. To address this gap, we tested this indirect-effects model in a sample of young adult undergraduates (N = 396; M[subscript age] = 20.19, SD = 2.99; 72.2% women) and included career-related goals (perceived future employability, educational performance, and commitment) as outcomes. Identity awareness and career adaptability partially explained the relationship between protean career orientation and perceived future employability and completely explained the relationships with educational performance and commitment. Contrary to protean career theory, there were no significant indirect paths via career agency to any of the outcomes.

Numerous studies have explored the important role of achievement goals, as well as factors such as interest and self-efficacy, for academic performance of students of various ages. Such studies usually focus on the influence of one or two of these factors that are known to be associated with performance. At the same time, achievement goals themselves are influenced by environmental factors such as the influence of "significant others" (parents, teachers) or the overall socio-cultural context. In the present study, we expand the framework of achievement goal theory by building a holistic multifactorial path analysis model of direct and indirect influences, where achievement goals and personality traits such as self-efficacy and interest exert a combined influence on performance, but also receive influence from environmental factors. To achieve this goal, we collected data from 762 5th and 6th grade students, who attended 22 public primary schools in Cyprus. Data was collected with reliable and valid self-report scales such as the Achievement Goal Questionnaire (AGQ-R) and the Patterns of Adaptive Learning Scales (PALS), as well as a battery for Mathematical performance created by the researchers. Our results indicate a robust model that effectively captures the complex grid of associations between these factors of interest. Among other findings, self-efficacy and interest were found to mediate the relation between students' mastery goals and performance. In sum, this research underscores the profound significance of mastery goals, self-efficacy and interest in Mathematical performance.

Humility as a concept has recently received increasing scholarly attention in international scholarship. It has also been regarded as important for education traditionally in Chinese culture. However, no empirical research so far has examined Chinese people's conceptualisations of humility in education and its cultivation in schools. Based on semi-structured interviews, this exploratory study examined urban teachers' conceptions of humility and their experiences of cultivating humility in mainland Chinese schools. Our findings highlight the multiplicity and complexity of conceptualisations of humility and the challenges faced by the teachers in cultivating humility. The study also raises questions about the politics of practicing humility and the complex entanglements between moral values and social norms and relations, inviting more research to examine the complex implications of moral virtues that are promoted in schools and wider societies around the world. Despite their recognition of the potentially negative consequences of humility such as avoidance from competition and entailing emotional constraints, the teachers regarded humility as a predominantly positive moral concept important for learning, teaching, and teacher--student relationship. Meanwhile, they associated it with disciplinary dispositions such as being quiet, subtle, cautious, or dutiful. The teachers' attempts to cultivate it among their students were highly contingent, however, due to various challenges, including a lack of teacher training and limited textbook contents on humility, the exam-orientedness of the Chinese education system, and the perceived individualistic dispositions of Chinese students.

Retrieval practice is a learning strategy that has repeatedly been found to have positive effects on memory and learning. However, studies indicate that students rarely use retrieval practice on a voluntary basis. The objective of the present study was to examine students' self-regulated use of retrieval practice, and to determine whether sex and individual differences in cognitive and non-cognitive aspects are related to optional use of practice testing. A classroom study was conducted with 146 upper-secondary school students taking courses in mathematics and Swedish. An ABAB design was used to compare students' optional and non-optional use of retrieval practice (i.e., repeated online quizzing). Students performed cognitive tasks to assess working memory capacity and fluid intelligence and completed self-reports of non-cognitive factors related to school achievement, such as grit, need for cognition (NFC), conscientiousness and openness. Quiz use was then compared using paired- and independent-samples t-tests, and hierarchical linear regression analyses explored relations to individual differences. The results showed that students completed significantly fewer quizzes in the optional sections than in the non-optional sections, and that females completed significantly more optional quizzes than males in Swedish, but not in mathematics. Further, the results showed that conscientiousness predicted optional quiz use in mathematics, whereas sex, NFC, conscientiousness, and openness predicted quiz use in Swedish. To conclude, although the findings show a relatively low optional/self-regulated use of practice testing, in line with earlier research, they suggest that sex and non-cognitive factors, such as personality characteristics, can predict optional use of practice testing.

Unfolding item response theory (IRT) models are important alternatives to dominance IRT models in describing the response processes on self-report tests. Their usage is common in personality measures, since they indicate potential differentiations in test score interpretation. This paper aims to gain a better insight into the structure of trait personality, by investigating whether the dominance or alternatively the unfolding IRT model are better descriptors of the response processes on a personality measure constructed under the dominance response theorem. For the assessment of the dominant model, the Graded Response Model (GRM) is used; while for the unfolding model, the Generalized Graded Unfolding Model (GGUM) was examined. All analyses are conducted with the freely available R. A sample of 1340 Greek adults, employed in private and public organizations, fulfilled the Trait Personality Questionnaire 5 short-form (TPQue5). Findings contradict previous research on trait personality. In accordance to the construction method employed, the TPQue5 items are best understood by monotonically increasing item response functions (IRFs). Individuals responding to the TPQue5 increase their probability of endorsing its items as their trait level increases; this stands for all personality dimensions, although Openness to Experience exhibited mixed type of item response patterns. Further research directions, implications and limitations are also discussed.

Perfectionism measures developed in English-speaking populations have become frequently used in many non-English contexts, including in Italy. Establishing structural and measurement equivalence of instruments between Canadian and Italian samples is therefore important in establishing the validity of these concepts and instruments in Italian contexts, and to allow for direct cross-cultural comparisons. The current study investigated the measurement equivalence between a Canadian and an Italian sample for the commonly used measures of perfectionism constructs based on the Comprehensive Model of Perfectionistic Behavior. The Hewitt & Flett Multidimensional Perfectionism Scale, the Perfectionistic Self-Presentation Scale, and the Perfectionism Cognitions Inventory were examined for configural, metric, and scalar invariance via equivalence testing of multigroup confirmatory factor analysis models. The results showed some evidence for configural and metric equivalence for the three measures, thus facilitating cross-cultural interpretation of pattern of associations. However, there was no consistent evidence for scalar invariance, thus suggesting that direct comparisons of perfectionism levels between the two contexts cannot be meaningfully interpreted. This highlights the need for research in both Canadian and Italian contexts to understand cross-cultural differences and similarities in perfectionism.

Background and Aims: Peer relationships during adolescence play an important role in shaping academic outcomes. The present study examined friend influences on emotions towards math, as well as the role of temperament in these influences. Sample: The sample consisted of 350 Finnish students (mean age 13.29 years; 64% girls) who were involved in stable friendship dyads from fall to spring of Grade 7. Methods: In this two-wave study, information on adolescents' temperament (i.e., negative emotionality, extraversion, effortful control) and on seven emotions towards math (i.e., enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom) was collected during grade 7. The data were analysed using longitudinal actor-partner interdependence models. Results: The results showed that friends resembled each other in all the investigated math-related emotions. Furthermore, over and above these initial similarities, friends mutually influenced each other's math-related enjoyment and anger towards math. Students characterized by higher negative emotionality also influenced their friends with lower levels of negative emotionality towards an increase in math-related anger and a lack of effortful control made adolescents more susceptible to friend influence over math-related shame and anxiety. Conclusion: Our findings demonstrate that friends influence each other over time in math-related enjoyment and frustration. Furthermore, high negative emotionality may make adolescents more influential over their friends' math-related anger and a lack of effortful control may make adolescents more susceptible to friend influence over math-related shame and anxiety. Thus, the current findings have implications for how peer relations may impact individual outcomes in mathematics, for better or worse.

The aim of this study is to explore how the creation of spherical video-based virtual reality (SVVR) influences students' creativity and curiosity in project-based language learning (PBLL). Technology is widely used in various instructional contexts, and due to increasing interest in VR technologies, the current study investigated how SVVR technology in PBLL might influence students' self-assessment of creativity and curiosity. Twenty-seven students participated in an SVVR-enhanced PBL course and were asked to complete two questionnaires on creativity and curiosity. Data from students' reflective journals and teacher notes were also analyzed to investigate implementations for using SVVR in language learning. The findings showed that students' self-assessment of their levels of creativity and curiosity demonstrated statistically significant development. The findings from qualitative data analysis identified English language competence as a factor that could have influenced students' performance during the course. The findings support the potential for SVVR in PBLL for motivating students to embrace new ideas and perspectives while participating in authentic problem-solving activities.

This paper presents quantitative and qualitative findings from an interdisciplinary research project exploring student teachers' positive perceptions of people on the autism spectrum. The set of findings reported in this paper asked 704 student teachers from one university in England (n = 191), Finland (n = 251) and Sweden (n = 262) to write down the first three words they thought of to identify the characteristics of people on the autism spectrum. Data was analysed using a multi-layered, deductive co-rated coding approach. Through this approach repeated words were extracted as were negative and undetermined words, leaving only positive words. Examination of the positive words identified found differences in the manner student teachers focus on the positive characteristics of people on the autism spectrum as this is an understudied area of research. Finnish student teachers more frequently used language to describe the positive characteristics of people on the autism spectrum that reflected their perception of learning being their primary professional role. However, English and Swedish student teachers used language that showed they perceived their role as encompassing the social and emotional development of their pupils, with little reflection about the positive characteristics of people on the autism spectrum as learners.

Numerous stressors, such as test anxiety, imposter phenomenon, and perfectionism. The association between the imposter phenomenon and perfectionism is well-studied, but test anxiety as a mediator of this association is not examined. The present study aimed to explore the mediating role of test anxiety on the imposter phenomenon and perfectionism among Pakistani high-achieving students. Additionally, we investigated gender and grade differences for junior and senior high school students. In the present cross-sectional survey study, participants (n = 250) aged 15-18 years responded to the Clance Imposter Phenomenon Scale, Frost Multidimensional Perfectionism Scale, and Westside Test Anxiety Scale. Findings showed that perfectionism increased by 39% with a one-unit increase in the imposter phenomenon. Test anxiety was a significant positive mediator of the association between imposter phenomenon and perfectionism. T-test showed girls had higher scores on the imposter phenomenon and test anxiety than boys. One-way ANOVA revealed significant educational grade differences with small effect sizes, and junior high school students scored higher than senior high school students on study variables. About 44% and 48% of 250 participants reported having moderate and frequent imposter symptoms, respectively. Almost 36.5% of high-achievers had low test anxiety, and 50% of high-achievers had normal test anxiety. The study presents a discussion of the merits and demerits.

The article advances an emergent framework for conceptualizing the relationship between principal leadership and education policy implementation. Based on a qualitative study of school principals and policy implementation in Region X of the Philippines, findings suggested that the way in which policies were interpreted and implemented at the school level was influenced by a variety of intrinsic and extrinsic dynamics and these were shaped in situ by individual, school and community inhibitors and facilitators. These motivations and localized contexts were critical to implementation, and compelled principals to ignore, monitor, or implement education policies as a priority.

Building on previous work on the civic returns of adult learning, this article examines the association between adult education, personality traits, and demands for civic participation or volunteering. Based on National Education Panel Study data, the study finds openness to be a crucial personality trait for participating in further training, as well as for civic participation, as it relates to competence and self-confidence in dealing with new demands. Extraversion is required for social interaction and communication with other participants. The study also shows that participants in further private training engage more at the management level of volunteering, where demands such as leadership and organizational talent are emphasized. The findings consider sociological factors such as the role of peers.

Adaptive teacher support fosters effective learning in one-to-one teaching sessions, which are a common way of learning complex visual tasks in the health sciences. Adaptive support is tailored to student needs, and this is difficult in complex visual tasks as visual problem-solving processes are covert and thus cannot be directly observed by the teacher. Eye-tracking apparatus can measure covert processes and make them visible in gaze displays: visualizations of where a student looks while executing a task. We investigate whether live dynamic gaze displays help teachers in being more adaptive to students' needs when teaching optical coherence tomography interpretation in one-to-one teaching sessions and whether this fosters learning. Forty-nine students and 10 teachers participated in a one-to-one teaching session in clinical optometry. In the control condition, teachers saw the learning task of the student and could discuss it with them, whereas in the gaze-display condition, teachers could additionally see where the student looked. After the 15-minute teaching session, a test was administered to examine achievement. Furthermore, students filled in the 'questionnaire on teacher support adaptivity', and teachers rated how adaptive their support was. Bayesian analyses provide some initial evidence that students did not experience support to be more adaptive in the gaze-display condition versus the control condition, nor were their post-test scores higher. Teachers rated their provided support as being more adaptive in the gaze-display versus the control condition. Further research could investigate if live dynamic gaze displays impact adaptive teaching when used over longer periods or with more teacher training.

Learning does not happen immediately; it takes time and effort. Thus, patience is a virtue required for any type of successful learning. Given the increasing prevalence of online learning, understanding students' patience is necessary to devise ways to sustain it. In this study, we define online learning patience as the ability to steadily continue studying or practicing in the online learning environments, even when it becomes difficult or takes a long time. The present study aimed to develop and validate a new instrument, the Student Online Learning Patience Scale (SOLPS), using a cross-sectional research design. The study participants, distributed across four distinct groups: Exploratory (n = 250 students), Confirmatory (n = 266 students), Validity for Impulsivity and Test-anxiety (n = 486 students), and Validity for Self-control (n = 232 students). The items in the scale were based on the literature and analysis of interviews with students. The scale structure was examined through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), and reliability and validity were tested. The final SOLPS consists of 10 items with one dimension and can be used to create teaching methods and strategies that increase students' online learning patience.

The qualifications of faculty members play a crucial role in the success of educational systems. Academics with a high level of organizational citizenship behaviour (OCB) are mostly valued due to the excellent services they offer to their students. This study aims to investigate the impact of faculty members' personality traits on their OCB. Additionally, it examines the moderating role of the perceived university brand in the relation between the two variables. This study is quantitative in nature and the sample includes professors working at seven prestigious Iranian universities. Overall, 422 questionnaires were gathered. By the use of Smart-PLS, the results indicate that academic members with "conscientious," "agreeable" and "openness" personality traits tend to show higher levels of OCB. On the flip side, "neuroticism" negatively predicts academics' OCB. Moreover, this research indicates that "perceived university brand" significantly moderates only the effect of "openness" trait on faculty members' OCB, meaning that professors with "openness to experience" traits who are working at such universities, are more likely to engage in OCB.