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Objective: This study aimed to 1) investigate the psychometric properties of the Climate Change Anxiety Scale or CCAS (Clayton & Karazsia, 2020) and 2) examine the mediating role of climate change anxiety on the link between experience of climate change and behavioural engagement in climate mitigation in Filipino youth. Method: A total of 452 Filipino adolescents responded to the survey (Mean Age = 19.18, SD = 0.99). Results: A modified two-factor model of the CCAS displayed superior fit relative to the other three models tested. Confirmatory factor analysis in Phase 1 yielded a stable two-factor structure with strong factor loadings and good internal consistency. In Phase 2, cognitive-emotional, but not the functional impairment component of climate anxiety, showed a mediating effect on the relationship between experience of climate change and behavioural engagement in climate mitigation. Conclusions: This study is the first to demonstrate that CCAS subscales have distinct mediating roles in linking Filipino adolescents' experience of climate change and mitigation behaviours. Further validation of the CCAS is recommended, as well as further research on the factors that can promote environment-friendly behaviours in Filipino youth.

The Learning Climate Questionnaire (LCQ) measures teacher autonomy support in the classroom. There are various versions of the LCQ available, a 15-item full-scale version and a 6-item shortened version. Recent research suggests that using a 5-item version of LCQ is a more effective measure of teacher autonomy support. Using data from a sample of Filipino undergraduate students, the single-factor structure of the Five-item LCQ (LCQ-5) was validated through confirmatory factor analysis along with three longer versions of the scale. Results showed that LCQ-5 outperformed the alternative versions of LCQ in terms of model fit. To demonstrate construct validity, LCQ scores were correlated with measures of parent and peer autonomy support, as well as with the short version of the self-oriented perfectionism subscale of the Hewitt and Flett Multidimensional Perfectionism Scale. LCQ-5 also displayed gender invariance and good internal consistency. The findings suggest that the LCQ-5 can be used as a brief but psychometrically valid measure of teacher autonomy support. Implications for the measurement of teacher autonomy support are discussed.

Adaptive learning technologies are emerging educational tools that personalize instruction and tasks to meet students' current ability levels. Despite their increasing prevalence, the present discourse on adaptive learning software focuses on the technical aspects of adaptive learning systems without accounting for other factors that impact their use in classrooms. In acknowledgment of the importance of teachers' roles in the implementation of educational tools, this review examined studies about teachers' perspectives on the use of adaptive learning technologies in their courses. A systematic search was conducted in four databases (ERIC, Academic Search Complete, Google Scholar, and Taylor Francis Online). Twenty-nine full-text articles were retained for analysis. A hybrid of deductive and inductive approaches was applied to analyze the data, using the factors described in the Technology Acceptance Model and its extensions as a guide. The findings showed that teachers who saw the long-term benefits of using adaptive learning technologies were more willing to invest time and effort to learn and use the tools in their classes. Barriers identified were the scant professional development opportunities for teachers, the programs' complexities, and the demands on teachers' time. To make adaptive learning programs work, teachers must be on board as co-designers and content creators, and they require ongoing technical and institutional support and sufficient preparation in teacher education programs. [ABSTRACT FROM AUTHOR]

This mixed method study examined hope and depression among pandemic graduates using Locus of Hope Theory. Phase one examined the relationship of internal and external locus of hope dimensions on the depressive symptoms of 101 pandemic graduates through an online survey. Analysis revealed that 66.3% of the sample had moderate to severe levels of depression. Among the four dimensions, only internal hope was significantly associated with depression. Phase two involved 12 participants screened to have high hope scores. They were asked to participate in focus group discussions regarding their sources of hope. Despite the non-significant relationship between external loci of hope and depression in phase one, responses in the qualitative phase provided evidence for external sources of hope (family, peers, and spiritual being) during the pandemic. Practical implications are discussed. [ABSTRACT FROM AUTHOR]

The article focuses on the quick review of recommendations and evidences on telepsychotherapy and digital psychiatry for researchers and mental health professionals in the time of COVID-19.

Sir, Differences in stress perception could exist when one considers the socio-cultural aspects that may vary across regions. Nevertheless, PSS was confirmed to be a valid measure of stress for use in Filipino-English bilingual students who are included in one of the most vulnerable groups affected by the COVID-19 pandemic (Grubic, Badovinac, & Johnri, 2020). The distinction between positive stress and negative stress (PSS factors) has been disregarded by most researchers (Perera et al., 2017), but the two-factor structure showing better fit to the data than the one-factor model at each assessment, begs the question whether a single summed PSS score can really be used in research and clinical contexts. [Extracted from the article]