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This study aims to enhance inventive abilities for secondary students by using the Invention Learning Approach. Its activities focus on creating new inventions based on the students' interests by using constructional tools. The participants were twenty secondary students who took an elective science course that provided instructional units integrated with the Invention Learning Approach for 40 h, over a period of 20 weeks. A mixed-method approach was used to investigate and analyze the data. The results of this study indicated a significant increase in their inventive abilities. The qualitative data reported that students benefited from learning by this approach. Findings of this study can be used to determine how innovation and creativity can be fostered through the Invention Learning Approach teaching students how to be more innovative while solving real world problems.

The study examined the quality variations of psychometrics for cross-cultural research by considering structural validity, discrimination, and reliability. Participants consisted of 450 undergraduate students from Thailand, Indonesia, and Australia by using random sampling process. The instruments were driving aggression evaluative forms which contain 0.85 alpha coefficients. For statistics, researchers used mean, standard deviation, correlation coefficient among point-per-questions and total score, and Cronbach’s alpha. The result showed that the structural validity of the original evaluation form which was translated once from Thai to English and another one which was translated twice including Thai to English and English to Indonesian had similar total components and cumulative percentiles. Discrimination and correlation among point-per-questions met the criteria without differences. Every form had the level of reliability from Cronbach’s alpha analysis greater than the criteria.

<span lang="EN-US">This study aimed to: i) explore the worklife areas, mental health, and job burnout among Thai and Indonesian teachers; ii) investigate the roles of worklife areas on mental health and burnout; and iii) compare the two groups of teachers. The participants consisted of 340 teachers (210 Thai teachers and 130 Indonesian teachers) who voluntarily responded to the online questionnaire. The instruments for data collection included the depression anxiety stress scales-21, the areas of worklife survey, and the Maslach Burnout Inventory-Educators Survey. Frequency, mean, standard deviation, Pearson correlation coefficient, and multiple regression analysis were utilized to analyze the data. The results revealed that the mean scores for six areas of worklife were comparable across the two groups, whereas the mean scores for mental health and job burnout were distinct. In addition, it was discovered that teachers’ worklife could predict their mental health and job burnout in Thailand and Indonesia. However, the predictive patterns varied for each scale of mental health and burnout, as well as across the two groups. The study’s findings shed light on the impacts of workplace factors on teachers’ mental well-being.</span>