Purpose – In western countries, a model to explain student engagement in college or university has long been established. However, there is a lack of research to develop and validate a model which may help to better understand student engagement in the local university context. There is currently no established instrument to measure student engagement specifically in the Malaysian (or Asian) university context. This study was conducted to fill the gap. A measurement model on student engagement in the Malaysian university context, based on Astin’s (1984) Student Involvement Theory, was developed and validated for use in the local context.   Methodology – This study uses a survey research method to test the Malaysian University Student Learning Involvement Scale (MUSLIS), a measurement model of student engagement in the local university context. The MUSLIS is a 24-item scale designed to obtain feedback on the extent of student engagement at the tertiary level in the Malaysian context. The questionnaire was distributed to 347 final year students from Universiti Utara Malaysia. The data was analysed using the SPSS software (version 16.0) to run the exploratory factor analysis (EFA) and AMOS (version 16.0) to analyse the confirmatory factor analysis (CFA).   Findings – Holistic evaluation of the model of student engagement found that the data collected acceptably fit the model. The instrument used was also found to be reliable.   Significance – This study pioneers research in the measurement of tertiary student engagement, the first of its kind, in the Malaysian context. However, a wider sample comprising data from different universities in the country should be conducted to further confirm the usability and validity of the proposed MUSLIS. The instrument can be used in studies which seek to examine the outcomes of student involvement. In practice, the measurement of student involvement provides useful information on the extent of student participation in activities on and out of campus, whether these are academic-oriented or societal activities.

Purpose-Based on Job Characteristics Theory (JCT), the study examined direct and indirect precursors of task significance and psychological experiences to explain teacher work motivation. Methodology-This study employed a survey design. A sample of 497 teachers out of a 12005-strong population was selected from National Secondary Schools in the state of Kedah. Cluster random sampling was used to select the samples. Data were obtained through a survey questionnaire that comprised 22 items and these were analysed using structural equation modelling and regression analysis with PROCESS MACRO. Findings-Results indicated that task significance and psychological experiences (experienced meaningfulness of the work, experienced responsibility for outcomes of the work and knowledge of actual results of the work) significantly influenced teacher work motivation.

Golongan kanak-kanak dan remaja turut berhadapan dengan pengaruh stres dan ianya merupakan ancaman yang serius dalam kalangan murid sekolah. Kajian kes kualitatif ini dilaksanakan untuk mengenal pasti kewujudan dan simptom stres dalam kalangan murid prasekolah Orang Asli. Sampel kajian melibatkan seorang kanak-kanak prasekolah orang asli. Instrumen pengumpulan data yang digunakan dalam kajian ini adalah protokol temu bual, senarai semak, pemerhatian dan dokumen. Data transkrip dianalisis dengan menggunakan perisian Nvivo 0.8. Dapatan menunjukkan subjek kajian mengalami stres di tahap skor75 mata berdasarkan Instrumen Pengukuran Stres: Child and Adolescent Survey of Experiences (CASE). Simptom stres yang ditunjukkan oleh subjek kajian adalah masalah Onychophagia. Simptom Onychophagia merupakan habit menggigit kuku dan ia merupakan masalah psiko-emosi (psycho emotional) berkait dengan stres. Kanak-kanak tersebut melakukan tindakan menggigit kuku sewaktu berada dalam tertekan dan tindakan tersebut memberi kesan kepada kesihatan anggota tangan dan amat mempengaruhi perkembangan fisiologi, psikologi dan tingkah laku. Kajian ini memberi implikasi kepada guru-guru prasekolah, ibu bapa dan stakeholder secara proaktif dan kolektif bagi membangunkan strategi daya tindak (coping skills) untuk kanak-kanak orang asli yang mengalami stres.

Penyesuaian pelajar baharu di institusi pengajian tinggi kini berada di tahap yang membimbangkan. Ramai antara mereka yang gagal mengikuti pengajian di universiti kerana gagal dalam kursus yang diikuti atau berhenti dari pusat pengajian kerana tidak dapat menyesuaikan diri dengan sistem pendidikan di peringkat tertiari yang amat berbeza dengan sistem pendidikan di sekolah menengah. Senario ini amat ketara bagi pelajar-pelajar tahun satu kerana tidak dapat menyesuaikan diri dengan kehidupan kampus. Pelajar dilihat tidak dapat menyesuaikan diri dengan persekitaran pembelajaran yang baru. Kajian ini adalah kajian rintis untuk melihat profil adaptasi pelajar baharu dalam kalangan pelajar di kolej komuniti. Kajian ini menggunakan kaedah tinjauan dan melibatkan seramai 70 orang pelajar tahun pertama yang memberi maklum balas terhadap 68 item soal selidik penyesuaian pelajar baharu Student Adaptation to College Questionnaire (SACQ) (Baker & Siryk,1999). Pembolehubah penyesuaian pelajar baharu terdiri daripada empat dimensi iaitu tahap penyesuaian akademik, penyesuaian sosial, penyesuaian peribadi-emosi dan komitmen matlamat/perapatan institusi. Analisis data bagi kajian ini adalah analisis deskriptif dengan menggunakan perisisan SPSS versi 21. Dapatan kajian menunjukkan tahap penyesuaian pelajar dalam kalangan pelajar tahun pertama kolej komuniti adalah pada tahap sederhana. Hasil analisis ujian-t menunjukkkan tidak terdapat perbezaan yang signifikan pada tahap penyesuaian pelajar antara jantina. Diharapkan dapatan kajian ini dapat membantu golongan pelajar, pihak pengurusan organisasi dan pihak yang terlibat secara langsung dengan hal ehwal pelajar bagi merancang program yang sesuai dengan pelajar baharu bagi menangani masalah ini.

<p><span lang="EN-US">The study into teacher resilience has been inadequate due to a lack of measures that apply to educational settings. The items measuring teacher resilience were constructed through literature extensive discussion with the experts in the field and further discussion with the practitioners, i.e., secondary school teachers. The Teacher Resilience Instrument was then tested in a field via survey research method. The sample of the current study consists of 380 secondary school teachers in Bauchi State, Nigeria, through cluster sampling and systematic sampling method. The exploratory and confirmatory factor analysis were used to test the hypothesized model with four dimensions of teacher resilience. The study confirmed that the proposed model was fit and data loading were significant, which leads to the construct validity of the research instrument. Finally, the study highlighted the importance of researching more on teacher resilience to seek its relationship with other factors, pertinent especially to address issues regarding teacher wellbeing and retention. </span></p>