15Internet addiction has become an increasingly researched area in many Westernized countries. Results showed that Internet addiction is a predictor of stress, depression, anxiety, and Introduction 34Easy access to the Internet has led to an increase in the number of studies investigating the 35 incidence and prevalence of Internet addiction (IA) (Pontes, Kuss & Griffiths, 2015). Prevalence 36 of IA among adolescents and adults in Western and Eastern countries has gained the attention of 37 researchers from different disciplines such as communication, education and psychology (Caplan 38 & High, 2007; Greenfield, 2007; Li, O'Brien, Snyder, & Howard, 2015; Yen et al., 2008 (Christakis, 2010; Smahel, Brown, & Blinka, 2012). This is because adolescents spend a lot of 45Several psychological studies associated IA with personality traits of adolescents (i.e., 46aggression and lack of self-control) (Öztürk, Bektas, Ayar, Özgüven Öztornacı, & Yağcı, 2015) 47The social and emotional risks of IA and its treatments have also been studied extensively (Hahn 48 & Kim, 2014; Ko, Yen, Yen, Chen, & Chen, 2012 Internet use, and Internet use disorder among others (Huang, Chen, Wang, & Wang, 2014). IA 60 has often been referred to as the failure or lack of ability of a person to manage their use of the 61 Internet, and that consequently triggers emotional and social difficulties in a person's personal 62 and professional life (Pontes et al, 2015; Young & Rogers, 1998 Internet addict was operationally defined as anyone who scored more than 61 on the IA Test 126 whereas a non-addict was anyone who scored less than 60 (Young, 1998 Measures 131Three psychometric instruments were utilized to assess the variables in this study (i.e., 132Depression Anxiety and Stress Scale-21, the Internet Addiction Test, and the Loneliness Scale). Depression Anxiety and Stress Scale-21 (DASS-21) 134The DASS-21 (Lovibond & Lovibond, 1995), comprises 21 questions, and assesses three 135 separate dimensions of negative emotional states including anxiety, depression, and stress (see 136 Table 1). Each of the three emotional subscales has seven questions. Each item is rated on a five-137 point Likert scale ranging from always (0) to never (4). Questions 1 to 7 assess depression, Results 195Before employing MANOVA, bivariate Pearson's correlation coefficients were run to 196 determine the association between the variables (see Table 2). The results revealed that significant 197 correlations (p<0.01) exist among the variables. In Table 2 Table 4). SEM with maximum likelihood (ML) estimation was Table 5). 240As expected, the mean scores on stress, depression, anxiety, and loneliness among Internet 241 addicts were higher than those of non-addicts. These findings suggest that the more addicted a 242 person is to the Internet, the more stressed, depressed, anxious, and lonely the person is. The The association between IA and psychological symptoms appears to be reciprocal, indicating 256 that excessive Internet use might incr...

This qualitative inquiry aims at identifying the main issues in Malaysian higher education (HE) system and its sectors from the perspectives of Malaysian academic leaders. For this purpose, four open-ended questions were distributed among 2,786 academic leaders in 25 universities. More than 235 completed questionnaires were collected, containing nearly 4,500 records of priorities, values, challenges, and solutions. Through a quantitative content analysis approach, the records were categorized using the software package ATLAS.ti 7. This resulted to the emergence of 112 categories. Using SPSS 23, the top five categories with maximum frequencies of records were focused for further evaluation. The comparison of the issues in Malaysian HE and its sectors revealed that some of issues were common in all the sectors. In addition, the examination of these categories of data did result to the classification of them into five major categories namely Academic Core Activities,

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THIS STUDY EXPLORED INDIVIDUAL and collective reflection as pedagogical approaches to support early childhood pre-service teachers’ reflection during practicum. Current trends in the literature show a shift from individual reflection to collective reflection, with an emphasis on social constructivist perspectives. This qualitative study focused on a Malaysian teacher education institution conducting an undergraduate early years program from the UK as the selected case. Sources of evidence came from interviews, direct observations and documents such as student teachers’ teaching portfolios, their reflection journals and assessment forms. The results show that collective reflection supported higher levels of reflective thinking during practicum at the integration, validation and appropriation levels of reflection, compared to when they reflected individually. Collective reflection provided Malaysian teachers with a new platform for problem-solving, connecting theory to practice, as well as the sharing and consideration of multiple perspectives, resulting in a deeper understanding of classroom practices.

Cognitive reactivity (CR) to the experimental induction of sad mood has been found to predict relapse in recovered depressed patients. The Leiden Index of Depression Sensitivity Revised (LEIDS-R) is a self-report measure of CR. The aim of the present study was to establish the validity and reliability of the Persian version of the LEIDS-R. The participants were recovered depressed and non-depressed Iranian individuals (n = 833). The analyses included content validation, factor analysis, construct validity, and reliability testing. Preliminary construct validation analysis confirmed that factor analysis was appropriate for the Persian version of the LEIDS-R. Factor analysis displayed similar factor loadings to the original English version. The total internal consistency of the translated version, which was assessed using Cronbach’s alpha coefficient, was equal to 0.90. The test-retest reliability of the total score was equal to that of the test-retest conducted after a two-week interval at 0.94. Content validity, face validity, and construct validity, as well as reliability analysis were all found to be satisfactory for the Persian version of the LEIDS-R. The Persian version of the LEIDS-R appears to be valid and reliable for use in future studies, and has properties comparable to the original version and to that obtained in previous studies.