The present study examined the relationship between stressors, resilience resources, and well-being in adolescents with low socio-economic status in Malaysia. The specific aims were: (i) to differentiate between resilient and non-resilient adolescents in terms of their resilience resources; and (ii) to examine the role of resilience resources on the relationship between stressors and well-being. In a sample of 197 adolescents aged 12-16 years (mean = 13.77, sd = 1.49), results of the k-mean clustering technique identified 37.5% of the adolescents as resilient (high stressor, high well-being), 31.0% as maladjusted (high stressor, low well-being), and the rest, adapted (low stressor, high well-being). Resilient adolescents were found to have significantly higher scores on all the identified resilience resources (personality, mother-child communication, social support, school coherence, and teacher support) compared to the non-resilient maladjusted group. Results of structural equation modelling also showed that these resilience resources acted both as mediator and moderator in the relationship between stressors and well-being. These findings are discussed with respect to the current literature on resilience and well-being.
Project-oriented problem-based learning (POPBL) is an alternative approach to innovative teaching and is widely implemented in the classroom. However, little information is gathered pertaining to its implementation in psychology-related subjects. The present study is guided by two objectives: 1) to examine students' perception of this type of approach, and (2) to determine whether students' perception improves after the implementation of POPBL. 103 participants aged between 18-24 years old (M = 21.91, SD = 2.14) participated in this study. A measure, named the Students' Learning Experience Scale (SLES) was constructed to determine participants' perception of their learning in five aspects: (1) acquired knowledge, (2) soft skills, (3) contribution and engagement, (4) sustainability; and (5) assessments. The results from the present study suggested that the POPBL was indeed highly acceptable and favored by all students. A paired t-test was also conducted to evaluate the effectiveness of the approach on students' scores on the SLES. The results show that there was a significant difference in the scores for students' perception of the course before (M = 4.15, SD = .45) and after (M = 4.41, SD = .40); t(87) = (-4.05). p = .000. These findings were further discussed with respect to the current literature on teaching and learning approaches, and the significant implications in developing effective pedagogic strategies.
This paper reports findings of a study that assesses the measures taken by universities in selected South East Asian countries when developing the competencies of students from other countries. This is to address the internationalization thrust of higher education (HE) that constitutes the participation of international students and academics in HE-related activities. Specifically, this study assesses whether the academic programs (a) suit students' diverse backgrounds; and (b) address the cultural background from where the international students come from. Four participants from four different countries participated in this study. Two were HE academic leaders, researcher, and university leader; one was HE researcher and academic; while another was an academic. The data were collected through online in-depth interviewing conducted via email. The results revealed that majority of them perceived that cultural background was not addressed in the academic programs. However, certain courses in the HE institutions did address the host countries' cultural beliefs and traditions. The findings are discussed in the context of higher education institution to enlighten universities and higher education authorities on the appropriate method to design curriculum in universities hosting international students.
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