This study examines the relationship between gratitude, resilience, and academic performance among students of a public university in Malaysia. One hundred and forty-six samples were obtained through a simple random technique (N=235). The survey employed GQ6 (Gratitude Questionnaire), Brief Resilience Scale (BRS), and self-reported grade-point average (GPA) as its measurement tools. Correlation analysis shows that gratitude has a high positive relationship with resilience and academic performance. Findings from the study support those of previous studies about the importance of gratitude in improving student’s psychological resilience and academic performances. The study suggests that adopting a sense of gratefulness and appreciation helps students overcome challenges in their educational journey at university.
Purpose This study aims to provide empirical evidence of how the five disciplines of learning organization introduced by Senge (1990) are practiced and how it could cultivate self-directed learning among employees. Design/methodology/approach This qualitative study used a case study approach to get an in-depth understanding of how organizational learning is practiced in an innovative motorcycle-manufacturing company in Indonesia. A total of 30 staff and managers were selected purposively and interviewed by using a semi-structured interview to gain information about their experience in practicing the 5 disciplines in their daily work–life. Among the 30 participants, 11 were at the managerial level and 19 were at the staff level. Data collected were analyzed using a content analysis approach. Findings This study provides empirical evidence of how self-directed learning is cultivated in an organization that applies the five disciplines of learning organization introduced by Senge (1990). This study found that to cultivate self-directed learning, an organization needs to build a working climate where the five disciplines are integrated into daily work–life. Organizations need to ensure that its vision is shared by each of the employee, build synergy for personal mastery and team learning, train their employees to continuously refine their mental models and improve their ability to think using a systems approach. Practical implications The implications and recommendations arising from this study, first, provide insight to managers and human resource (HR) practitioners about the importance of creating a conducive working environment for learning. Moreover, with learning facilities in the era of industrial revolution 4.0, organizations need to shift their attention on how to transfer the responsibility of learning to the hands of the employees and HR practitioners should focus on providing more opportunities for employees to direct their own learning. Second, to support a learning environment that is conducive for cultivating self-directedness in learning requires commitment from top leaders in the organization. Originality/value This study observed that Senge’s approach to organizational learning focuses heavily on the individual’s processes and the interactions between them. Further studies are suggested to integrate knowledge management, particularly on how new knowledge is gained, stored, created, used and disseminated under the five pillars of the learning organization. It is also recommended to look at a broader perspective, such as the role of technology in intensifying learning and the role of strategic leadership in learning.
Kajian ini bertujuan untuk mengkaji pengaruh metakognitif terhadap resilien serta peranan efikasi kendiri sebagai moderator dalam kalangan guru Bimbingan dan Kaunseling. Kaedah tinjauan dengan mengedarkan soal selidik berbentuk Google form secara atas talian melalui emel kepada sampel yang terpilih. Seramai 252 sampel telah terpilih melalui kaedah persampelan kelompok. Data dianalisis menggunakan SPSS versi 26 dan IBM-SPSS-AMOS versi 24. Kaedah analisis Struktural Equational Modelling (SEM) telah digunakan dalam kajian ini. Melalui pengujian path Analysis dan Multi-group CFA mendapati bahawa metakognitif mempengaruhi pembentukan resilien (p=0.000) dan efikasi kendiri berperanan sebagai moderator penuh antara metakognitif dan resilien dalam kalangan Guru Bimbingan dan Kaunseling di Sarawak.
The tourism industry plays a crucial role in Malaysia's economy, driving long-term growth and development. To deliver high-quality customer experiences, the industry must consider numerous factors, including the level of knowledge of its employees. This study explores the relationship between knowledge and service quality in the context of tourist guides working in the Southwest Sarawak (Kuching), Central Sarawak (Sibu) and Northeast Sarawak (Miri) regions. The study was conducted using a stratified random sampling method, and data was collected through a survey questionnaire. The data was analysed using Structural Equation Modeling techniques, and the findings indicated a significant relationship between knowledge and various service quality dimensions, including reliability, assurance, tangibles, empathy, and responsiveness. The study aims to inform the development of effective policies and programmes by the Ministry of Tourism and its agencies and to provide a foundation for future research on the Malaysian tourism industry.
The present study investigates the efficacy of the guided learning approach in promoting self-directedness among first-year, first-semester university students in Malaysia. Based on a sample of 37 participants, this study employs the SECI (Socialization, Externalization, Combination, and Internalization) Model as a theoretical framework to examine the transfer of knowledge between the lecturer and students, as well as among students. Using an SDL (Self-Directed Learning) Questionnaire, the study assesses the students' level of self-directed learning in the early stages of the semester and then again following the implementation of the guided learning approach throughout the remainder of the semester. The results of this study reveal that the guided learning approach has a substantial positive impact on students' self-directedness, with 94.59% of the participants exhibiting an increase in their SDL level by the end of the semester. These findings reinforce the notion that a guided learning approach is crucial in fostering self-directedness among first-year, first-semester university students in Malaysia and, more broadly, highlight the importance of fostering self-directed learning in higher education.
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