Several recent studies started to relate religious beliefs and sustainable behavior. For this reason, there is a high possibility that students’ religious beliefs can be a strong impetus for practicing sustainability knowledge. The education for sustainable development (ESD) in universities should not be separated from the meaningful religious belief of university students. Therefore, we proposed the theocentric worldview which centered on a religion-spiritual relationship with God to be included as a part of ESD. This worldview is important in making ESD content meaningful for religious university students. In this paper, we used a religion-spiritual concept from Islamic teachings as an example of how a religious belief can be embedded within ESD for university students.
(1) Background: The influence of academic boredom and intrinsic motivation on students’ learning and achievements is receiving more attention from scholars. Nevertheless, studies on how intervention decreases academic boredom and promotes intrinsic motivation during study remain unexplored. (2) Purpose: The purpose of this study is to investigate whether positive education intervention based on the PERMA model would help Chinese college students with learning-related academic boredom, class-related academic boredom, and intrinsic motivation. (3) Methods: This study is quasi-experimental research with a control group including pre-test and post-test. The study was conducted with 173 students, including 86 (n1 = 86) experimental and 87 (n2 = 87) control group students. (4) Results: Results revealed that students in the intervention condition reported significant reductions in learning-related academic boredom and class-related academic boredom, and significant increases in intrinsic motivation in comparison to their counterparts in the control group. (5) Conclusions: These findings indicate that positive education intervention for college students is a promising approach to reducing academic boredom and increasing intrinsic motivation among Chinese college students.
This study was to examine the principal's leadership level of understanding on the teacher's work discipline in one school at Federal Territory of Labuan, Malaysia. A total of 131 people were included in the sample, which included all teachers in one school at Federal Territory of Labuan, Malaysia. A series of questionnaires adapted from prior research that cover the scope of this investigation, as well as survey questions generated based on operational definitions and literature reviews, were employed in this study. The most common approaches to analyzing the research objective are descriptive analysis and factor analysis. The results showed that there is a significant relationship between the level of knowledge of the principal's leadership and the teacher's discipline on demography. The implications of this study are to identify the level of knowledge of teachers regarding the ethics of the teaching profession and the discipline of teachers working within the organization. This will help the relevant parties in organizing each mechanism to further enhance the knowledge level of the principal's leadership in the profession. This study is still relevant today and will be carried out in the future with increasing issues such as integrity and value in the teaching profession.
Academic boredom is negatively related to students’ academic outcomes like intrinsic motivation. Positive education is dedicated to improving both students’ academic outcomes and wellbeing. In this study, China’s “6+2” positive education model was adopted to develop an intervention program that aimed to reduce academic boredom and improve positive emotions, thought-action repertoires, and intrinsic motivation. Theoretically, this emotion-oriented treatment is expected to cultivate positive emotions to broaden students’ attention scope, widen their thought and action repertoires, facilitate intrinsic motivation and build up enduring psychological resources that help them better cope with negative emotions like academic boredom and trigger upward spirals toward emotional wellbeing. This proposed model fills a research gap in existing interventions and provides new theoretical knowledge in terms of reducing academic boredom and improving academic success as well as wellbeing among Chinese college students. The theoretical framework of this study consisted of the broaden-and-build theory of positive emotions, basic psychological needs theory, and the control-value theory of academic emotions. Received: 11 August 2021 / Accepted: 3 October 2021 / Published: 5 November 2021
Over centuries, English has become the dominant language throughout the world. The role of English in many areas such as education, politics, business, science, and technology is undeniable. Nonetheless, the explosive growth of China as one of the world leading powers has caused many people to be in an "alert" state especially in embracing Mandarin as a second language. Although it seems plausible to accept Mandarin as a second language, the language however could be very difficult for one to master. There are four main components of learning Mandarin, which are reading, writing, listening and speaking. Therefore, this concept paper discusses the role of culture as one innovation in teaching and learning processes. Through the discussion in the paper, the authors hope to instill the idea of immersions of culture in the curriculum for the betterment of the students in acquiring Mandarin as a second language.
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