This study examined the validity and reliability of PERMA instruments to determine the nature of PERMA for Indonesian students in mathematics education programmes. A total of 274 students participated, selected by using cluster random sampling. A survey design was employed to investigate the factor structure of the PERMA. Quantitative data were analysed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) using SPSS 23 and AMOS 18. EFA revealed similar structures from prior research and the present study. The CFA approach verified the questionnaire of PERMA was satisfactory for Indonesian students' context. This work concludes the PERMA of Indonesian university students have a five-factor structure. These findings imply the greater importance of validating and confirming the structure of students' PERMA relative to translating a construct into a different language.

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As a crucial feature of assessment for learning (AfL), questioning technique plays an important part in student learning. In an AfL classroom, questioning technique is not merely a pedagogical tool to elicit evidence of students' understanding but also a means to improve their understanding. Effective classroom questioning underpins AfL; However, research into AfL raises significant doubt about the efficiency of teachers' questioning during AfL especially in Malaysian primary schools where AfL is still in its infancy. The current study illuminates the process of classroom questioning during AfL in a Malaysian primary school ESL context. This qualitative case study was conducted in a selected primary school around Selangor, Malaysia. Three ESL teachers teaching in the selected school took part in the study. In order to collect data, twenty periods of each teacher's classroom were observed. Then, interview was conducted with each individual teacher. Interviews and observations were tape-recorded verbatim and transcribed for further analysis. The results indicated that the low-cognitive level of questioning techniques and strategies were utilized by the three teachers. Many findings of this study point to the fact that teachers are still practicing teacher-centered syllabus. The results of the current study showed that the traditional concept of questioning was maintained and classroom questioning did not seem to fulfill the promise of enhancing learner autonomy which is the focus of AfL. The students were not encouraged to ask questions and engage in self-reflection. Many of them were silent oftentimes during classroom questioning and questions were usually answered by a specific group of students or the teachers themselves. Recommendations were made based on the results of the study.

This study explores the correlation between achievement goals and positive emotion, engagement, relationship, meaning and accomplishment (PERMA) which might affect life satisfaction for Indonesian students in English education programs. The present study employed 260 of Indonesian students in English education programs, selected by using cluster random sampling. The students were enrolled in undergraduate 223 (85.8%) and postgraduate 37 (14.2%). The study follows a correlational research design to measure the degree of relationship between achievement goals, PERMA and life satisfaction. We employed confirmatory factor analysis (CFA) with AMOS 18 to analyze the data. Results indicate that achievement goals and PERMA influence positively life satisfaction. Moreover, PERMA is positive full mediators meaning that students who adopt achievement goals with high PERMA would probably have good life satisfaction. In conclusion, PERMA and achievement goals have an positive effect on students' life satisfaction.