Nie, Youyan

General self-efficacy represents the global sense of personal capability across various situations and tasks. The aim of the present study was to develop and validate a single-item general self-efficacy scale which balances practical demands and psychometric concerns. The psychometric properties of the proposed Single-Item General Self-Efficacy Scale (GSE-SI) were examined among 231 Singaporean adults. Results based on three statistical methods demonstrated good reliability (.594 .607 and .726, respectively, M = .642), as compared with the reliability scores from other single-item scales. It also showed satisfactory criterion-related validity evidence (i.e., correlation with a multiple-item general self-efficacy scale, r = .795). Validity evidence based on relationships with other constructs was supported by the correlations between the scores of general self-efficacy and the scores of six relevant constructs (i.e., positive correlations with life satisfaction and positive emotions, negative correlations with negative emotions, task and perceived stress, and illness symptoms). More importantly, the GSE-SI and multiple-item scale scores showed consistent correlation patterns with their relevant constructs. Both GSE-SI and multiple-item scale scores significantly discriminated between the three clusters in a similar pattern. The present results show that the GSE-SI is a reliable and valid measure of general self-efficacy and can be recommended in future research to complement the constraints of multiple-item scales.

Despite a growing interest in using empowerment as a leadership strategy to enhance teachers’ work motivation to play a more central role in educational change, there is still limited research on how leaders in school organisations empower teachers. One possible reason might be due to the lack of relevant measures for assessing empowering behaviours of leaders in the educational contexts. This study developed and validated the School Leader Empowering Behaviours (SLEB) scale in the Singapore educational context. A convenience sample of 304 teachers from the Singapore schools participated in the study. The sample was randomly split into two sub-samples, Sample 1 (N = 142) and Sample 2 (N = 162). Exploratory factor analysis (EFA) was conducted in Sample 1 to determine the number of factors and select the items. Confirmatory factor analysis (CFA) was conducted in Sample 2 for cross-validation to confirm the factorial structure of the scale and examine the model-data fit. Results from both EFA and CFA provided support for a seven-factor SLEB scale as well as a higher order factor structure. Each sub-scale of the SLEB showed good internal consistency reliability and predictive validity. The potential uses of the SLEB scale were also discussed.

MOE and MCCY have been working on a National Outdoor Adventure Education (NOAE) Master Plan since 2014. The NOAE Master Plan intends for the entire cohort of secondary 3 students to experience a capstone 5-day expedition-based programme at Outward Bound Singapore (Ubin / Coney campuses). This programme aims to strengthen our youths’ self resilience and social cohesion, where students from different schools will be mixed together. Shared common experiences will be created through team-based challenges and expeditions around our island. There is currently a lack of valid and reliable instruments that allows educators to assess learners’ values and dispositions such as confidence, resilience, independence and inter-dependence during the expedition-based camping experiences. Thus, there is a need to develop and validate instruments to collect information on the different aspects of the secondary three students during such adventure-based camp experiences, as well as to inform future refinement for outdoor education for all students.

This study examined the differential effects of constructivist and traditional instruction on students’ cognitive, motivational, and achievement outcomes in English classrooms, using a large representative sample of 3251 Grade 9 students from 117 classes in 39 schools. Results of hierarchical linear modeling (HLM) show differential cross-level effects: After controlling for students’ gender and socioeconomic status, constructivist instruction was a significant positive predictor of students’ deep processing strategies, task values, and English achievement, whereas traditional instruction was a significant positive predictor of students’ surface processing strategies and a negative predictor of English achievement. Our findings provide empirical evidence for the differential effects of constructivist and traditional instruction on multiple outcomes, including students’ achievement and psychological processes that are important for learning.

This study examined how classroom management practices—teachers’ control and care—were differentially associated with students’ engagement, misbehavior, and satisfaction with school, using a large representative sample of 3196 Grade 9 students from 117 classes. Results of hierarchical linear modeling showed differential relations: After controlling for students’ gender and socioeconomic status, both control and care were positively related to student engagement. Moreover, control was a significant negative predictor of classroom misbehavior and care was a significant positive predictor of satisfaction with school. Our findings underscore the importance of blending teacher control and care to achieve multiple goals of classroom management.

The purpose of this study was to examine the extent to which the pedagogical approaches used in the course were related to improvements in students’ attitudes toward statistics in a Quantitative Methods course for psychology undergraduate students in a Malaysian University. The study examined whether increasing availability of the instructor and tutor, carrying out hands-on activities, using collaborative learning, and utilizing scaffolding activities would be related to the improvement of students’ attitudes toward statistics. It also hypothesized that the various pedagogical approaches used would be related to higher levels of achievement in statistics. One hundred and three psychology students from a 14-week undergraduate course on statistics volunteered to participate in this study. The study found partial support that the approaches utilized were related to positive attitude changes toward statistics as well as achievement. Limitations are discussed and future research is suggested.

Student well-being is inexorably bound to modern educational systems and schools have an inherent responsibility to examine student well-being. It is vital that schools have at their disposal a valid and reliable measurement tool to assess student well-being. A popular conceptual framework of well-being is the PERMA model (positive emotions, engagement, relationships, meaning, and a sense of accomplishment). The PERMA-Profiler is a scale that focuses exclusively on measuring these factors. However, results from previous validation studies have been mixed with issues arising from items on engagement and its model structure. Thus, the aims of the present study were to (1) modify the PERMA-Profiler to assess student well-being in secondary schools, and (2) evaluate the psychometric properties of the modified PERMA-Profiler. Study one included focus group discussions with 5 teachers and 20 students, followed by a preliminary trial to 387 secondary one (year 7 equivalent) students (194 boys, 193 girls). Several items were modified after analysing the results from study one. Study 2 aimed to validate the amended questionnaire by extending its administration to 3788 secondary one students (2202 boys, 1586 girls) over 17 schools. Results indicated that the questionnaire exhibited good psychometric properties, namely (a) it had excellent reliability indices of coefficient omega, (b) convergent validity was established with school satisfaction and test anxiety and (c) it demonstrated excellent fit with a five-factor model. Furthermore, there was measurement invariance between gender. The modified PERMA-Profiler shows promise as a valid and reliable measurement of student well-being in secondary schools.

The aims of this study are to examine the learning approach profiles, or study orchestrations, of 357 pre-university students and its relations to academic achievement and motivation. As study orchestrations are context-specific, the current research is based on the subject of mathematics. Results indicated that four types of study orchestrations emerged: high-high, high-low, high-mid and low-low in deep and surface learning. Students with a high-high and high-low study orchestration had the highest academic achievement and intrinsic motivation. The level of identified regulation differs across all clusters whereas there were no significant differences in introjection except for the low-low study orchestration. External regulation is associated mainly with surface learning. Amotivation is associated mainly with a lack of deep learning.