A Comparative Study of Sexual Identity and Emotional Disturbance Between Feminine and Masculine Boys

Feminity in males is considered a problem since it has been related significantly with transsexuality and homosexuality. This study attempted to describe and compare the childhood gender-typed interests, current gender identity, sexual orientation, and level of emotional disturbance among feminine boys and masculine boys. Thirty five secondary-school feminine boys were matched with thirty five masculine boys in terms of their age,race, religion and school attended. The feminine boys were purposively selected and objectively identitifed us ing the Feminine Mannerism Checklist. The seventy respondents were administered five scales:seventy respondents were administered five scales: Childhood Gender-typed Interests Scale (CGIS), Feminine Gender Identity Scale (FGIS), Body Image Scale (BIS), Sexual orientation Scale (SOS) and Emotional Disturbance Scale (EDS)

Gender influences on emotional self-regulation among Malaysian academicians

The Malaysian government aspires to become a leading international education hub, and inline with the aspiration, the Ministry of Higher Education introduced the key performance indicators for the academicians. This resulted in the emergence of a new academic excellence norm which focused on the scholarship. This interpretive study explored the gender influences on emotional self-regulation among the academicians in Malaysia. The study also described the emotional self-regulation strategies taken by the academicians in coping with the challenges of a new academic norm. This study employed a mixed methods approach with grounded theory as the dominant qualitative approach followed by a survey. Data was gathered through semi-structured interviews and a total of 24 professors were interviewed over the period of nine months. An on-line survey was conducted and 595 academicians responded. Findings discovered that academicians self-regulated their emotions through motivating own self, staying focus to achieve personal target, evaluating own self, distinguishing self needs and accepting others’ differences in coping with the lack of working environment support. Through the survey, gender is correlated with emotional self-regulation with female having a higher emotional self-regulation

Can mastery and performance goals predict learning flow among secondary school students?

This study investigated the ability of a motivation construct, learning goals to predict flow among high school students. Learning goals and their influences on learning and performance have been researched extensively, but how much can both mastery and performance goals predict students’ engagement in general learning activities is still not well documented. A total of 94 high school students aged sixteen were given questionnaires that measure their experience of flow as well as learning goals as they engage in learning activities in preparation for a major examination. Standard multiple regression analysis found the model (mastery and performance goals) explains 51% of the variance in flow. Further analysis found that of the two goals, mastery goal makes the strongest significant contribution to explaining flow, whereas performance goal was not a significant predictor of flow. The results are discussed in terms of promoting mastery goal as the main ingredient for students to become engage in their learning tasks. Nevertheless, the beneficial role of performance goal is still not rejected

Exploring the relationship between achievement need and flow in high school students

Academic engagement is the focus, interest, effort, energy and time that students are willing to spend in their learning activities or tasks. It is a question whether academic engagement can be induced by a motivational force namely achievement need, the concern for achieving excellence through individual efforts. This study investigates the role of achievement need in predicting flow in high school students. This study used a preliminary data involving 94 high school students aged sixteen attending two different secondary schools. Students responded to a questionnaire set consisting of a subscale measuring flow and another measuring achievement need. Simple linear regression analysis found that for high school students in this study, achievement need significantly predicts flow. When examined in detail, standard multiple regression analysis found that only two out of three dimensions of achievement need significantly predict flow: commitment and competition. Accomplishment was not found to be a significant predictor to high school students' academic engagement. It is suggested that parents and teachers need to emphasize this achievement need motivation in students so that they become intrinsically motivated and subsequently go into flow when doing their academic tasks to achieve better performance

The need for developing counselling/teaching tools to promote rational thinking

Purpose - The present study was conducted in order to examine the need to develop counseling/ teaching tools aimed at explaining the concept of ABCDE to clients or students. The counseling/ teaching tools will connect the theoretical concepts of ABCDE to practical applications. Rational Emotive Behavioral Therapy (REBT) was developed by Albert Ellis in 1957 and is one of the wellknown cognitive and behavioural approaches of counselling and psychotherapy.REBT assumes that people are both “inherently rational and irrational, sensible and crazy” unless a new way of thinking is learned (Weinrach, 1980).The theory believes that human emotions stem from our belief, evaluation, interpretation and reactions to life situation.Therefore, counselors use ABCDE technique where clients are taught how to change their negative perception towards an event in a more rational and positive way.Albert Ellis used an “ABCDE” mnemonic or memory system to teach the basics of rational-emotive behavior therapy. The ABCDE stands for: A = Activating event. B = Beliefs (IBs & RBs).C = Consequences of B. D = Rational Debate of B. E =Effective/expected new behaviors (new emotion and new actions).The concepts of ABCDE techniques can be difficult to explain to clients or students. Using only verbal descriptions can take time for the clients or students to comprehend the concepts.The counseling/teaching tools are transformation from theory to practical products.Instead of using traditional method of chalk and talk to explain the concepts, lecturers or counselors can use the tools to show the sequence of steps from A to E. Therefore, the counselling/teaching tools will make learning the technique more fun, easy to understand, and take less time to comprehend. There are three objectives of this study: (1) to find out whether the concept of ABCDE is difficult to explain and understand, (2) to determine if there is a need to develop the counselling/teaching tools for ABCDE technique, and (3) to explore the marketability of the counselling tools

A proposed model of motivational influences on academic achievement with flow as the mediator

Motivation is a combined force that influences students to work hard and achieve academically. However, there seem to be a missing link between motivation and academic achievement - learning engagement may be the answer. The aim of this paper is to propose the need for an integration of constructs from six different motivational theories into one motivational path, with flow as the mediator, in order to explain academic achievement better. When these motivational forces work together effectively, they are predicted to influence students to be in a state of flow – engagement in learning tasks. It is also predicted that being in a state of flow will contribute to high academic performance

Exploring Affective Bibliotherapy Features in Children’s Literature for Emotional Healing and Growth

Recent developments in psychology have rekindled interest in the therapeutic potential of literature. Amid the COVID-19 pandemic, wherein many children lack access to conventional psychological assistance, bibliotherapy emerges as a viable aid for addressing personal issues. However, not all children's books are suitable for this purpose, necessitating meticulous scrutiny to ascertain suitable therapeutic reading materials. Through qualitative examination, this study scrutinized the affective bibliotherapy approach within fiction and illustrated books, unveiling three essential bibliotherapy attributes in children's literature. Comprehensive examples are offered for each feature, aiming to enrich future bibliotherapy research and application

An Investigation on the Millennials’ Use of Web Technologies in Higher Education

There is a growing number of millennials in higher education. Much literature has confirmed the millennials as web technology-savvy. This study intended to explore their use of web technologies in higher education learning. The researchers administered a student survey to 646 undergraduates studying in social sciences faculties in nine Malaysian public universities. The respondents confirmed past findings on their use of web technologies. The present study further confirmed that the millennials need training on digital literacy to develop their equal strength as users of web technologies for social and entertainment as well as for academic purposes alike.Keywords: Millennials, web technologies, higher education learningeISSN: 2398-4287 © 2019. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v4i12.188

Exploring the relationship between mobile addiction, interpersonal relationship, and academic behavior among young adults in tertiary institutions

Purpose – Smartphones have become part and parcel of life in the 21st century. Since there has been limited research exploring the relationship between mobile addiction, interpersonal relationship, and academic behaviour among young adults in tertiary institutions, the present study has embarked on an exploration of the relationship between these three variables in the Malaysian higher education context. Methodology – A descriptive correlational research design was employed to collect and analyse the data, which came from a total of 150 young adults who responded to an online Google form distributed through a WhatsApp link. The items in the questionnaire were adapted from various doctorate studies. The data were analysed using descriptive and inferential statistics such as the mean and standard deviation, correlation, and multiple regression. Findings – The study found that young adults in tertiary institutions in Malaysia experienced a case of moderate mobile addiction. The results also established that the three variables, namely mobile addiction, interpersonal relationship, and academic behaviour, were interrelated. The findings revealed that interpersonal relationship has positively contributed to the variance of academic behaviour, while mobile addiction has negatively impacted young adults’ academic behaviour in tertiary institutions. Significance – The findings have provided valuable insights into how to help facilitate the monitoring of disruptive mobile usage among young adults in tertiary institutions