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This study investigated the associations between self-compassion, resilience, and psychological well-being among 408 counselors in Malaysia. Data were collected by using a web-based survey. PLS-SEM analyses revealed that self-compassion was positively related to counselors' resilience and psychological well-being, whereas resilience was positively related to counselors' psychological well-being. Results also showed that resilience significantly mediated the associations between self-compassion and psychological well-being among counselors. The hypothesized model explained the substantial influences of self-compassion and resilience on counselors' psychological well-being. This study highlighted the two important human factors, i.e., self-compassion and resilience, with implications for integrating these two influential constructs in the development of counselors' psychological well-being. [ABSTRACT FROM AUTHOR]

In recent years, mathematical thinking and reasoning have been widely discussed to promote students' abilities to apply mathematical knowledge and ideas in their daily living. However, few studies have investigated the role of self-regulation in relation to reasoning. This study examined the effects of self-regulation processes on student mathematical reasoning and academic achievement. Using a quantitative research design and the PLS-SEM technique, data were collected from 248 private school students in Malaysia. The PLS-SEM results showed that behavioral regulations, including processes of self-observation, self-judgment, and self-reaction, are decisive factors in influencing student academic achievement and student mathematical reasoning ability. The dimensions of motivational regulation, including processes of self-efficacy, task value, and mastery goal orientation, are dominant factors influencing student reasoning ability, followed by cognition regulation, which includes use of elaboration strategy and critical thinking skills. The study also found that cognition regulation is a significant mediator of the relationship between motivational regulation and reasoning ability. Behavioral and cognition regulation processes, as well as students' reasoning ability, are the mediators of motivational regulation on academic achievement. The results of this study suggest that teachers should foster the adoption of self-regulation processes in mathematics learning. [ABSTRACT FROM AUTHOR]

Teaching introductory statistics to postgraduate students from multidisciplinary background and with diverse mathematics ability is a huge challenge that many statistics lecturers do not deny. The large ability range can make it very difficult for lecturers to fine tune the right level for effective course delivery. Even though an introductory statistics course has been seen as a necessary component for many postgraduate programs, research has shown that students have come to perceive statistics negatively. One suggestion for improving students' attitude toward statistics is through the use of innovative instructional approaches. This paper investigates the extent to which scenario-based learning (SBL) method used in a Statistics for Research in Education course were related to improvement in postgraduate students' attitude toward statistics. Nineteen students who enrolled in the course during the first semester of 2019/2020 were taught using the SBL instructional method. Survey of Attitudes Toward Statistics-36 (SATS-36) was used to measure six statistics attitude components at the beginning and at the end of the course. Overall results show that there is a difference between mean score of attitude before and after exposure to scenario-based learning method. Scenario based learning has some positive effect on student attitude toward statistics. [ABSTRACT FROM AUTHOR]

This study aims at investigating the direct effects of three motivation factors, self-efficacy, task value, and mastery goal orientation, and a deep cognitive strategy, critical thinking skills on students’ mathematical reasoning ability. Besides, the study focuses on the examination of the mediating effects of critical thinking skills on the motivation factors for students’ reasoning abilities. Data were collected from 212 eleventh-grade high school students. The study used the partial least squares-based structural equation modeling to test the path relationships. Results revealed that task value and critical thinking skills were the two dominant predictors of students’ performance in mathematical reasoning. Besides, critical thinking skills was fully mediated with the relationship of mastery goal orientation on the students’ abilities to solve the reasoning tasks. A small effect of complementary partial mediation was found for task value on reasoning abilities through use of the critical thinking skills. Self-efficacy was revealed as having no direct effect on the application of critical thinking skills nor performance in mathematical reasoning. Policymakers or educators should take these results into consideration to seize opportunity for students to make sense and think critically in mathematics studies. [ABSTRACT FROM AUTHOR]

Teaching and learning geometry is not merely about memorising geometrical properties but about grasping the conceptual understanding of geometry as well. Students, however, face challenges in the classroom trying to develop their geometrical thinking. The purpose of this study is to identify whether phase-based instruction using Geometer's Sketchpad helps primary school pupils develop their Van Hiele levels of geometric thinking regarding angles significantly. Eight different pre-sketched activities were designed based on Van Hiele's five phases of learning to guide the students in learning about geometrical angles. Pre and post Van Hiele Achievement Tests were given to both the experimental and control groups before and after the intervention. Inferential statistics such as Mann-Whitney test and Wilcoxon signed-rank test were used in analysing the quantitative data. Results of the pretest indicated no significant difference between both groups of students in their Van Hiele levels of geometric thinking. After the intervention, the findings showed that students in both the experimental and control groups have improved significantly in terms of their Van Hiele levels of geometric thinking. Additionally, results of the Mann-Whitney test revealed that the difference in Van Hiele levels of geometric thinking between students in both groups was significant during posttest. In short, phase-based instruction using Geometer's Sketchpad has helped the students to develop their Van Hiele levels of geometric thinking and provided an insight for the educators to further utilise the software. [ABSTRACT FROM AUTHOR]