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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]

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]