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Objective: This study aimed to 1) investigate the psychometric properties of the Climate Change Anxiety Scale or CCAS (Clayton & Karazsia, 2020) and 2) examine the mediating role of climate change anxiety on the link between experience of climate change and behavioural engagement in climate mitigation in Filipino youth. Method: A total of 452 Filipino adolescents responded to the survey (Mean Age = 19.18, SD = 0.99). Results: A modified two-factor model of the CCAS displayed superior fit relative to the other three models tested. Confirmatory factor analysis in Phase 1 yielded a stable two-factor structure with strong factor loadings and good internal consistency. In Phase 2, cognitive-emotional, but not the functional impairment component of climate anxiety, showed a mediating effect on the relationship between experience of climate change and behavioural engagement in climate mitigation. Conclusions: This study is the first to demonstrate that CCAS subscales have distinct mediating roles in linking Filipino adolescents' experience of climate change and mitigation behaviours. Further validation of the CCAS is recommended, as well as further research on the factors that can promote environment-friendly behaviours in Filipino youth.

The Frost Multidimensional Perfectionism Scale or FMPS is one of the first empirically validated measures of perfectionism. Cultural nuances demand that the efficiency of a short version of this scale, FMPS -- Brief, be tested on an Asian sample. Given the wealth of studies that consistently linked perfectionism to academic achievement, research on the utility of this brief instrument especially with students from a collectivist background is needed. Confirmatory factor analysis of data from a sample of Filipino university students (N = 306) revealed that FMPS-Brief is a reliable and valid measure that can be used in an academic context. Aside from exhibiting the two-factor structure of perfectionism, the scale also displayed good internal consistency and convergent validity with another short version of a commonly used perfectionism measure, the Hewitt and Flett Multidimensional Perfectionism Scale. There was also evidence for the measurement invariance of FMPS-Brief across three time points. The brief scale can be used whenever the need for a short but psychometrically sound instrument for perfectionism arises.

The Learning Climate Questionnaire (LCQ) measures teacher autonomy support in the classroom. There are various versions of the LCQ available, a 15-item full-scale version and a 6-item shortened version. Recent research suggests that using a 5-item version of LCQ is a more effective measure of teacher autonomy support. Using data from a sample of Filipino undergraduate students, the single-factor structure of the Five-item LCQ (LCQ-5) was validated through confirmatory factor analysis along with three longer versions of the scale. Results showed that LCQ-5 outperformed the alternative versions of LCQ in terms of model fit. To demonstrate construct validity, LCQ scores were correlated with measures of parent and peer autonomy support, as well as with the short version of the self-oriented perfectionism subscale of the Hewitt and Flett Multidimensional Perfectionism Scale. LCQ-5 also displayed gender invariance and good internal consistency. The findings suggest that the LCQ-5 can be used as a brief but psychometrically valid measure of teacher autonomy support. Implications for the measurement of teacher autonomy support are discussed.

Learning management systems (LMSs) have facilitated access to courses beyond conventional classroom environments via distance and asynchronous education. Although numerous studies have examined LMS usage in higher education institutions, review of scales measuring the LMS experience of both students and teachers remains scarce. This scoping review aimed to identify scales assessing student and teacher experiences with LMS, along with the attributes of studies employing these scales. The systematic search encompassed five databases, ultimately incorporating 79 of 5536 peer-reviewed articles in the final review. Findings revealed that included studies predominantly focused on student samples, with fewer examining teacher samples and even fewer involving both stakeholders. The majority of included studies created their own measurement, and over half of the newly created measurements were combined with constructs that were extracted from multiple theories. The System Usability Scale is the only measurement that has been used in multiple studies. The Technology Acceptance Model (TAM) and DeLone and McLean's Information Success (IS) model emerged as the most frequently employed frameworks for investigating factors influencing LMS utilization. Moodle ranked as the most commonly assessed LMS within the reviewed studies. Based on this data, recommendations for future LMS research are discussed. [ABSTRACT FROM AUTHOR]

The development of a positive self-concept is crucial for young people to flourish and thrive. Self-satisfaction stemming from a positive self-evaluation is assumed to be partially contingent upon the quality of relationships that the individual has with socialization agents. The ability to view oneself as worthy and valuable has the potential to translate to positive developmental outcomes including a desire to engage in prosocial behaviors. In this study, the association of youth's enabling relations in different social contexts with their self-satisfaction was examined. Analysis of data from Filipino college youth (N = 1001) suggests that enabling relations within the family, school, peer, and community are factors related to self-satisfaction. Among these, relationships formed in school appeared to have the strongest association with self-satisfaction. Further analysis showed that self-satisfaction has direct effects on prosocial behaviors, and indirect effects through strength of inner self. Implications of the findings especially the importance of helping the youth achieve self-satisfaction are discussed., Author(s): Patricia Simon [sup.1] Author Affiliations: (1) grid.443192.9, 0000 0004 0470 3686, Department of Psychology, De La Salle University Manila, , 2401 Taft Avenue, Malate, 1004, Metro Manila, Philippines Ecological [...]

The authors investigated the impact of a manualized high school transition program, the Peer Group Connection (PGC) program, on the graduation rate at a low-income, Mid-Atlantic high school. The program utilized 12th-grade student peer leaders to create a supportive environment for incoming ninth-grade students. Results of a randomized control trial demonstrated that male students who participated in the program during Grade 9 were significantly more likely to graduate from high school within 4 years than male students in the control group (81% vs. 63%). Findings suggest that peers can be effective in delivering a school-based, social emotional learning intervention and that it is possible to intervene in Grade 9 to influence the probability of high school graduation.

This study examined training outcomes for lay service providers who participated in a motivational interviewing (MI) training program designed to help increase intrinsic motivation and academic achievement among urban, low-income minority youth. Seventeen lay academic advisors received 16 hours of workshop training in MI. Additionally, two 2-hour booster sessions and five 2-hour weekly group supervision sessions were conducted with lay advisors over a period of 7 months; 100% of lay advisors (n = 17) participated in the workshop training and booster sessions, and 71% of lay advisors (n = 12) completed all group supervision sessions and submitted tapes for review. MI training was associated with increased knowledge of MI principles among lay advisors, increased proficiency in responding to simulated clients in an MI consistent style, increased use of MI-adherent behaviors in sessions with real clients, and maintenance of high motivation to use MI from pretest to post-test. Although lay advisors increased their knowledge of MI, further training is required for advisors to increase competence in delivering MI. Overall, implications for using MI in the context of school-based settings are discussed.