Aqeel Khan

Social support as a moderator of positive psychological strengths and subjective well-being.

The present study was conducted to examine: (a) the relation of positive psychological strengths, i.e., hope, optimism, self-efficacy and resiliency, with subjective well-being, and (b) the role of social support as a moderator of positive psychological strengths and subjective well-being. The following hypotheses were proposed: (a) that positive psychological strengths would be positively related with subjective well-being and social support; (b) social support would moderate the relation of positive psychological strengths with subjective well-being. 116 men and 64 women (M age = 21.53 yr., SD = 4.99, range = 33) from India participated. Significant positive relationships were found for positive psychological strengths with subjective well-being and with social support network (family, friends, and others). Regression analysis showed social support significantly moderated the relations of positive psychological strengths with subjective well-being.

The Benefits of Headship Mentoring An Analysis of Malaysian Novice Headteachers’ Perceptions

In this article we examine the mentoring program for novice headteachers and what they perceive as its purposes, as well as the constraints to successfully implementing it in Malaysian schools. Using a survey research design we analysed responses from 200 newly appointed headteachers from two state departments of education, and interviewed six headteachers through two focus group interview sessions. As expected, headteachers revealed that mentoring had significantly improved their professional values as a school leader, and had led to the creation of a knowledge sharing culture that boosted their confidence level and improved their practical knowledge related to school leadership. However, headteachers also revealed that time constraints negatively impacted on the effective implementation of mentoring. The study also offers practical suggestions for the headship training system in Malaysian context.

Contrasting Lay Theories of Polyculturalism and Multiculturalism Associations With Essentialist Beliefs of Race in Six Asian Cultural Groups

Multiculturalism and polyculturalism are two lay theories of culture that have been associated with some similar intergroup attitudes and behaviors. But other than the studies of Rosenthal and Levy in the United States, there have been no studies that directly distinguish between these two lay theories. In this study, we use confirmatory factor analysis procedures to show that multiculturalism and polyculturalism represent two distinct latent constructs among our 1,730 participants in six Asian cultural groups (China, Hong Kong, Indonesia, Macau, Malaysia, the Philippines). Moreover, we show that essentializing race is associated with endorsement of multiculturalism (but not polyculturalism) in five cultural groups (except Hong Kong). The results provide strong cross-cultural empirical evidence for the distinction between the two lay theories and, more importantly, point to aspects of the lay theory of multiculturalism that relate to why it is sometimes associated with stronger stereotyping and prejudice toward minority cultural groups.

Problem-solving coping and social support as mediators of academic stress and suicidal ideation among Malaysian and Indian adolescents

This study examined whether productive coping styles and social support were significant mediators of the relationship between academic stress and suicidal ideation. The survey was performed on a sample of 300 Malaysian and 300 Indian college students. The participants completed psychological assessments of productive coping styles, social support, academic stress, and suicidal ideation. Significant cultural and demographic differences emerged. Indian students reported higher suicidal ideation and academic stress than did Malaysian students, and Malaysian students received more social support and had better problem-solving coping styles than did Indian students. Overall, students who were male, non-religious, and from low-income families reported more academic stress and more suicidal ideation. Productive coping styles and overall social support strongly affected the relationship between academic stress and suicidal ideation among both countries’ participants.

Sex Differences in Educational Encouragement and Academic Achievement

Sex differences in educational encouragement and their predictiveness of academic achievement were examined among 442 secondary school students (M age = 13.2 yr., SD = 1.9). Education-related encouragement received from mothers, fathers, friends, and teachers was assessed. Academic achievement was based on student self-reports and grades. Female adolescents reported receiving statistically significantly more educational encouragement from their mothers, fathers, friends, and teachers than did male adolescents. In regression, sex and educational encouragement from parents, friends, and teachers were found to be significant predictors of academic achievement.

Cross-cultural adaptation of the Spence Children's Anxiety Scale in Malaysia

INTRODUCTION Anxiety among children has increased in recent years. Culturally adapted questionnaires developed to measure the level of anxiety are the best screening instruments for the general population. This study describes the scientific translation and adaptation of the Spence Childrens Anxiety Scale (SCAS) into the Malay language. METHOD The process of scientific translation of this selfreport instrument followed the guidelines of the Task Force for Translation and Cultural Adaptation of the International Society for Pharmacoeconomics and Outcomes Research (ISPOR). RESULTS The Malay version and its adaptation for a new cultural context are described. CONCLUSION The Malay version achieved the aims of the original version and its conceptual and operational equivalence. It may be used as the first Malay instrument to measure anxiety among children in research and in clinical and community settings.

The Role of Peer Group, Parental Involvement and Classroom Climate on Students' Achievement

The development of students is often marked by the success of achieving student achievement in school. The achievement is often used as one of the benchmarks of the success and performance of a school. However, it is possible that on the other hand the development of students is also influenced by family and environmental factors. This study aims to find empirically factors such as Peer Group, Parental Involvement and Classroom Climate in forming Student Achievement. Research method with the correlational approach. The sample of the study were 148 students. Data collecting technique with Likert Scale questionnaire ranges from 1 to 5. Construct validity of each questionnaire with Principle component axis through Varimax Rotation with the eigen value of 0.600. The results showed that: first, there was positive influence of Peer Group (X1), Parental Involvement (X2) and Classroom Climate (X3) both individually and collectively to Student Achievement with Ry123 of 0.710 with variance determination of 0.504. That is, the contribution of Peer Group (X1), Parental Involvement (X2) and Classroom Climate (X3) together in form Student Achievement students of 50.4% while the rest of which is 49.6% formed by at least 1 (one) other variables Based on the residual sum of squares ratio of 2482.448 with sum of squares regression of 2520.579. While Fregression generated at 48.737 is very significant at α <0.01. The decisive main role of forming Student Achievement is Classroom Climate (X3) with t of 5.182 is very significant at α <0.01. The second determinant role of forming Student Achievement is Peer Group (X1) with t equal to 4,047 is very significant at α <0.01. Secondly, there is a difference in Student Achievement if the differentiated level of education with F of 3.991 is significant at α <0.05. Apparently fourth-grade elementary school better achievement than class student 5 and 6 with average equal to 30.5294 and standard deviation equal to 4.86207 significantly at α <0,05. The implication of the research is the need to develop new policies in education governance through the realization of an educational model that creates Transformational Classroom Climate and learning that focuses on Peer Group through Cooperative Learning in order to increase the capacity and potential of students to be maximal in order to maximize Student Achievement.

Indonesian teacher engagement index (ITEI): Decision support system for education

Indonesian Teacher Engagement Index (ITEI) is an instrument designed to help teachers to detect themselves through self diagnostic. The results of self-diagnostic is then systemally developed with the goal of becoming a decision support system for the central government to the areas in the field of education. This study aims to develop ITEI design as a Decision Support System in education especially related to teacher engagement. This research uses Neuroresearch method with exploratory research and explanatory research stages at the development stage of IT model. The result of research is 1) construct theoretical construct of ITEI, and 2) design the ITEI model as a Decision Support System through several stages of arrange the Database Design, arrange the Flowchart Responder, Designing the ITEI Model as a Decision Support System and arrange the System Profile Scheme.