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PurposeInternational students with low proficiency in the English language remain at high risk of academic, social and psychological maladjustment. Using an acculturation theoretical framework, this study aims to show that acculturation stress and social support mediate the relationship between language proficiency and academic, social, and psychological adjustment among 675 international postgraduate students in Malaysian public universities.Design/methodology/approachCorrelational research design was employed to gather data from 227 females and 448 males aged between 22–45 years belonging to Asian, Middle Eastern or African countries. Out of these, 292 students were enrolled in master's degrees, and 383 students were enrolled in Ph.D. Self-administered questionnaires were used which includes Student Adjustment to the College Questionnaire (SACQ) to measure students' academic adjustment, Kwak to assess students' English language proficiency, Multidimensional Scale of Perceived Social Support (MSPSS) to assess perceived availability of social support from friends and Acculturative Stress Scale for International Students (ASSIS) to measure acculturation stress.FindingsThe hypothesized model was tested using path analysis with manifest variables in Analysis of Moment Structures (AMOS) 23.0. The findings suggest that language proficiency is a significant predictor of academic, social and psychological adjustment of international students, and this relationship is partially mediated by acculturation stress and social support.Research limitations/implicationsThe article concludes with implications and recommendations for international student offices and program organizers to ensure conditions for successful academic, social and psychological adjustment of the international students.Originality/valueThe manuscript has not been published or submitted elsewhere.

Technology infusion with education is gaining momentum as a novelty to keep students engaged and motivated throughout their learning process. Students' engagement in the classroom is central to their academic achievement. However, test anxiety can affect the academic performance and achievements of the students. Thus, in this study, we examined whether teaching and assessment through Kahoot! enhances classroom engagement and improves test anxiety. A quasi-experimental design was employed with a total of 40 Grade 9 students from a public school situated in Malakand, Khyber Pakhtunkhwa, Pakistan. Engagement and test anxiety were measured using standardized scales, and analyzed using correlation, regression, and t-tests in SPSS v25. Findings revealed that Kahoot! positively predicted student engagement and negatively predicted test anxiety. A significant mean difference between the experimental and control group found the experimental group exhibited higher scores on engagement and lower scores on test anxiety. A significant mean difference of gender was found whereby females exhibited high scores than males on engagement and no significant difference on test anxiety. The findings of the study suggest that Kahoot! can be implemented in schools to enhance the students' engagement and decrease their test anxiety.

Purpose – Academic and psychological adjustment of international students is central to their success while pursuing their degrees abroad. However, acculturation stress is abundant and may pose as a challenge. Thus, in this study we examined whether social support mediates the association between acculturation stress and academic and psychological adjustment. Methodology – A cross sectional research design was employed. A total of 200 postgraduate international students from three Malaysian public universities were recruited to participate in the study. The Student Adjustment to College Questionnaire was employed to measure their academic adjustment and psychological adjustment. The Multidimensional Scale for Perceived Social Support and the Acculturative Stress Scale for International Students were used to collect data on social support and acculturation stress. Path analysis by AMOS 23 was used to test the hypothesized relationship. Findings – Results provided support for the proposed model, revealing that social support was associated with greater academic and psychological adjustment among international students. Significance – The present study has implications for university policies, counsellors, and student affairs departments on the need to take measures to facilitate healthy academic and psychological adjustment among international students.

The study aimed at identifying the association between Bandura’s four hypothesized self-efficacy sources and reading comprehension by employing reading self-efficacy beliefs as a mediating variable. A correlational research design was used. A total of 351 Saudi EFL learners were selected from eight public universities of Kingdom of Saudi Arabia by employing proportionate stratified random sampling. Two questionnaires including ‘questionnaire for sources of reading self-efficacy’, and ‘reading self-efficacy beliefs questionnaire’, and an IELTS reading comprehension test were used to collect the data. Path analysis by AMOS 23 was utilised in order to test the hypotheses. Findings provided support for the proposed conceptual framework, disclosing that all the four self-efficacy sources were significantly associated with reading self-efficacy beliefs. Also, reading self-efficacy beliefs were significantly associated with reading comprehension. Lastly, reading self-efficacy beliefs mediated the association between self-efficacy sources and reading comprehension. This study offered several theoretical and practical implications for EFL learners, instructors, and educational policymakers on the need of inculcating self-efficacy beliefs among learners to facilitate them in English reading comprehension.

An aspect that has been exhaustively researched in the motivation of the higher education discipline is the engineering students' process of goal-orientation, epistemological beliefs towards intrinsic motivation. However, the focus of those researchers as commonly the influence of goal orientations and epistemological beliefs on intrinsic motivation; they have not combined the two factors and examined relationships among goal orientation, epistemological beliefs, and intrinsic motivation. Therefore, although there is a plethora of research on the matter in related disciplines, the researchers commonly do not have consensus on a term that could be used to discuss how engineering students are motivation. This paper identifies literature whose characteristics have focused on the concept of motivation. Attempts were made to retrieve related lietarure empirically examined motivation, extrinsic motivation, Goal orientation, Epistemological beliefs, and intrinsic motivation to gain insight information. It is believed that the present study may help educators in organizing content, preparing curriculum, and evaluate student tasks, so that students can begin to develop more mature and effective epistemological beliefs and design their proper goals for their learning process.

A significant concern has emerged regarding bullying among middle and high school students, as such aggressive conduct is associated with both a tendency towards aggression and certain personal attributes, including self-control, empathy, impulsive emotional regulation, and temperament. An understanding of the interrelations among these factors is essential for informing the design of effective anti-aggression measures to address bullying within educational settings. Adopting a quantitative research approach, this study collects data from middle and high school students using structured questionnaires. The investigation examines adolescent aggression, personal traits, and bullying behaviours by employing structural equation modelling (SEM) through Smart PLS. A stratified random sampling technique ensures equitable representation of various student subgroups. The findings indicate that limited self-control, heightened impulsivity, poor emotional regulation, and low empathy are key contributors to bullying tendencies. The link between aggression and bullying is shaped by personal characteristics, wherein emotional regulation and empathy serve as protective factors, whereas impulsivity and adverse temperament exacerbate bullying behaviours. Experimental research highlights the psychological mechanisms that underlie bullying and underscores the importance of equipping children with emotional competencies via school-based initiatives. The outcomes of this study offer valuable insights to educational psychology, supporting policymakers, educators, and practitioners in developing targeted intervention programmes designed to curb bullying and foster safer learning environments.

In the fast-paced era of educational digitization, the nature of learning styles has been changing drastically, over the time with novel learning practices. In this study, to enhance a self-paced and personalized student learning experience, an integrated approach was implemented, based on the latest system of HTML5-based interactive videos content (H5P). The proposed approach accommodated to student's affective and cognitive learning needs. The underpinnings of theoretical foundations included Brame's effective educational videos framework, and Gagne's Instructional design model. An experimental design was carried out to test the effectiveness of interactive videos in teaching the university code of ethics, which would result in better knowledge retention. Students were randomly selected from different universities (N=200). The participants were taught the university's code of ethics, policies, and procedures using the developed interactive videos-based course of Code of Ethics, and subsequently their interest, engagement, and performance were evaluated. Descriptive and inferential statistics were used for analysis. It was found that the interactive videos help to enhance the level of interest and engagement among the participants, which leads to result in enhancing student performance due to knowledge retention.

Purpose â€“ Academic and psychological adjustment of international students is central to their success while pursuing their degrees abroad. However, acculturation stress is abundant and may pose as a challenge. Thus, in this study we examined whether social support mediates the association between acculturation stress and academic and psychological adjustment. Methodology â€“ A cross sectional research design was employed. A total of 200 postgraduate international students from three Malaysian public universities were recruited to participate in the study. The Student Adjustment to College Questionnaire was employed to measure their academic adjustment and psychological adjustment. The Multidimensional Scale for Perceived Social Support and the Acculturative Stress Scale for International Students were used to collect data on social support and acculturation stress. Path analysis by AMOS 23 was used to test the hypothesized relationship. Findings â€“ Results provided support for the proposed model, revealing that social support was associated with greater academic and psychological adjustment among international students. Significance â€“ The present study has implications for university policies, counsellors, and student affairs departments on the need to take measures to facilitate healthy academic and psychological adjustment among international students.

The objectives of the present study are to determine the role of students’ attitude and how science curriculum influences their intention to learn science subjects. A quantitative correlational research design was used. Data were collected through the survey method by using a questionnaire distributed randomly to 341 secondary school students of seven post-basic schools from Al-Sharkiyaha North governorate in Oman. The data were analysed using SPSS version 23.0. Pearson correlation findings revealed that students’ attitude and science curriculum had a significant positive relationship in enhancing students’ intention to learn science in post-basic education. This study offers insights for policymakers, school administrators and teachers on understanding the role of students' attitude towards learning science subjects, and the nature and design of the science curriculum on students’ intention to continue learning science subjects in post-secondary education. The findings indicated that by employing effective instructional strategies and engaging curriculum, school teachers could facilitate students to develop positive intentions to continue learning science subjects in post-secondary education.