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All Journal International Journal of Evaluation and Research in Education (IJERE)
Hooi Lian, Lim
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Education

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Perceive social support, academic self-efficacy, and learning engagement among high school students in China Yang, Liu; Hooi Lian, Lim
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.31029

Abstract

The aim of this study was to analyze the mediating role of academic self-efficacy in the relationship between perceive social support and learning engagement among Chinese senior high school students. A quantitative research method was adopted, and 572 Chinese senior high school students from Inner Mongolia Autonomous Region in China completed three self-report questionnaires. Correlation analysis revealed that senior high school students perceive social support, academic self-efficacy, and learning engagement were significantly correlated with each other. In addition, structural equation modeling analysis showed that perceive social support exerted its indirect effect on learning engagement through the mediation of academic self-efficacy. These findings have practical implication for government policymakers, education administrators, teachers, students, and parents, informing evidence-based policies, interventions, and strategies to enhance learning engagement and academic success.
An improved internal and external resilience framework for new high school teachers Mat Yamin, Wan Mohd Agil; Hooi Lian, Lim
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.31186

Abstract

The concept of resilience gained widespread recognition in the teaching profession as some new high school teachers are confronted with various challenges and pressures, which cause some of them to leave the profession during the first four to five years of their employment. By considering the guidance new high school teachers need to survive and retain their profession, this qualitative study aimed to identify resilient strategies used by new high school teachers. This study focuses on semi-structured interviews with twelve new high school teachers. After performing a thematic analysis, this study found internal and external resilience, with five strategies new high school teachers use to overcome challenges and pressures (internal: professional, emotional, and motivational; external: social and spiritual). This study validates the applicability of Mansfield’s four-dimensional teacher resilience frameworks (professional, emotional, motivational, and social resilience) to the resistance of new high school teachers in Malaysia. This study also improved Mansfield’s framework through its findings by considering a new dimension, spiritual resilience. The Malaysian Ministry of Education, specifically through public universities that train future high school teachers, can use these resilient strategies to develop intervention programs that enhance their resilience, thereby fulfilling the objectives of the Malaysia Education Development Plan (MEDP) 2013–2025.
Co-Authors Liu Yang Mat Yamin, Wan Mohd Agil