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The mediating role of sport-specific perma in the relationship between physical activity/passive sport and global well-being/loneliness
No full textThe current study examined the mediating role of sport-specific PERMA in the relationship between physical activity/passive sport consumption and global well-being/loneliness. We collected data to establish two-wave panel data for a sample of 481 participants across Japan. Structural equation modeling was performed to examine the hypothesis model. The results showed that sport-specific eudaimonic well-being significantly mediated the hypothesized relationships between PA/passive sport consumption and all dependent variables, including life satisfaction, psychological well-being, and loneliness. The results indicate that eudaimonic well-being in sport plays a key role in increasing global well-being and decreasing loneliness. These findings can help authorities optimize local resources as promoting and maintaining individual well-being is essential for society. The results contribute to understanding the role of sport-specific PERMA in global well-being and loneliness in the body of literature.</p
Beyond the lab: Proposing an indigenous psychologies research paradigm
No full textThe open access publication is available at https://doi.org/10.1111/spc3.70053To align with the goal of this section, we propose an ontological turn to the psychology research paradigm that extends beyond mainstream methodology. Drawing on the existing literature of indigenous psychology (IP) and two qualitative studies from Singapore and Malaysia, we critically examine the differences of epistemology and methodology between mainstream approaches in Western psychology and the IP approach to the culturally different other. Next, we extract the research methods adopted by scientific inquiries of dang-ki healing within certain Chinese communities and experiences of suffering within the Temiar tribal group. These methods include establishing the reciprocal relationship and fluid boundary between the investigators (observers) and investigated (observed), conducting qualitative research in a natural setting with cognitive flexibility, using fieldtrip immersion to gain insiders' worldviews and feedback on the findings. Finally, we offer a few action guidelines for future researchers conducting indigenous psychological research in the communities
Risk response competencies in science education: A Delphi study of experts
No full textThe open access publication is available at https://doi.org/10.1007/s11165-025-10253-1Given the uncertain and complex challenges faced by the younger generation, it is essential to equip them with the competencies necessary to respond to these risks effectively. This study aimed to identify the Risk Response Competencies (RR-Competencies) that should be incorporated into science education for K-12 students. Using a three-round Delphi method, we gathered insights from 27 Korean experts across five professional domains: Science Education Research, School Science Teaching, Science and Engineering, Science/Risk Communication, and Science Education Policies. The research led to the development of a comprehensive framework comprising nine RR-Competencies, categorised into three primary contexts: (1) awareness of risk through scientific knowledge and thinking, (2) assessment of risk through scientific inquiry based on data, and (3) action on risk management through scientific problem solving and decision-making with collaborative, participatory, and resilient approaches. Clarifying these competencies can contribute to providing clear pedagogical goals for risk response in science education. This framework enhances our understanding of risk in science education and provides practical guidance for educators to develop tailored teaching strategies to cultivate these competencies among students
Distinct social factors are linked to epistemic curiosity and digital information‐seeking among adolescents: Generalizability across 41 countries
No full textIntroductionCuriosity, the intrinsic motivation to sense, know, and experience the unknown, plays important roles in adolescent achievement and well-being. Theoretical considerations and empirical research suggest the contribution of social relationships in fostering curiosity. However, curiosity is expressed in different forms and contexts. Here, we investigated the social predictors of general epistemic curiosity, and of different forms of digital information-seeking in adolescents.MethodsNationally representative cross-sectional data from Programme for International Student Assessment 2022 were used (N = 327,778 from 41 countries, 15.8 years, 49.6% female). Multiple regression was implemented using four different types of social relationships—teacher relationship, school belonging, bullying victimization, family relationship—as predictors of three forms of curiosity and information-seeking—general epistemic curiosity, and digital information-seeking for formal learning and for informal learning purposes.Results and ConclusionTeacher–student relationship was linked to general epistemic curiosity but less so, or not at all, to digital information-seeking. Instead, family relationship and bullying victimization were more important drivers of digital information-seeking for formal and informal learning purposes respectively. These distinctions were largely generalizable across 41 countries examined. The findings paint a complex picture of how figures in different adolescent social spheres matter for different forms of epistemic curiosity and information-seeking, with practical and theoretical implications.Accepted versio
Implementing knowledge building in a Singapore primary school: Multidisciplinary practitioners’ reflection
No full textThe open access version is available at https://doi.org/10.22318/icls2025.584915This paper examines the implementation of Knowledge Building (KB) in a primary school in Singapore, focusing on practitioner reflections of their classroom practices and ways in which they shifted their practice to include higher level of student’s voice and agency by focusing on translation of KB principles into practice. The group of teachers formed a grounds-up interest-based community in the school to explore KB. They were cognizant of their school strategic thrusts of differentiated instruction and emerging 21st Century Competencies and saw the potential of KB in redesigning and transforming their pedagogical repertoire to achieve the strategic thrust. Through the reflections of these trailblazers in the school, we traced how they translate KB principles into practical knowledge and how they saw knowledge building practice brings about agentic teaching and learning across subjects, and with different learner profiles
Impact of early maladaptive schemas, coping styles and schema modes on the mental health of adults in Singapore
No full textThis study aims to bridge the research gap revolving around the mechanism of change in the Schema Therapy model and its effect on the positive and negative dimensions of mental health. Specifically, the study examined: (1) the interrelationships among early maladaptive schemas (EMS; Emotional Deprivation, Social Isolation, Emotional Inhibition), disengagement coping and schema modes (Detached Protector, Detached Self-soother, Healthy Adult); and their impact on (2) psychological distress; and (3) mental well-being. The study utilizes a cross-sectional design, consisting of 320 healthy adults from Singapore. Data was collected via a questionnaire, and processed using SPSS with PROCESS Macro plug-in. Simple and serial mediational analyses were conducted to analyze the data. The analyses indicated that disengagement coping mediated the relationships between: (1) EMS and schema modes; (2) EMS and psychological distress; and (3) EMS and mental well-being. Results suggest that the Schema Therapy model is relevant in Singapore, and has practical utilities for both clinicians and researchers. Limitations and future directions of the study are also discussed
Perceived academic expectations, academic self-concept and well-being in full subject based banding
No full textThe present study examined the mediating role of academic self-concepts in the associations between perceived parents’ and teachers’ academic expectations and well-being in a sample of secondary school students in Singapore. The study tested this model in both English and Mathematics at two time points, at the start and the end of the academic school year, across ability bands in each of these two subjects (G1 = lower ability; G2 = middle-ability; G3 = higher ability).The sample comprised 915 Time-1 and Time-2 matched students. The English sample included 465 students (Mage = 13.99, SDage = 0.95), of which 46.7% were female and 53.3% were male. A total of 28.8% were in Secondary 1, 36.6% in Secondary 2, and 34.6% in Secondary 3. In terms of ability groups, 9.9% were in G1, 36.6% in G2, and 53.5% in G3. For the Mathematics sample, the sample comprised of 450 students (Mage = 13.98, SDage = 0.94, of which 47.6% were female and 52.4% were male participants. A total of 29.6% were in Secondary 1, 36% in Secondary 2, and 34.4% in Secondary 3. The ability group distribution was also comparable, with 10% in G1, 36% in G2, and 54% in G3.The three main instruments employed were the Self-Description Questionnaire (SDQII; Marsh, 1990a), the EPOCH measure of adolescent well-being (Kern et al., 2016), and the Teacher and Parents Expectations Scale (Liu & Wang, 2007). Path analysis was used to test the multivariate relationships between predictors and outcome variables; thus, direct, indirect, and total effects could be determined to understand the mediating role played by academic self-concept in the links between students’ perceived academic expectations and well-being.The findings suggest that perceived academic expectations both from parents and teachers significantly predict the students’ ASC, which in turn plays a role in several dimensions of well-being. Notably, ASC was found to mediate the relationships between perceived expectations and well-being outcomes. While the mediating role of ASC remained consistent across subjects, the results further varied based on the level of the students’ ability and the subject of study. For example, perceived teachers’ expectations had more significant relationships with wellbeing in Mathematics than in English. Higher-ability (G3) students had the strongest positive well-being outcomes linked to perceived mathematics teachers’ expectations, while middle-ability (G2) and lower-ability (G1) had weaker associations, with G1 students even experiencing a negative outcome in perseverance.This study has highlighted the importance of realistic academic expectations by both parents and teachers, coupled with support tailored to meet students’ needs. Besides adding to research, this study has the potential for parents, teachers and the education system to gain insight into and inform interventions for students’ academic self-concepts and overall well-being, given recent changes in education policies in Singapore, namely Full Subject Based Banding
Designing and crafting traditional classroom assessment
No full textAs a teacher, assessing students’ learning is a critical aspect of our work that requires careful consideration. This chapter highlights the significance of early planning for assessment tasks during lesson design. It discusses the various traditional assessment methods used in classrooms; explains the technical aspects of creating commonly used items such as multiple-choice, true-false, matching, short-answer, and essay questions; and presents the advantages and limitations of each type of traditional item to aid teachers in selecting the most appropriate ones for their intended purpose. The chapter examines the characteristics of a well-crafted test paper and how the table of specifications can create high-quality assessments
