The Asia-Pacific Education Researcher最新文献

While established educational pathways exist in many nations, the Philippines offers a unique opportunity to investigate the development of entirely new ones. Prior to the 2010s, compulsory education only extended through grade 10, with all students on a general track. The implementation of the 2013 Enhanced Basic Education Act significantly altered this system. It extended the basic education cycle to 12 years and introduced the Technical-Vocational Livelihood (TVL) track as an alternative to the traditional academic track during the final two years. This study explores the determinants influencing the implementation of secondary TVL tracks in the Philippines, while also focusing on how stakeholders perceive its viability as a pathway to postsecondary vocational training and employment. The research draws upon Najam's (1995) "5C" framework, which posits that policy implementation is influenced by five key dimensions: content, context, commitment, capacity, and clients. This framework guides the exploration of how these factors interact and impact the realization of the TVL track. A qualitative research approach is employed, utilizing data from interviews and focus groups conducted with key stakeholders from both the K-12 and postsecondary education sectors. Additionally, a document analysis of relevant sources from government agencies is undertaken to provide further context. The findings offer valuable insights into the perceptions of stakeholders regarding the TVL track's effectiveness, challenges faced during implementation, and its potential as a viable pathway for students.

This study investigates the asymmetric effects of quality attributes on student satisfaction in Korean higher education. Using Penalty–Reward–Contrast and Asymmetric Impact–Performance Analysis, it classifies attributes into basic (major and liberal arts curriculum, non-curricular courses, educational environment), one-dimensional (administrative services, academic system), and attractive (student support) factors. As a result of AIPA analysis, for the improvement of education quality, the most effective strategy is to set the priority of resource allocation in the order of basic, one-dimensional, and attractive factors. The study proposes a proportional odds logit model for more accurate classification, contributing a new perspective to the discourse on educational quality and satisfaction.

This study investigates the impact of cosmopolitanism’s sub-dimensions (cultural, ethical, transnational media usage, and inclusive communication cosmopolitanism) and digital readiness on Korean university faculty members’ intention to embrace globalization and online education. A questionnaire was administered via the University Innovation Support Project to faculty members from 146 South Korean universities in September 2021. Analyzing responses from 227 participants, the study reveals that ethical cosmopolitanism and transnational media usage cosmopolitanism positively influence globalization intention, while ethical cosmopolitanism and inclusive communication cosmopolitanism have significantly enhanced online education intention. Furthermore, digital readiness has direct positive effects on both intentions and exhibits positive interaction effects with some sub-dimensions of cosmopolitanism on globalization and online education intentions. The study concludes by discussing the theoretical and practical implications of these findings for enhancing global competency in higher education.

This research aims to analyze the relations from motivation to self-regulatory strategy on academic achievement in high school among academically higher-achieving students. Methods in autoregressive cross-lagged modeling by Mplus8.5 are used to evaluate 309 high school students with higher achievement in language or mathematics from the Korean Education Longitudinal Study 2013 (KELS 2013). First, motivation on cognitive regulatory strategy and cognitive regulatory strategy on behavioral regulatory strategy statistically significant positive relate to the same year and two years later. Second, the longitudinally mediated self-regulatory strategy between motivation and high school academic achievement is not statistically significant. These findings would strengthen the rationale for practical strategies for academic achievement in learner-centered gifted education.

This study used a person-centered approach to explore mental health status and profiles among a sample of 2262 university students and how these profiles differ in sociodemographic, academic, and lifestyle traits. Results revealed that around half of participants reported high well-being and life satisfaction, while over a third exhibited positive screening for anxiety, depression, and psychological distress. A latent profile analysis identified four distinct mental health profiles aligned with a dual-factor model of mental health: (1) complete mental health (28.5%), with high well-being and life satisfaction and low psychopathology; (2) troubled (20.7%), with average mental health and distress; (3) vulnerable (31.3%), with very low positive mental health, high psychopathology, and distress; and (4) symptomatic but content (19.5%), with average well-being but high reported anxiety and depression. Multinominal regression revealed that male students in natural/technical sciences with high GPAs were less likely to belong to profiles with lower well-being and life satisfaction and higher distress, while poor/excessive sleep and more leisure time predicted membership in these profiles. Implications for the assessment, support, and policy on the well-being of university students are discussed.

Research on self-assessment has overwhelmingly conceptualized it as a product and treated students as a homogeneous group, restraining our understanding of the topic. To address this gap, this study aimed to identify different student profiles based on their self-assessment and to examine how it related to their learning achievement over time. Quantitative data from 52 undergraduate interpreting students were analyzed using longitudinal cluster analysis and correlation analysis. Three distinct student profiles were identified: Active, Jumper, and Inactive. The Active Profile demonstrated a positive correlation between self-assessment and learning achievement, while the Jumper Profile showed a largely negative correlation, and the Inactive Profile showed volatile correlations. It is suggested that instructors should pay close attention to students in the Jumper Profile, as their self-assessment tends to fluctuate and may not be beneficial. Additionally, the findings highlight the importance of a process-based and person-driven approach to understanding self-assessment, which can help explore its complexity and recognize individual differences.