The Development and Psychometric Assessment of Malaysian Youth Adversity Quotient Instrument (MY-AQi) by Combining Rasch Model and Confirmatory Factor Analysis

The relationship of Grasha–Riechmann Teaching Styles with teaching experience of National-Type Chinese Primary Schools Mathematics Teacher

Grasha–Riechmann Teaching Styles have a high potential to be applied in Mathematics especially to help increase teacher educators’ knowledge. However, very little attention has been paid to the study of identifying the teaching style patterns of Mathematics teachers at the primary school National-Type Chinese Primary Schools or Sekolah Jenis Kebangsaan Cina SJKC. There is increasing concern about how this teaching style related to the teaching experience. This study aims to identify the patterns of Grasha–Riechmann Teaching Styles among primary school Mathematics teachers and the relationship between Grasha–Riechmann Teaching Styles with teaching experience. The quantitative approach through a survey was applied to 97 Mathematics teachers of SJKC Kepong, Kuala Lumpur using the simple random sampling method. The instrument was adapted from the Grasha–Riechmann Teaching Styles Questionnaire (1996), which measures five teaching styles such as Personal Model Teaching Style, Expert Teaching Style, Formal Authority Teaching Style, Delegator Teaching Style, and Facilitator Teaching Style. The patterns showed that the Personal Model Teaching Style is the most dominant, and the Facilitator Teaching as the least dominant style. The Spearman’s Rho Correlation also reported a very weak significant correlation between Grasha–Riechmann Teaching Styles with the teachers’ Mathematics teaching experience, specifically for Expert, Formal Authority, and Facilitator Teaching Styles. The study provides practical implications for educators’ professional development to diversify the training of teachers by experience and adapt them to the needs of student learning in primary school. These findings trigger ideas to get a better understanding by other demographic variables such as gender, age, and complexity of Mathematics subject.

Development of Adversity Quotient (AQ) index of pre-service teachers in Institute of Teacher Education (IPG)

The study aims to develop the Adversity Quotient (AQ) index of pre-service teachers during practicum training. The study also has assessed psychometric characteristics using the Rasch model. The original contribution is by addressing gaps of measuring AQ accurately among pre-service teachers through index at the Institute of Teacher Education (IPG) that not been widely explored. The research design entails a survey with a quantitative approach through questionnaires. The four main constructs of AQ comprises Control, Ownership, Reach, and Endurance (CORE model). This study involves several key procedures such as challenge identification, expert validity, item development, and psychometric testing of items before developing the index. A total of 96 items were produced and piloted over 159 pre-service teachers. Findings from the pilot study showed 54 items that met all assumptions from the Rasch model such as item fit, unidimensionality, local independence, reliability, and separation index. The actual study was conducted on 542 pre-service teachers from five Malaysian Institutes of Teacher Education (IPG) in the Central Zone through stratified random sampling. The data were analyzed using SPSS version 26.0 and WINSTEPS version 3.71.0.1. The findings showed the 46.86% of practicum pre-service teachers have a moderately high AQ index with 74.80. The Control and Ownership recorded a high level AQ index with 77.30 and 77.10, respectively, while Reach and Endurance were at a moderate level AQ index with 73.20 and 71.50. The AQ index of male pre-service teachers is higher (76.29) than the female (74.09). It can be seen that eighth semester pre-service teachers is higher (75.28) than the sixth semester (74.38). The Science (SN) field recorded as a highest index (80.45), while the Visual Arts Education (PSV) field has a lowest index score (70.29). Further studies can be done by reviewing the pre-service teacher development program by empowering the reach and endurance aspects to ensure that the future teachers are resilient to challenges.

Re-Developing the Adversity Response Profile for Chinese University Students

Adversity response is fundamental to dealing with adversity. This paper reports the re-development and subsequent psychometric evaluation of the Adversity Response Profile for Chinese University Students (ARP-CUS). The data were collected from a Chinese university student sample (n = 474). Factor analysis and Rasch analysis were used to examine the psychometric properties of the ARP-CUS. Exploratory factor analysis revealed a six-factor model; then confirmatory factor analysis supported a five-factor solution. Rasch analysis provided further evidence of the psychometric quality of the instrument in terms of dimensionality, rating scale effectiveness, and item fit statistics for those six dimensions. The final version of the ARP-CUS contains 24 items across five subscales for assessing students’ responses to adversity, including control, attribution, reach, endurance, and transcendence. Overall, ARP-CUS demonstrates satisfactory psychometric properties for quantifying the adversity quotient of Chinese university students.