Students In Singapore Research Articles

Emotional Control in Education: Insights From High‐Achievers in PISA 2022

ABSTRACTThis study delves into the determinants of emotional control among 6606 Singaporean students, aged 15 years old, participating in the Programme for International Student Assessment (PISA) 2022. It aims to explore the various factors contributing to emotional control, utilizing multiple regression analysis on data from PISA's comprehensive 2022 dataset. This research seeks to identify and analyze key contributors to emotional control among these high‐performing students. Using R programming, the study entailed both descriptive and multiple regression analyses, with special attention to weighting within this large‐scale, complex survey. The findings reveal the multifaceted nature of factors influencing emotional control. Key positive influences identified include stress resistance and perseverance, while empathy and a sense of belonging also play significant, albeit less dominant, roles. An interesting observation is the slight inverse relationship between assertiveness and emotional control, suggesting a complex interplay of this trait with resilience. The model demonstrates moderate explanatory power, explaining about 31% of the variation in emotional control. The insights from this study carry significant implications for holistic education, targeted interventions, and curriculum development. By shedding light on the dynamics of emotional control in high‐achieving students, this research can guide the formulation of more effective and empathetic educational strategies.

Sit is not lit: Examining the impact of message framing, modality, and peer influence on attitudes and intentions to reduce sedentary behavior.

This study examines the effects of gain-loss framing, messaging modality, peer influence, and individual factors such as social norms and self-efficacy on the attitudes and intentions to reduce sedentary behaviors among university students, specifically through (a) taking breaks and (b) taking 10,000 steps daily. We conducted a two-week health campaign field experiment on Instagram in January 2022, delivering ten posts with tailored messages to 284 university students in Singapore (valid N=249). The participants were predominantly female (70.16%), ages 21-34 years (M=24.2, SD=3.19). This study measured attitudes and intentions to take breaks and 10,000 steps daily as key outcomes. The study yielded three key findings: (1) Gain-loss framing effects were amplified by peer influence, descriptive norms, and injunctive norms, with peer influence amplifying loss framing and both norms amplifying gain framing; (2) Gain framing was more effective than loss framing for motivating the intention to take 10,000 steps; (3) Injunctive norms were associated with attitudes and intentions to take breaks and the intention to take 10,000 steps, while self-efficacy was associated with attitudes toward taking breaks and both attitudes and intentions to take 10,000 steps. This study contributes theoretically by demonstrating how social dynamics amplify framing effects, with peer influence enhancing loss framing on attitude towards taking breaks and norms strengthening gain framing on attitude and intention towards taking 10,000 steps. Practically, it suggests health campaigns can effectively promote behaviors like taking breaks or walking by leveraging norms, peer influence, and self-efficacy.

Learning Arabic Language: Motivational Factors of Students in Singapore

Rising awareness of the value of learning a foreign language has led to many learning foreign languages for various reasons. While globalisation has motivated many to learn one or two foreign languages to enhance their skills and capability in various aspects, such as business, society, education, politics, and society, some are driven by a sense of personal achievement that they want to attain. This paper examines the motivational factors influencing students at Nanyang Technological University to learn Arabic as a foreign language. This study aims to identify the intrinsic and extrinsic factors influencing students’ motivation and achievement in learning a foreign language. It examines aspects such as demographics, fields of study, and the underlying reasons for enrolling in language courses. The researcher adopts a quantitative approach, utilizing survey analysis to gather responses from 45 students across various years of study, specialisations and faculties. The results reveal a combination of intrinsic and extrinsic motivational factors influencing students’ engagement in foreign language learning, encompassing accomplishment factors, knowledge factors, religious factors, and expected learning outcomes. The findings will help more educators, curriculum developers, and language institutes in teaching and developing their syllabi.

Navigating the third culture: Comparative case studies of Japanese expatriate students in Singapore and factors influencing English language development

This study utilises comparative case studies of three Japanese third-culture kids (TCKs) living in Singapore aged 16, each from a different school type (international school, Japanese school, and local Singapore school). It explores if the home language, language used in school, language used in social circles, and language of media consumed of Japanese TCKs in Singapore are enabling or mitigating factors of their development of English language. This study builds on the framework of TCKs established by Useem et al. (1963) and redefined by Pollock and Van Reken (2001), Dewaele et al.’s (2003) definition of bilingualism, and Tokuhama-Espinosa’s (2000) ten factors of success in raising multilingual children. Language used in school, language used in social circles, language of media consumed, and individual motivation were found to be enabling factors whereas home language was found to be neither an enabling nor mitigating factor. Differing pedagogies were found between different school types. Most of the findings are in line with the literature reviewed.

Efficacy of the mHealth App Intellect in Improving Subclinical Obsessive-Compulsive Disorder in University Students: Randomized Controlled Trial With a 4-Week Follow-Up.

Obsessive-compulsive disorder (OCD) is the third most prevalent mental health disorder in Singapore, with a high degree of burden and large treatment gaps. Self-guided programs on mobile apps are accessible and affordable interventions, with the potential to address subclinical OCD before symptoms escalate. This randomized controlled trial aimed to examine the efficacy of a self-guided OCD program on the mobile health (mHealth) app Intellect in improving subclinical OCD and maladaptive perfectionism (MP) as a potential moderator of this predicted relationship. University students (N=225) were randomly assigned to an 8-day, self-guided app program on OCD (intervention group) or cooperation (active control). Self-reported measures were obtained at baseline, after the program, and at a 4-week follow-up. The primary outcome measure was OCD symptom severity (Obsessive Compulsive Inventory-Revised [OCI-R]). Baseline MP was assessed as a potential moderator. Depression, anxiety, and stress (Depression Anxiety and Stress Scales-21) were controlled for during statistical analyses. The final sample included 192 participants. The intervention group reported significantly lower OCI-R scores compared with the active control group after the intervention (partial eta-squared [ηp2]=0.031; P=.02) and at 4-week follow-up (ηp2=0.021; P=.044). A significant, weak positive correlation was found between MP and OCI-R levels at baseline (r=0.28; P<.001). MP was not found to moderate the relationship between condition and OCI-R scores at postintervention (P=.70) and at 4-week follow-up (P=.88). This study provides evidence that the self-guided OCD program on the Intellect app is effective in reducing subclinical OCD among university students in Singapore. Future studies should include longer follow-up durations and study MP as a moderator in a broader spectrum of OCD symptom severity. ClinicalTrials.gov NCT06202677; https://clinicaltrials.gov/study/NCT06202677.

Examining the Impact of ict Use and Related Attitudes on Students’ Achievements in Science Using the pls-sem Model

Abstract Investigations were conducted into the relationships between science achievement and ict use in and out of the classroom, as well as the mediating effects of students’ interest in and perceptions of their ict proficiency. The primary focus of this study has been the association between ict and scientific achievement among Singaporean students as measured by the Programme for International Student Assessment (pisa) 2018. This study examined pisa 2018 data using partial least squares structural equation modeling (pls-sem) to evaluate the effect of ict use on students’ achievements in science. Complex cause-and-effect relationships in path models with latent variables can be estimated using the structural equation modeling method known as pls-sem. 6,676 15-year-old Singaporean students who participated in the 2018 Programme for International Student Assessment (pisa) were examined. Students’ interest in ict, their assessment of their ict competency, and their accomplishment in science were found to be correlated with how they used ict both inside and outside of the classroom. The findings also imply that the association between ict use and science accomplishment may be mediated by students’ perceived ict proficiency and interest. This research can contribute to advancing the theoretical knowledge of technology, learning, and the cultural environment, in addition to practical ict implementations in scientific classes that consider the variances in ict affects.

Student perspectives on interdisciplinary learning in public health education: insights from a mixed-methods study

Interdisciplinary learning is essential for equipping future health professionals to tackle the complexities of contemporary public health. This mixed-methods study investigates the experiences and perspectives of undergraduate public health students in Singapore on interdisciplinary learning in higher education and employed a convergent parallel design by combining a cross-sectional survey with in-depth interviews. Quantitative data were used to assess the relationship between students’ exposure to interdisciplinary learning and its perceived value, while qualitative analysis explored key themes related to facilitators and barriers. Among 52 survey respondents and 11 interview participants, nearly half regularly engaged in interdisciplinary learning. Students with greater exposure to interdisciplinary experiences demonstrated more positive perceptions. Facilitators identified included career development opportunities, faculty engagement, and diverse learning experiences. Barriers such as disciplinary disconnects and the challenge of managing varied skill sets were also highlighted. This study provides valuable insights into interdisciplinary learning in higher education pertaining to public health, particularly within the context of health professions training. The findings suggest that enhancing curricular design, integrating interdisciplinary approaches more effectively, and increasing faculty support can address identified barriers and better prepare students for the demands of their future public health careers.

An Exploratory Study to Test the Psychometric Properties of Character Strengths-Semantic Differential Scale (CS-SDS) Among Singaporean Adults

Character strengths encompass a set of positive traits that can be manifested through thoughts, feelings, and behaviors. To measure the 24 character strengths, the Character Strengths-Semantic Differential Scale (CS-SDS) was used. The aim of the study was to (a) test the factor structure of CS-CDS and (b) test the convergent validity of CS-CDS with life satisfaction and positive affect, and the divergent validity of CS-SDS with negative affect. In total, 283 Singaporean students (96 males, 35.3%), with a median age of 24–26 years old (42.9%), participated in this study. Exploratory (EFA) and confirmatory factor analyses (CFA) showed the multi-dimensional nature of CS-SDS. Specifically, EFA demonstrated a four-factor model, while CFA identified a five-factor model, showing the dimensions of interpersonal, emotional, restraint, theological, and intellectual. All factors were significantly related to life satisfaction, positive affect, and negative affect. It was concluded that CS-SDS is a psychometrically sound instrument for measuring character strengths in the Asian context. This tool can be used for designing strength-based interventions aimed at promoting well-being and character among students in higher education.

Promoting patient safety among nursing students: A mixed-method study on collaborative cross-cultural learning

AimThis study aimed to examine the feasibility of collaborative cross-cultural learning among university nursing students in Singapore and nursing students from Korea in developing insights on patient safety and understanding students' perspectives. BackgroundPatient safety is an important part of nursing management to deliver quality care to patients. However, studies suggested that nursing students were not adhering to guidelines.Designs: This pilot study used a mixed-method embedded design. Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines were employed to provide a deeper understanding of the nursing perceptions and behaviours towards collaborative learning. MethodsThe study took place between August 2023 and December 2023. 12 Singaporean students participated in the online collaborative learning session with 16 Korean students. Only nursing students from Singapore were invited and completed an online pre- and post-intervention survey covering attitude and perceived knowledge on patient safety followed by the interviews. ResultsParticipants reported an improvement in their perspectives towards medical errors and patient safety after the session. Four themes and 11 sub-themes were reported 1) intercultural communication, 2) curriculum design, 3) personal attributes and experiences and 4) the impact of online platforms, to understand their perspectives of cross-cultural learning on their attitudes and perspectives. ConclusionCultural collaborative learning, when aligned with connectivism, had shown its feasibility in developing insights on patient safety and understanding students' perspectives to strengthen their personal beliefs and promote patient safety in their clinical area. The challenges faced when conducting collaborative cross-cultural learning via online platforms were also explored in this study and addressed to ensure equitable participation by everyone.

Developing empathy in healthcare professions students: protocol of a mixed-methods non-controlled longitudinal intervention study.

Despite the necessary focus on clinical skills and knowledge during the tertiary education of healthcare professionals, the literature highlights the importance of developing psycho-social competencies. Empathy, a cognitive-behavioral attribute linked to various benefits for patients and healthcare professionals, is one such competency. Pedagogical approaches to successfully develop empathy in tertiary healthcare students are available. However, these approaches are often integrated piecemeal throughout the tertiary education journey. Research on a more empathy-focused curriculum is scarce. This manuscript describes the design of a study that aims to examine the effects of a more empathy-focused curriculum on empathy in tertiary healthcare profession students in Singapore. Freshmen dentistry, medicine, nursing, and pharmacy students enrolled in a novel curriculum with a strong empathy focus will be recruited for the study and followed for the program's extent. Mixed-methods data collection at various time points will be conducted. Quantitative data will be collected on cognitive-behavioral empathy, intentions to provide empathic care, and engagement in courses of the curriculum. Qualitative data on perceptions of patient care and empathy in relation to relevant courses of the curriculum will be collected to provide context for quantitative findings. Ethics approval was granted by the Departmental Ethics Review Committee of the Saw Swee Hock School of Public Health, National University of Singapore (Ethics ID: SSHSPH-214).

Cross-Cultural Validation of the Mathematics Construct and Attribute Profiles: A Differential Item Functioning Approach

ABSTRACT This study aims to apply the differential item functioning (DIF) technique with the deterministic inputs, noisy “and” gate (DINA) model to validate the mathematics construct and diagnostic attribute profiles across American and Singaporean students. Even with the same ability level, every single item is expected to show uniform DIF against the focal group that involves examinees who do not master at least one of the requisite skills in this study. The results showed that 20 and 19 out of 25 items exhibited DIF for Singapore and America, respectively. All DIF items were uniform DIFs consistently against the focal group, except for two non-uniform DIF items in Singapore. Interestingly, a set of skills and the Q-matrix created by American mathematics educators and researchers fit the Singaporean samples better than the American samples. Further discussion and implications are presented in this paper.

Trajectories of emotional disclosure with parents during the college transition among Asian first-year students.

The college transition is a time of great emotional lability, and sharing emotional experiences with parents can be beneficial for first-year students. Guided by the social sharing of emotions framework and the cultural theory on self-construal, this study investigated the developmental course of freshmen's emotional disclosure with parents during the first semester and the mediating role of independence-orientation in two Asian contexts-Beijing (China) and Singapore. Using experience sampling method (online diary), 205 Chinese freshmen (Mage = 19.43) and 291 Singapore freshmen (Mage = 19.44) reported on four facets of emotional disclosure with parents (frequency, intimacy, negativity, and positivity) across four timepoints and their independence-interdependence orientation (Time 1). Latent growth curve modeling comparing the two Asian samples revealed that frequency increased for Chinese students and decreased for Singapore students. Intimacy indicated upward trajectories for both Asian samples, whereas negativity and positivity showed downward trajectories but were less pronounced for Chinese students. Mediated latent growth curve modeling revealed that the cultures predicted independence-orientation, which in turn negatively predicted increase in frequency for the Singapore sample and positively predicted decrease for the Chinese sample. Independence-orientation negatively predicted increase in intimacy, positively predicted decline in negativity, and negatively predicted decline in positivity. In sum, we found complex and differentiated trajectories for the four facets of emotional disclosure in two Asian samples and the mediating role of independence-orientation in explaining cultural differences in the trajectories, which have implications for understanding emotional disclosure to parents during the developmental phase of the college transition in Asian contexts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Nursing Students' Perception of the Clinical Learning Environment: A Longitudinal, Cohort Study.

The clinical learning environment (CLE) plays a vital role in students' learning in clinical settings. However, to our knowledge, no longitudinal cohort studies have been published on how CLE influences nursing students' learning during clinical placements. This study investigated a cohort of nursing students' perceptions of CLE during their first and third-year clinical placements. The clinical learning environment inventory (CLEI) questionnaire was used in this study. In 2021, a convenience sample of 450 first-year nursing students was invited to complete the CLEI questionnaire. In 2023, the same cohort of students in their third year of study were invited to complete the questionnaire. Personalization, satisfaction, and task orientation had higher mean scores than the other CLEI subscales. The lowest mean scores were found for the teaching innovation and individualization subscales. Multiple regression and bivariate correlation analyses revealed task orientation as the strongest predictor of student satisfaction with the CLE. Nursing students in Singapore have a moderately positive satisfaction with their CLE. Clinical instructors should design innovative lesson plans to improve the student experience and learning in the CLE.

Detrimental to Our Digital Well-Being: Campus Sexual Misconduct and Technology-Facilitated Sexual Violence Among University Students in Singapore.

Although increasingly prevalent in Singapore, campus sexual assault and harassment and technology-facilitated sexual violence (TFSV) remain underresearched. Conducted by scholars across social work, gender studies, policy studies, communication, and computer science, this interdisciplinary study explores the impact of technologies such as social media and online platforms on the digital well-being of university students in Singapore who experience TFSV and campus sexual misconduct. We conducted online surveys with 314 students and interviews with 28 students, the majority of whom were women and identified as victim-survivors. Our analysis revealed participants did not perceive technologies as entirely detrimental and possessed limited awareness of digital well-being. These findings contribute to understanding young victim-survivors' digital well-being and relationship to technology in Singapore by highlighting the experiences of college students.

Future-Readiness and Islamic Education: Perspectives from Singapore

Abstract: This article explores the relation between future-readiness and Islamic education from the perspectives of Islamic learning centers in Singapore. The main research objective is to examine how the concept of future-readiness and related terms are interpreted, framed, and facilitated in Islamic textbooks. Based on a content analysis of the textbooks used at Islamic learning centers for primary students in Singapore, two research findings are reported. First, the Islamic textbooks interpret future-readiness as equipping Muslim learners with Islamic knowledge and values as well as application and learnercenteredness in the modern world. Second, the Islamic textbooks promote information and communications technology (ICT) as part of preparing students for future-readiness. A major implication from this study is that Islamic curricula evolve in tandem with changing times to support the development of future-ready students. In addition, the advancement of future-readiness is situated within an Islamic worldview that emphasizes religious beliefs and values. A significant limitation of this study is that its research method centered on an analysis of textbooks; hence, empirical research is recommended to corroborate the research findings and implications.

Examining bystander intervention for peer depression and sociodemographic correlates among university students in Singapore.

The Advancing Research To Eliminate Mental Illness Stigma (ARTEMIS) study evaluated the impact of an intervention developed and implemented in Singapore on attitudes towards depression in university students. We aimed to assess the likelihood of university students intervening when their peers suffer from depression, before and after the ARTEMIS intervention. 390 students were recruited from a university in Singapore. The ARTEMIS intervention comprised a lecture by a trained mental health professional, a sharing session by a person with lived experience of depression, and a question-and-answer segment with a panel. The Bystander Intervention Scale for Depression (BISD) was administered at baseline, post-intervention, and 3-month follow-up. BISD assessed four factors: acceptance of responsibility to intervene, knowledge on how to intervene, awareness of depression among peers, and vigilance towards possible symptoms of depression. Linear mixed models were conducted to investigate associations. Sociodemographic correlates were also examined. A favourable shift in all factors was observed at post-intervention, which weakened at 3-month follow-up. Having past experience in the mental health field (β=1.50) and older age (β=0.18) were significantly associated with knowledge on how to intervene. Having social contact with mental illness (SCMI) and past experience in the mental health field (PEMHF) were significantly associated with awareness of depression among peers (SCMI β=0.89, PEMHF β=0.43) and vigilance towards possible symptoms of depression (SCMI β=0.39, PEMHF β=0.61). The short-term results of the intervention appeared promising across all BISD factors; however, these results were not sustained after 3 months. Future research should include the impact of 'booster' interventions over time. Sociodemographic factors that were identified to be significant correlates should also be considered when planning for future interventions.

Medical students’ experience and learning outcomes of overseas community involvement project: a qualitative study

BackgroundMedical students in Singapore engage in short term medical missions, locally known as Overseas Community Involvement Projects (OCIPs). Little is known about the learning outcomes of an OCIP and how this complements their medical education back home. Understanding this can help the medical educators structure the OCIP to optimise its learning value.ObjectivesThis study aims to gain an in-depth understanding of the experiences and learning outcomes of the medical students who participated in the OCIP.MethodsThis was a qualitative study involving Singaporean students from one medical school travelling to Nepal. Data was collected from reflective journals, overall group reflections and two focus group discussions. The data was thematically analysed using the Accreditation Council for Graduate Medical (ACGME) core competencies for medical professionals.ResultsThe data could be classified under various themes within the six domains of the ACGME framework. The study revealed themes of: humanism, socioeconomic and cultural determinants of health under the domain of patient care, application of medical knowledge, investigating and evaluating the needs of a population and feedback to drive improvement under the domain of practice-based learning and improvement, use of non-verbal cues and communicating across language barriers under the domain of interpersonal and communication skills, healthcare systems and delivery, resourcefulness and adaptability, health equity and accessibility under the domain of systems-based practice, ethics, role-modelling, teamwork and leadership skills, interprofessional skills and resilience under the domain of professionalism. Understanding the students’ motivations, utilising reflections, and following the patients’ journey facilitated attainment of these outcomes.ConclusionsThis OCIP experience translated to learning outcomes aligned with the ACGME framework. There is great potential for the experiential learning from a well-structured OCIP to help with personal and professional development and global health education.

Impact of Youth Health Ambassador Programme on health awareness in youths in Singapore.

The Youth Health Ambassador Programme (YHAP) is a health educational program aimed at empowering youths to become health ambassadors in the community through raising their health awareness and training them in primary health prevention. This study evaluates the effectiveness of YHAP in improving the knowledge, attitudes, and practices (KAP) of participants in physical and mental health. This study followed a single-group quasi-experimental design, with a pre- and postworkshop KAP survey. Participants were junior college (JC) and polytechnic students in Singapore enrolled in YHAP. In total, 131 responses were analyzed for changes in KAP for physical and mental health before and after the program. This article also studied the participants' barriers to educating others, including environment factors, intrinsic factors, and receptiveness of the target audience. Mean scores of all six KAP domains increased from the preworkshop survey to the postworkshop survey, with significant improvements (P < 0.05) in all domains except mental health knowledge. Individually, 16 out of 29 questions in the KAP sections had a significant increment in mean score after the program (P < 0.05). Mean scores for intrinsic barriers also decreased significantly (P < 0.001) postintervention, indicating that participants were less likely to agree that intrinsic factors were a barrier to educating people around them about health postintervention. YHAP is effective in improving the KAP of physical health and the attitudes and practices of mental health JC and polytechnic students and may reduce the effect of intrinsic barriers that participants face when teaching others.

Assessing institutional image's influence on student satisfaction and loyalty in Singapore's higher education: A study on higher learning institution students

This research project expands on previous studies to analyze the institutional image from the perspective of higher education students in Singapore. The work builds on extensive prior research and examines the impact of the recent pandemic and lockdowns in Asia, which have increased Singapore's popularity as a study destination for Asian students, particularly from China. Known as the Garden City and one of Asia's wealthiest cities, Singapore has grown significantly due to foreign direct investment and its strategic location near Malaysia and Indonesia. This study aims to identify institutional and city image dimensions in higher education, focusing on three of Singapore's six publicly funded universities. The critical factors examined include Institutional Image, Economic Image, Social Image, Environmental Image, Perceived Educational Quality, and Satisfaction and Loyalty. These factors are crucial for Singapore's goal to become an innovation and talent powerhouse by 2030, aligning with national scientific and technological advancement plans. The research also explores how Singapore competes with traditional study destinations like the USA, Britain, and Australia.

Social network effects on particle variation among Singapore students

AbstractWe situate our study of Singapore English particles in the context of social network theory and language variation in order to gain access to Singapore students’ most natural language use (that is, their vernacular, in the Labovian sense), and consider aspects of social as well as stylistic variation. We provide the results of a study on the ego‐centric social networks of Chinese and Malay students and consider the network effects of social network zones as important in the social and stylistic variability of discourse particle use in these social networks. We argue that variation in the use of discourse particles is multifaceted and cannot be simply explained in terms of so‐called social constraints such as ethnicity, or gender, but rather as a combination of social variables that are fluid, and which reveal insights into the changing language situation of Singapore society at large.