Health Ministry statistics showed mental health problems among Malaysian students increased from one in ten individuals in year 2011 to one in five in 2016. Anxiety and depression were cited as the main causes of mental health problems among students in Malaysia. However, an anxiety measure that has been validated for use with Malaysian students is still lacking. Thus, the main objective of the current study is to examine the psychometric proprieties of the State-Trait Anxiety Inventory (Form Y) (STAI), and to assess the suitability of the factorial model in the context of Malaysia. The STAI contains separate scales for measuring state and trait anxiety. A Confirmatory Factor Analysis (CFA) was conducted to test and to compare the two-factor model (State Anxiety and Trait Anxiety) and the four-factor model (State Anxiety Present, State Anxiety Absent, Trait Anxiety Present, and Trait Anxiety Absent) of STAI. In addition, the reliability and validity of the model were also tested. The sample consisted of 341 university students from one of the universities in Kota Kinabalu, Sabah. The results supported a better fit to the data for the four-factor model of STAI. To improve composite reliability and the average variance extracted (AVE) of the constructs, one item was removed from each of the State Anxiety Present factor, Trait Anxiety present factor, and Trait Anxiety Absent factor. Convergent validity for the four-factor model was also improved by the removal of the three items. The findings also suggested that the STAI may have some discriminant validity issues. In the framework of psychology of sustainability and sustainable development, research and intervention regarding this topic should also be enhanced from a primary prevention perspective to improve the quality of life of every human being, fostering wellbeing at all different levels, from individuals to organizations.

Assessment in mathematics education in the 21st century should be more directed at higher-order thinking skills (HOTS). Not only teachers but also prospective mathematics teachers should be supported to design and carry out HOTS assessments. This qualitative study applying a phenomenology approach was mainly conducted to investigate the challenges that prospective mathematics teachers face in developing HOTS questions, including their strategies for dealing with these challenges. Our informants were 20 students of master’s program in mathematics education. They were enrolled in the assessment of mathematics learning course, which was designed with a project-based learning model. Considering the learning model used, the purpose of this study then was extended to explore the benefits of implementing a project-based learning model in supporting student competence in developing HOTS questions. Data collection was carried out by (1) administering open-ended questionnaires; (2) observing the end product in the form of mathematics learning achievement tests and test blueprints; and (3) involving two experts who worked independently to judge the questions posed by students based on levels in the cognitive process dimension in the revised Bloom’s taxonomy. Data collected from the open-ended questionnaire were analyzed qualitatively, while data from observation and judgment by experts on the end product yielded by students were analyzed descriptively. Our study supports previous studies, which demonstrate that the application of a project-based learning model that involves students to develop HOTS questions deepens students’ knowledge of assessment. In developing HOTS questions, students struggled more in matching action verbs, item indicators, and test items to the level of cognitive process they defined, as well as constructing multiple-choice HOTS questions. The strategies that students took in dealing with challenges that arose in developing HOTS questions indicate that students regulate their learning.

The Intrapreneurial Self-Capital Scale (ISCS) is a 28-item measure intended to measure individual resources used to manage career and life challenges. The Intrapreneurial Self-Capital (ISC) is a higher order construct composed of seven specific constructs: core self-evaluation, hardiness, resilience, creative self-efficacy, decisiveness, goal mastery, and vigilance. In the new research area of the psychology of sustainability and sustainable development, ISC constitutes a promising core of resources to face the challenges of the 21st century. The aim of the current study was to determine the factor structure and psychometric properties (i.e., reliability and concurrent validity) of a Malaysian version of ISCS among university students. The self-report questionnaire was administered to 1491 university students in Sabah, Malaysia. Confirmatory factor analyses were performed to assess the latent structure of the Malaysian ISCS. The final indices of Goodness of Fit showed satisfactory fit to the data. The Cronbach’s alpha of the Malaysian ISCS is 0.81. The Malaysian ISCS correlates with Career Adaptability r = 0.31 (p < 0.01) and with Life Project Reflexivity r = 0.44 (p < 0.01), thus showing an adequate concurrent validity evidence. The Malaysian ISCS provides a promising research area in psychology (both positive and sustainability). Malaysian parents, teachers and counselors can also use this tool for their development and intervention efforts.

Mathematical modeling is crucial in the field of education, particularly in mathematics, as it enhances students’ mathematical skills and prepares them for solving real-world problems. The study focuses on the challenges of teaching mathematical modeling, specifically in the Malaysian education system. We utilized a case study approach, involving five participants selected purposefully, comprising three females and two males. Data collection primarily involved interviews, with the collected data undergoing thematic analysis for a thorough examination. The process of conducting thematic analysis involves several systematic steps, including familiarization with the data, generation of initial codes, searching for themes, reviewing and refining these themes, defining and naming them, and ultimately producing a thematic map or report. We found Malaysian educators encounter difficulties in teaching mathematical modeling due to deficiencies in content and pedagogical knowledge, assessment methods, low student interest, and time constraints. This suggests a need for comprehensive reforms in curriculum design, professional development, assessment practices, and instructional strategies to enhance the effectiveness of mathematical modeling instruction.

Current evidence supports how deviant behavior can be predicted by sociodemographic factors, subjective well-being, and perceived religiousness. However, there is limited research when it concerns specificity such as Muslims justifying deviant behavior, and their subjective well-being and perceived religiousness within a single study. Most studies used Christian population or using a non-denominational approach. Therefore, in this study, data from World Value Survey Wave 6 was used to examine the Muslim population (N = 20,559) and deviant behavior justification. Sociodemographic factors, subjective well-being (life satisfaction, happiness, and state of health), and perceived religiousness (prayer frequency and importance of God in life) were hypothesized as predictors. Results revealed that these hypotheses are supported. However, many of these predictors are weak, having minimal effect. This is with the exception of having the worldview of God being important in one’s life, being both a strong and statistically significant predictor of deviant behavior justification. The more a person views God being important in life, the more it predicts a decrease in deviant behavior justification. This research provides a novel finding on the belief-behavior nexus, specifically concerning Muslims justifying deviant behavior when two forms of perceived religiousness—ritualistic and worldview—are being compared.

The effect of scoring correction and model fit on the estimation of ability parameter and person fit on polytomous item response theory