Research List

No.	Researcher	Title	Abstract	Year
1261	Lwin Lwin San	PERSONANLITY TRAIT AND ACADEMIC HARDINESS OF PRE-SERVICE TEACHERS IN MANDALAY EDUCATION COLLEGE	The main purpose of this study was to investigate the personality trait and academic hardiness of pre-service teachers in Mandalay Education College. In this study, a total of 320 participants of the student teachers from Mandalay Education College (160 males and 160 females) were selected by using random sampling technique. To study the personality trait and academic hardiness of the student teachers, two instruments were used. The EPQR- A extraversion scale was modified from (Eysenck, Eysenck & Barrett, 1985). Academic hardiness scale consists of the 19 items devised by Benishek and Lopez (2001). The collected data was analyzed by using descriptive statistic and independent sample t test. The findings also showed that academic hardiness scale of female students was higher than that of male students. There was significant difference in academic hardiness by gender. By grade, the result for academic hardiness scale of first year students was higher than that of second year students. The result of the study indicated that extraversion scale of art students was higher than that of science students. And also academic hardiness scale of art students was higher than that of science students. There were significant differences in extraversion scale and hardiness scale of student teachers by subject stream. According to the results, there was a significant positive relationship between extroversion and hardiness of student teachers from Mandalay Education Colleges. This means that the student teachers who are high in extroversion are also high in hardiness accordingly. It is hoped that finding presented in this study will provide some insight in the study of personality trait and academic hardiness of student teachers in the future.	2020
1262	Pan Thazin San	METACOGNITIVE AWARENESS AND MATHEMATICS ANXIETY OF GRADE 10 STUDENTS I1N MEIKHTILA TOWNSHIP	The main aim of this study was to investigate metacognitive awareness and mathematics anxiety of Grade 10 students in Meikhtila Township. Participants were 994 students from eight schools in Meikhtila Township. The descriptive research design and quantitative survey method were used. In this study, Metacognitive Awareness Inventory (MAI) consisting of 44 items (r=0.881) was used to measure the metacognitive awareness of the students. The inventory contained eight dimensions; declarative knowledge, procedural knowledge, conditional knowledge, planning, information management strategies, comprehension monitoring, debugging strategies and evaluation. And, the next instrument, Mathematics Anxiety Rating Scale developed by Sharia et al. (2015) was used to measure mathematics anxiety of students. It includes 26 items (r=0.879) and consists of two dimensions; cognitive dimension, the worry component and affective dimension, the emotional component. The result of t test showed that there was a significant difference in metacognitive awareness by gender. The metacognitive awareness of female students was higher than that of male students. The result also showed that there was no significant difference in metacognitive awareness by subject combination. The ANOVA result revealed that there were significant differences in metacognitive awareness by schools. Besides, there was no significant difference in mathematics anxiety by gender and by subject combination. As the ANOVA result, there were significant differences in mathematics anxiety between school 2 and school 3, between school 2 and school 4, and between school 3 and school 7. According to the Pearson product-moment correlation, there was a significant negative correlation between metacognitive awareness and mathematics anxiety of Grade 10 students (r= -.162, p<.01). Thus, it can be concluded that the higher level of students’ metacognitive awareness, the lower level of their mathematics anxiety.	2020
1263	Pa Pa Oo	MATHEMATICAL SELF-CONCEPT, MOTIVATION TO LEARN MATHEMATICS AND SELF-REGULATED LEARNING STRATEGIES OF UNIVERSITY STUDENTS	This study was conducted to investigate mathematical self-concept, motivation to learn Mathematics and self-regulated learning strategies of university students in Sagaing Region. The descriptive research design and quantitative survey method were taken in the present study. The sample was 500 students (male=250, female=250) from the two universities in Sagaing Region. The research instruments: “Mathematical Self-concept Questionnaire with 20 items, Motivation to Learn Mathematics Questionnaire with 29 items and Self-regulated Learning Strategies Questionnaire with 22 items” were adapted and utilized in this study. Then, the data were analyzed by using descriptive statistics, independent sample t test, one way ANOVA, Pearson Product Moment Correlation and multiple regression analysis. According to the data results, there was no significant difference in mathematical self-concept by gender, grade and parents’ education. And then, male students are more motivated to learn Mathematics than female students. There was no significant difference in motivation to learn Mathematics by grade and parents’ education. Moreover, male students more appropriately applied self-regulated learning strategies than female students. Final year students also applied more self-regulated learning strategies than second year students. There was no significant difference in self-regulated learning strategies by parents’ education. Next, there were significant positive correlations among mathematical self-concept, motivation to learn Mathematics and self-regulated learning strategies. Additionally, mathematical self-concept and motivation to learn Mathematics can predict 23% of self-regulated learning strategies. Finally, this study highlights the fact that the higher mathematical self-concept and motivation to learn Mathematics, the more self-regulated learning strategies will be applied.	2020
1264	Phyo Ei Ei Aung	ADVERSITY QUOTIENT AND ACADEMIC STRESS OF STUDENTS FROM UNIVERSITIES OF EDUCATION	This study was conducted to study adversity quotient and academic stress of students from Universities of Education. This study is to find out the differences of adversity quotient and academic stress of students in terms of gender, subject stream, grade and university. The participants in this study were 917 (male = 364, female = 553) fourth year and fifth year students from Universities of Education. Adversity Respond Profile (ARP) developed by Stoltz (1997) and Academic Stress Inventory (ASI) developed by Lin and Chen (2009) were used. The reliability coefficients of Adversity Response Profile (ARP) and Academic Stress Inventory (ASI) questionnaire were .674 and .987. The data were analyzed by using descriptive statistics, independent samples t test, One-way ANOVA, Pearson Product-Moment Correlation and Simple Linear Regression. Adversity quotient and academic stress of students from Universities of Education were satisfactory. The t test results stated that there were no significant differences in adversity quotient by gender and grade. ANOVA results also showed that there were no significant differences in adversity quotient by subject stream. And then, the results of t test confirmed that adversity quotient of university-2 students had higher than that of university-1 students. Continually, the results revealed that male students had higher academic stress than female students. The results showed that academic stress of subject stream-3 students was the highest among three groups of subject stream. Additionally, the results showed that there was no significant difference in academic stress by grade. The results confirmed that university-1 students had higher academic stress than university-2 students. And then, the results revealed that there was a negatively significant relationship (r=-.462) between adversity quotient and academic stress. It could be interpreted that the higher adversity quotient, the lower academic stress. Finally, the results revealed that adversity quotient can predict 21% of academic stress.	2020
1265	Khin Theint Theint Zar	FORGIVENESS, PERFECTIONISM AND SELF-COMPASSION OF UNDERGRADUATE STUDENTS FROM SAGAING UNIVERSITY OF EDUCATION	The aim of this study is to investigate forgiveness, perfectionism, and self-compassion of undergraduate students from Sagaing University of Education. The study conducted a survey research design and employed with a quantitative method. As the research instruments, Heartland Forgiveness Scale (HFS; Thompson et al., 2005), Almost Perfect scale - Revised (APS-R; Slaney et al., 2001), and Self-Compassion Scale (SCS; Neff, 2003b) were applied. A total of 754 undergraduate students (310 males, 444 females) were selected from Sagaing University of Education as participants. Descriptive statistics, independent sample t test, correlation analysis and regression were used in this study. The results revealed that there was no significant difference in forgiveness, and perfectionism by gender but there was significant difference in self-compassion by gender, females are higher than males. The results showed that there was significant difference in forgiveness, and perfectionism by grade, only between third year and fifth year students. Third year students are higher than fifth year students. But there was no significant difference in self-compassion by grade. And, there was no significant difference in forgiveness, perfectionism, and self-compassion by subject stream. The findings revealed that there was low negative significant correlation between forgiveness and discrepancy of perfectionism and between self-compassion and discrepancy of perfectionism. According to Multiple Regression analyses, forgiveness was key predictor on perfectionism since adjusted R2 result showed that 57% of variance in discrepancy of perfectionism which was explained by forgiveness. The results also showed that self-compassion was key predictor on perfectionism since adjusted R2 result showed that 20% of variance in discrepancy of perfectionism which was explained by self-compassion. Finally, students’ positive perception upon negative events and performances should be developed with the help of teachers and parents so that they might not blame themselves or others negatively when the things they don’t want happen.	2020
1266	Saw Nan Aye	PERCEIVED SOCIAL SUPPORT, PERCEIVED EXPERIENCE OF EMERGING ADULTHOOD AND EGO-RESILIENCY OF STUDENT TEACHERS	The main purpose of this study is to investigate the perceived social support, perceived experience of emerging adulthood and ego-resiliency of student teachers. Thus, the researcher conducted the investigation by using the quantitative method. Sample of 869 student teachers (411 males and 458 females) from two universities of education participated in this study. Student teachers’ perceived social support was measured by Multidimensional Scale of Perceived Social Support (MSPSS) developed by Zimet, Dahlem, Zimet and Farley (1988) which consists of 12 items. And, student teachers’ perceived experience of emerging adulthood was measured by Inventory of the Dimensions of Emerging Adulthood (IDEA) developed by Reifman, Arnett and Colwell (2007) which consists of 31 items. Finally, student teachers’ ego-resiliency was measured by Ego-resiliency Scale (ER89) developed by Block and Kremen (1996) which consists of 14 items. According to the results of independent samples t test, there were significant differences in perceived social support of student teachers by gender and grade but was no significant difference by university. Moreover, it was found that student teachers’ perceived experience of emerging adulthood did not differ according to gender, grade and university. Then, there were significant differences in student teachers’ ego-resiliency by gender and university but was no significant difference by grade. Next, Pearson-Product Moment Correlation was conducted and it was found that there were significant positive relationships among perceived social support, perceived experience of emerging adulthood and ego-resiliency. Finally, the multiple linear regression was conducted and 23% of variance in ego-resiliency was predicted by perceived social support and perceived experience of emerging adulthood of student teachers. The findings of this study may be expected to have some contributions to the benefit of education in understanding of social support and emerging adulthood to which their students perceive and how to promote student teachers’ ego-resiliency.	2020
1267	Phyo Phyo Thida Aung	STUDY ON STRUCTURAL, MICROSTRUCTURAL AND VIBRATIONAL CHARACTERISTICS OF NANOSIZED COBALT-ZINC ALUMINATES	Nanosized Cobalt-Zinc Aluminates with the formula Co1-xZnxAl2O4 (where x = 0.00, 0.25, 0.50, 0.75 and 1.00) were prepared by solid state reaction method by using Analytical Reagent (AR) grade CoO, ZnO and Al2O3. Structural, microstructural and vibrational characteristics of the samples were studied by XRD, SEM and FTIR spectroscopy. XRD patterns showed all characteristic peaks of the spinel structure and confirmed the phase formation indicating the absence the others impurity phases. The observed peaks perfectly matched with the crystalline phase of cubic spinel structure with the identification of satndard JCPDS. The crystallite sizes were estimated by using Debye-Scherrer’s formula to examine the nanosized aluminates materials. SEM micrographs showed that the samples were cauliflower shapes and composed of agglomerated particles with poor grain boundary. FTIR spectra indicated that the stretching vibrations of divalent cations (ν1-mode) and trivalent cations (ν2-mode) of the samples. These two modes indicated that the vibrational characteristics of Co1-xZnxAl2O4.	2020
1268	Chaw Su Mar Win	????????????????????????? ????????????? ????????????	????????????????? ????????? ???????????????????????? ???????????????????????? Rh??????al D?????? ???????????????? ????????????? ?????????????????????? ???????? ???????????????????????? ??????????????????? ?????????????? ???????????? ????????? ???????????? ??????? ?????????????? ?????????????????? ????????????????????????? ???? ?????????? ??????????????????????????????????? ????????????? ?????????????? ????????????????????????????? ???????????????????????????? ????????????????? ???????? ???? ???????????????? ?????????????????????????????? ???????????????????????????? ???????????? ?????????????? ?????????????????????????? ??????????????????????????????? ?????? ????????????????? ?????????????????? ??????????? ????????????? ???????????????? ???????????? ?????????????? ??????????? ???????????????????????????? ?? ??????????????? ??????????????? ????????????????????????????	2020
1269	Kyin Thar Myint	????????????????? ??????????????	?????????? ????????????????? ????????????????? ??????????????????????? ??? ???????????????? ?????????????????? ???????????????? ???????????????????? ???????? ????????????? ?????????? ????????????? ??????????? (?) ????? ???????? ???????????????? (?) ????????????????? ????????? (?) ?????????? ???? ???????????? ???????(?)??????????? ?????????????????? ???????????????????? ???????????????????? ]??????} ????????? ?????????????? ???????????????? ?????????? ????? ??????????????? ???????????????????? ]??????} ????????????????? ??????????? ?????? ???????????????????????????? ?????????????? ??????????????????? ??????????????? ????????? ????	2020
1270	Htwe Ei Khin	???????????????????? ??????????????? ????????	?????????? ???? ??????? (??)??????????? ???????????????????????????? ???????????? ??????????? ?????????????????? ???????????????? ?????????? ?????? ?????????????? ?????????????????????????? ???????????????????????????? ????? ??????????? ????????? ?????????? ???????????????????????????? ????????????? ?????????????????????? ???????????????? ?????(?)???????? ???????????????? ?????(?)???? ??????????????? ????????????? ?????????????? ?????(?)???? ?????????????????????? ?????(?)???? ???????????????????? ??????????????????? ??????? ??????????????? ??????????? ????????????????? ???????????????????? ??????????? ??????????? ?????????????????????? ??????????????????????? ??????? ?????????????????? ??????????????? ?????????????????? ????????? ?????? ?????????????? ?????????????????	2020

Research Publications

Myanmar Academy of Art & Science List of Research