Research Publications

Academic theses and dissertations are regularly published and widely disseminated in YUOE Journal, Monographs, Universities Research Journal (URJ), Myanmar Academy of Arts and Science (MAAS) Journal, AsTEN Research Journal and International online Journals for sharing knowledge and contributing to the development of our education.

Myanmar Academy of Art & Science List of Research

No. Researcher Title Abstract Year
2971 Khaing Thiri Mon1, Khin Hnin Nwe2 TEACHER EDUCATORS’ CAREER ADAPTABILITY AND PROFESSIONAL ENGAGEMENT AND CAREER ASPIRATIONS IN TEACHER EDUCATION INSTITUTIONS The main purpose of the study was to investigate Career Adaptability and Professional Engagement and Career Aspirations of teacher educators in Teacher Education Institutions. The descriptive survey research method was applied and quantitative data analysis was executed in this study. The instruments used in this study were Career Adaptability Scale to examine teacher educators’ career adaptability and Professional Engagement and Career Aspirations Scale to examine teacher educators’ professional engagement and career aspirations. A total of 992 teacher educators (144 males and 848 females) from three Universities of Education and sixteen Education Degree Colleges participated in this study. Regarding teacher educators’ career adaptability, career control is the highest in the four subscales of career adaptability. The result of the independent samples t-test revealed that there was no gender difference in the career adaptability of teacher educators. ANOVA results indicated that there was a significant difference in the career adaptability of teacher educators by designation. Regarding teacher educators’ professional engagement and career aspirations, the professional effort subscale is the highest in the four subscales of professional engagement and career aspirations. The result of the independent samples t-test revealed that there was no gender difference in professional engagement and career aspirations of teacher educators. ANOVA results indicated that there was a significant difference in professional engagement and career aspirations of teacher educators by designation. Additionally, the results indicated that there was a positive correlation between career adaptability and professional engagement and career aspirations. 2026
2972 Yin Nwe Aung1, Su Myat Aye2 PSYCHOMETRIC PROPERTIES OF GRIT SCALE AND EMOTION REGULATION QUESTIONNAIRE FOR STUDENT TEACHERS The primary purpose of the study is to investigate the number of items and the dimensions of grit scale and emotion regulation questionnaire for student teachers. Descriptive survey research method was applied and quantitative data analysis was executed in this study. For grit scale, three instruments were used with 30 items. For emotion regulation questionnaire, two instruments were used with 42 items. A total of 1185 student teachers from teacher institutions (539 males and 646 females) were randomly selected. Student teachers in Sagaing Region, Mandalay Region, Shan State, Magway Region, Yangon Region, Kayin State and Mon State were examined. And then, exploratory factor analysis (EFA) was used to investigate the number of items and the dimensions of the scale. It was also used to reduce data to a smaller set of summary variables and to postulate that there is a smaller set of unobserved (latent) variables or constructs that underlie the variables that actually were observed. Confirmatory factor analysis (CFA) is a multivariate statistical procedure that is used to test how well the measured variables represent the number of constructs. CFA was conducted to determine the existing structure of the scale and to test how the variables are related to underlying constructs. For grit scale, two subscales (perseverance of effort and consistency of interest) were used with 14 items. For emotion regulation questionnaire, two subscales (cognitive reappraisal and expressive suppression) were used with 21 items. 2026
2973 Khin Aye Soe1 THE EFFECT OF PEDAGOGICAL BELIEFS ON INSTRUCTIONAL PRACTICES OF SCHOOL TEACHERS This study aims to investigate the effect of pedagogical beliefs on instructional practices of school teachers. The participants were selected from a random sample of 938 school teachers from Yangon Region and Rakhine State. Descriptive survey research method and quantitative data analysis were used in this study. As a research instruments, the Pedagogical Beliefs Questionnaire (PBQ) and the Instructional Practices Questionnaire (IPQ) were applied in this study. In the analysis of the data, descriptive statistics, independent samples t-test, one-way ANOVA, Post Hoc test, Pearson’s correlation analysis and Regression analysis were used in this study. The results of t-test revealed that there were no significant differences in traditional beliefs and subscales of instructional practices (traditional practice, interactive instructional practice and guided discovery practice) by gender but were significant differences in constructivist belief and flexible grouping practice subscale of instructional practices by gender. Then, the significant differences in subscales of pedagogical beliefs and instructional practices of school teachers were found among teacher position. Regression analysis revealed that traditional belief could highly positively predict traditional practice, and least positively predict guided discovery practice, flexible grouping practice and interactive instructional practice. Moreover, the constructivist belief could strongly positively predict guided discovery practice, flexible grouping practice and interactive instructional practice and could negatively predict traditional practice. 2026
2974 Khin Nay Zar Win1, Khin Hnin Nwe2 AN INVESTIGATION OF STUDENT TEACHERS’ ANXIETIES AND COPING STRATEGIES RELATED TO THE TEACHING PRACTICUM The aim of the study was to identify the levels of anxiety experienced by the student teachers about their practicum. Moreover, it is intended to compare the anxiety levels experienced by the student teachers about the practicum activities by gender, age, and year, and to analyze how the student teachers handled their anxieties. The participants were selected using a simple random sampling technique. The sequential explanatory mixed methods design was adopted in this study. As the research instrument, the Student Teacher Anxiety Scale (Ngidi & Sibaya, 2003), which consists of 26 items, was applied in this study. This questionnaire is classified into five dimensions: Evaluation anxiety, Class control anxiety, Professional preparation anxiety, School staff relations anxiety, and Unsuccessful lesson anxiety. The reliability coefficient (Cronbach’s alpha) resulting from the pilot study was 0.84. A total of 211 student teachers (77 males and 134 females) from Taunggyi Education Degree College participated in this study. The findings showed that evaluation and class control anxieties were found to be the highest anxieties of student teachers during their teaching practicum. The results showed that the student teachers have felt moderate anxiety in professional preparation and unsuccessful lessons, and low anxiety in school staff anxiety. In this study, a significant difference was found in anxiety during practicum, along with gender and age. There was no significant difference in any of the dimensions across school years. This study also found that there were several ways to cope with the anxieties. The strategies used by student teachers to cope with their anxiety were thinking positively, creating a good learning atmosphere, discussing with their supervisors, mentors, and peers, building good relationships with school staff, and preparing everything well. Thus, this study might help student teachers, lecturers, and mentors prepare for a quality teaching practicum by reducing student teachers’ anxieties. 2026
2975 Nyan Lin1 THE INTERPERSONAL SKILLS OF HIGH SCHOOL STUDENTS IN YAMETHIN TOWNSHIP The main purpose of this research was to investigate the interpersonal skills of high school students in Yamethin Township and to find out significant difference in their interpersonal skills with respect to the gender, grades, school locations, parental jobs and parental education. In this study, the participants were totally 988 (421 males and 567 females) high school students from selected five high schools in Yamethin Township during 2014-15 academic year. Interpersonal Skills Questionnaires were used as an instrument. It includes twelve categories; namely nonverbal communication, reinforcement, questioning, reflecting, opening and closing, explanation, listening, self-disclosure, influencing, assertiveness, group interaction and leadership. Quantitative research design was used in this study. Descriptive analysis and inferential statistical statistics such as independent samples t-test and ANOVA were conducted to analyze the collected data. The participants possessed the moderate level of interpersonal skills. The result of the study also found that there was no significant difference in the interpersonal skills of high school students with respect to their gender, grades and parental jobs. But, significant difference was found in the interpersonal skills of high school students with respect to parental education and school at different locations. Thus, parents play an essential role for the development of interpersonal skills of their children and the parents should make a warm environment which can enhance interpersonal skills level of children to get success in their future lives. 2026
2976 Mie Mie Khaing1, Tin Mg Win2 RELATIONSHIP BETWEEN IDENTITY STYLES AND SELF-ESTEEM OF GRADE 10 STUDENTS The present study was carried out to investigate the relationship between identity styles and self esteem of Grade 10 students. A total of Grade 10 students (386 male and 529 female) from Yangon and Bago Regions were selected as participants in this study. Data were collected by the use of Identity Styles Inventory-5 (ISI-5) developed by Berzonsky (2013) and Coppersmith’s Self esteem Inventory (1987 and 2012). According to t-test results, female students were more likely to use normative identity style than male students in this study. It was found that male students had higher personal self-esteem than female students in this study. And female students had higher level of self-esteem derived from parents, peers, and self-esteem (Personal, School academic, Parents, Peers) than male students in this study. With the aid of Pierson’s solitary test, the results showed that among identity styles, informational style and normative identity styles had positive relationship with self-esteem and diffuse avoidant style had negative relationship with self-esteem respectively. 2026
2977 Shwe Sin Tun1, Su Mon Oo2 PEER VICTIMIZATION AND SCHOOL CONNECTEDNESS OF ADOLESCENTS Victimization is commonly recognized as a hostile behavior characterized by a power imbalance and frequent occurrences. In this instance, the victim is the object of persistent targeting; the action is repetitive. The main purpose of this study was to investigate peer victimization and school connectedness of adolescents. Firstly, this study was to validate the Multidimensional Peer Victimization Scale (MPVS) in a sample of adolescents from Basic Education in Myanmar. Furthermore, this study aimed to investigate the difference in peer victimization and school connectedness of adolescents by gender and age. The quantitative study was conducted to explore the peer victimization and school connectedness of adolescents. The sample for this study was chosen from four Basic Education High Schools Located in Kayin State and Yangon Region. A total of 600 adolescents were selected from schools. Multidimension Peer Victimization Scale (MPVS-24) was by Fontaine et al. (2018) and Measurement of School Connectedness (MOSC) was by Sugar (2012) were used. The results of the confirmatory factor analysis indicated that the model fits with two-factor structure model (Chi-Square = 642.131, RMSEA = 0.055, TLI = 0.901, CFI = 0.905, p < 0.001). Moreover, this study confirmed the convergent and discriminant validity of the scale. The internal consistency of scale and subscales were satisfactory results. The results of independent samples t-test revealed that significant differences were found on peer victimization and school connectedness by gender. ANOVA results revealed that significant differences were found on peer victimization and school connectedness by age. The findings revealed that there was a negatively moderate correlation between peer victimization and school connectedness of adolescents. In addition, regression analysis showed that peer victimization is a significant predictor of school connectedness. 2026
2978 K Khaing Zaw1, May Cho Min2 THE RELATIONSHIP BETWEEN TEACHER IMMEDIACY AND ACADEMIC ENGAGEMENT OF STUDENT TEACHERS The primary purpose of this study is to investigate the relationship between teacher immediacy and academic engagement of student teachers. The quantitative research design and cross sectional survey method were used in this study. Data were collected by using simple random sampling method. A total of 412 student teachers from Yangon University of Education participated in this study. The Chinese Teacher Immediacy Scale (Zhang & Oetzel, 2006) and the Utrecht Work Engagement Scale for Students (Schaufeli et al., 2006) were used as research instruments in this study. The results stated that student teachers could be classified into three groups of teacher immediacy: high group, moderate group and low group. The results revealed that there was no significant gender difference in teacher immediacy and its subscales. However, the findings indicated that there were significant differences in teacher immediacy and its subscales by education level and age. Regarding academic engagement, the findings indicated that student teachers could be classified into three groups: high group, moderate group and low group. The results revealed that the mean scores of male student teachers were higher than those of female student teachers in vigor, absorption and academic engagement. In addition, there were significant differences of academic engagement and its subscales by education level and age. Moreover, teacher immediacy was positively correlated with student teachers’ academic engagement. Furthermore, teacher immediacy can predict student teachers’ academic engagement. 2026
2979 Kyu Kyu Hmwe1, Khin Hnin Nwe2 SOCIAL PROBLEM-SOLVING SKILLS AND ACADEMIC HARDINESS OF STUDENT TEACHERS IN YANGON UNIVERSITY OF EDUCATION The primary purpose of this study was to investigate the social problem-solving skills and academic hardiness of student teachers. Quantitative and survey research design was used in this study. A total of 1000 student teachers in Yangon University of Education participated. Social Problem-Solving Inventory–Revised; Short Form (SPSI-R;SF) developed by D’Zurilla et al. (2002) and Revised Academic Hardiness Scale (RAHS) developed by Benishek et al. (2005) were used to measure social problem-solving skills and academic hardiness of student teachers. According to this study, there were statistically significant differences in social problem-solving skills and its subscales by gender. There were statistically significant differences in constructive and overall social problem-solving skills by education level except dysfunctional problem-solving skills. Concerned with academic hardiness, significant differences were found in commitment and challenge by gender. Significant differences were found in commitment, control and total academic hardiness by education level. Results of Pearson product moment correlation indicated that academic hardiness was significantly positively correlated with constructive problem-solving skills and overall social problem-solving skills of student teachers whereas academic hardiness was found to be significantly negatively correlated with dysfunctional problem-solving skills. Regression analysis revealed that approximately 27% of the variance in academic hardiness could be explained by constructive problem-solving skills and dysfunctional problem-solving skills. So, student teachers with high social problem-solving skills may be more likely to perform well socially and academically regardless of situations. This study found that social problem-solving skills of student teachers can affect their academic hardiness to some extent. 2026
2980 Khin Win Shwe1, Tin Mar Naing2 A STUDY ON MOTIVATIONAL BELIEFS AND SELF-REGULATED LEARNING OF MIDDLE SCHOOL STUDENTS The main objective of the study was to study motivational beliefs and self-regulated learning of middle school students. The explanatory sequential design was used in this study. A total of 800 middle school students (Grade 6 students and Grade 9 students) participated in the quantitative study. The instruments used in this study were Motivational Beliefs Scale with 22 items to examine motivational beliefs and Self-Regulated Learning Strategies Scale with 22 items to assess self regulated learning of middle school students. According to findings, there were significant differences in self-efficacy subscale in terms of gender and age. Additionally, there were also significant differences in intrinsic value subscale by gender and age. Finally, no significant differences were not found in test-anxiety subscale in terms of gender and age. Then, there were significant differences in total self-regulated learning by gender and age. There were positive and moderate relationships between self-efficacy, intrinsic value and self-regulated learning of middle school students. Conversely, test anxiety was negatively related to self-regulated learning of middle school students. Besides, self-efficacy was the strongest predictor of self-regulated learning and intrinsic value was the second strongest but test anxiety was the weakest and negative predictor of self-regulated learning. Finally, a qualitative follow-up study was conducted by semi-structured interview. Moreover, the information obtained from qualitative study prominently supported the findings of quantitative study. These findings will be valuable for teachers, aiding them in comprehending their students better and enabling adjustments to support the attainment of educational objectives. 2026