IDEAS home Printed from https://ideas.repec.org/a/ibn/jsd123/v8y2015i6p133.html
   My bibliography  Save this article

Brunei Lower Secondary Students’ Engagement in School and Beliefs about the Self under the Ongoing SPN21 Curriculum Reforms: Implications for Educational and Counseling Interventions

Author

Listed:
  • Rohani Matzin
  • Rosmawijah Jawawi
  • Jainatul Halida Jaidin
  • Masitah Shahrill
  • Mar Aswandi Mahadi

Abstract

The school involvement of 171 Brunei lower secondary school students (140 females) was surveyed in terms of their ongoing engagement, reaction to challenges, perceived competence, and perceived autonomy in the context of the current SPN21 curriculum. Data were collected using the Research Assessment Package for Schools – Students in Middle schools version, RAPS-SM (Institute for Research and Reform in Education, 1998). Both genders need assistance in improving their school engagement strategies. This is especially important now as Brunei emphasizes inclusive education and the SPN21 curriculum. The absence of negative emotional reactions to challenging school problems suggested that the participants adjusted successfully after transiting from primary school to secondary level. Consistent with findings in previous studies, females asserted that they were more competent and autonomous in school work than males. Further mixed-methods research involving a bigger number of schools was recommended to provide more insights on the issue.

Suggested Citation

  • Rohani Matzin & Rosmawijah Jawawi & Jainatul Halida Jaidin & Masitah Shahrill & Mar Aswandi Mahadi, 2015. "Brunei Lower Secondary Students’ Engagement in School and Beliefs about the Self under the Ongoing SPN21 Curriculum Reforms: Implications for Educational and Counseling Interventions," Journal of Sustainable Development, Canadian Center of Science and Education, vol. 8(6), pages 133-133, June.
    • Handle: RePEc:ibn:jsd123:v:8:y:2015:i:6:p:133
    as

    Download full text from publisher

    File URL: https://ccsenet.org/journal/index.php/jsd/article/download/44655/27641
    Download Restriction: no
    File URL: https://ccsenet.org/journal/index.php/jsd/article/view/44655
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Faridah Haq & Lawrence Mundia, 2012. "Comparison of Brunei Preservice Student Teachers’ Attitudes to Inclusive Education and Specific Disabilities: Implications for Teacher Education," The Journal of Educational Research, Taylor & Francis Journals, vol. 105(5), pages 366-374.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Lawrence Mundia, 2020. "A Descriptive Profile of Selected Brunei Convicts: Viewpoint," Journal of Public Administration and Governance, Macrothink Institute, vol. 10(3), pages 619-619, December.
    2. Osama AlMahdi & Hanin Bukamal, 2019. "Pre-Service Teachers’ Attitudes Toward Inclusive Education During Their Studies in Bahrain Teachers College," SAGE Open, , vol. 9(3), pages 21582440198, July.
    3. Norfaezah Masri, 2016. "Scores of Brunei Lower Secondary School Students on Emotional Intelligence Variables: Exploring the Differences," Global Journal of Health Science, Canadian Center of Science and Education, vol. 8(4), pages 1-22, April.
    4. Lawrence Mundia, 2019. "Assessment of Work-related Stress in Brunei Public and Private Sector Employees," Journal of Public Administration and Governance, Macrothink Institute, vol. 9(4), pages 221-236, December.

    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:ibn:jsd123:v:8:y:2015:i:6:p:133. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Canadian Center of Science and Education (email available below). General contact details of provider: https://edirc.repec.org/data/cepflch.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.