Poster Presentation Session

Dawnn Lim Xingyi ERAS Abstract Submission.docx
Academic achievement is a deeply embedded value in Singapore's society, often reinforced through family expectations and pressure. Some of this pressure originates within the family, as parents in Singapore tend to prioritise education and hold strong aspirations for their children's academic achievements from an early age (Karuppiah & Poon, 2022). While pressure from the family can serve as a motivator, it has also been associated with increased anxiety, depression, and reduced emotional well-being (Quach et al., 2013; Slimmen et al., 2022). 
Prior research has shown that family obligation can have both protective and detrimental effects on adolescents' mental health and wellbeing (Fuligni & Pedersen, 2002; Juang & Cookston, 2009; Milan & Wortel, 2014). These contrasting outcomes suggest the presence of moderating factors or contextual nuances, highlighting the need for further research. To address this gap and the present study examines whether adolescents' attitudes toward family obligation moderate the relationship between parental pressure and symptoms of anxiety and depression in Singapore.
Drawing from self-determination theory (Ryan & Deci, 2000), we hypothesise that adolescents with stronger attitudes towards family obligations (vs. weaker attitudes) would be more vulnerable to internalising symptoms after experiencing parental pressure, due to a greater perceived lack of autonomy. 
A baseline survey, followed by a 14-day longitudinal daily diary survey was conducted among undergraduates in Singapore, aged 18–25 years. The surveys included items measuring perceived parental pressure to be successful, adolescents' attitudes toward family obligation (AATFOS), anxiety (GAD-2), and depression (PHQ-2). After data cleaning, a total of 134 unique respondents were included in the moderation analysis. 
The results suggest that parental pressure significantly predicted higher levels of depression (b = .591, SE = .039, p < .001), and anxiety (b = .611, SE = .042, p < .001) while adolescents' attitudes toward family obligation negatively predicted depression (b =−.400, SE = .070, p < .001) as well as anxiety (b =−.252, SE = .077, p < .001). Furthermore, the interaction between parental pressure and AATFOS on depression was significant (b =.264, SE = .077, p < .001) (Figure 1), indicating that the relationship between parental pressure and depression is moderated by adolescents' attitudes toward family obligation, where individuals who scored higher on the AATFOS had a stronger association between depression and parental pressure, as compared to those who scored lower on the AATFOS. In contrast, the interaction between parental pressure and AATFOS was not significant for anxiety (b=.014, SE = .083, p = .869), suggesting that the relationship between parental pressure and anxiety is not moderated by adolescents' attitudes toward family obligation. 
These findings contribute to a more nuanced understanding of how attitudes towards the family can interact with parental pressure to impact an adolescent's depression. While family obligation may serve as a protective factor in low parental pressure environments, it may amplify depressive symptoms in the presence of high parental pressure.

Doctoral journey is often accompanied by failure, which can either be facilitator or hinder to doctoral students' research and well-being development, depending largely on students' mindsets towards it. Although much attention has been devoted to doctoral students' intelligence mindsets, there is limited research exploring doctoral students' failure mindsets. To address this gap, this study was rooted in the "mindset meaning" system and explored how failure-is-enhancing and failure-is-debilitating mindsets are associated with doctoral student' research and well-being outcomes. A total of 17 doctoral students from various universities, disciplines, and study phases were interviewed. Findings revealed that students with failure-is-enhancing and failure-is-debilitating mindsets exhibited distinct motivational, emotional, and behavioral patterns in response to failure, resulting in divergent research and well-being outcomes. Motivationally, a failure-is-enhancing mindset was linked to growth-oriented motivation in the face of failure, which fueled their perseverance and proactive efforts to overcome challenges; whereas a failure-is-debilitating mindset was associated with diminished confidence, leading to a feeling of defeat and self-doubt. Emotionally, students with a failure-is-enhancing mindset reported feelings of hope and calmness, demonstrating higher resilience, while those with a failure-is-debilitating mindset experienced frustration and anxiety, and were unable to bounce back from setbacks. Behaviorally, students with a failure-is-enhancing mindset sustainably engaged in research action and actively adopted adaptive learning strategies, whereas their peers with a failure-is-debilitating mindset demonstrated greater academic avoidance and disengagement from challenging tasks. Consequently, a failure-is-enhancing mindset, which enables students to view failure as an opportunity for personal growth, was associated with stronger research skills and fewer negative emotional experiences. In contrast, a failure-is-debilitating mindset was linked to weaker research performance and increased psychological distress, as students often internalize failure as a loss of agency, perceiving it as inevitable and meaningless for improvement. Findings further revealed that attributing failure to controllable internal versus uncontrollable external factors and process-oriented versus outcome-oriented thinking, played a critical role in shaping the development of failure mindsets. Our findings uncovered the distinct and significant impact of different failure mindsets on doctoral students' research and well-being, highlighting the importance of fostering supportive academic environments to help doctoral students navigate failure.

Keywords: failure mindsets, doctoral students, failure-is-enhancing mindset, failure-is-debilitating mindset

In recent years, global education policies have increasingly emphasized the importance of student well-being and its substantial impact on learning outcomes (Cohen, 2006; Durlak et al., 2011). Among the strategies that support holistic development and motivation, Social Emotional Learning (SEL) has emerged as a foundational approach. While many countries have institutionalized SEL in educational systems, Taiwan's teacher education programs are still in the early stages of SEL integration. Research shows that although most teachers recognize the value of SEL in promoting students' overall growth (Bridgeland et al., 2013), they often lack confidence in delivering SEL effectively. In addition, the system lacks structured, high-quality, and culturally relevant training resources (Bridgeland et al., 2013; Zinsser et al., 2016). Thus, equipping pre-service teachers with the competence to design and implement SEL curricula has become essential to meet evolving educational demands and enhance teacher readiness.
This study adopted the DIIE model-Discovery, Intervention, Implementation, and Evaluation-as a framework for curriculum development and research. Over 18 weeks, an SEL course was designed and implemented, centering on the ECHO model, which encompasses four core values: Empathy, Cognition, Heart, and Originality. This culturally grounded model aligns with international SEL standards, particularly the CASEL five competencies, while responding to Taiwan's specific educational context. The course addressed key SEL capacities-self-awareness, emotional regulation, responsible decision-making, and interpersonal competence-using diverse pedagogies such as role-playing, reflective journaling, mindfulness, and group dialogue.
Data were collected via classroom video observations, in-depth interviews with 14 pre-service teachers, and analysis of 23 student learning portfolios. The findings revealed two major outcomes: First, the ECHO model proved culturally resonant and facilitated growth in self-awareness and self-concept transformation. Second, the course supported the gradual development of a professional teaching identity, instilling a clearer sense of purpose and strengthening participants' psychological resilience.
Furthermore, the course cultivated a supportive and inclusive learning environment that encouraged risk-taking, deep reflection, and peer support. This environment embodied principles of sustainable learning and helped participants redefine failure, embrace vulnerability, and understand teaching as a human-centered, emotionally responsive profession.
This study offers a culturally responsive, evidence-informed model for embedding SEL into pre-service teacher education. It contributes both theoretical insight and practical strategies for integrating SEL into sustainable teacher development. Future research should examine the model's transferability across different educational levels and cultural contexts, and incorporate quantitative impact measures to further validate its educational potential.

Introduction
 Vocational Education and Training (VET) students frequently face challenges in engagement, identity formation, and adaptability, particularly during the senior secondary years. This study examines a pedagogical model that combines autonomy-supportive teaching and developmental coaching to foster vertical self-development. Grounded in Self-Determination Theory (SDT) (Ryan & Deci, 2017) and constructive-developmental theory (Kegan, 1994), the model posits that autonomy-supportive classroom environments, combined with coaching that scaffolds students' meaning-making, enhance both self-development maturity and psychosocial functioning.
SDT emphasises autonomy, competence, and relatedness as core psychological needs that underlie intrinsic motivation and well-being (Reeve et al., 2004). Developmental coaching draws from coaching psychology to promote self-regulation, goal setting, and personal growth (Grant & Cavanagh, 2011; O'Connor & Cavanagh, 2013). When aligned with Kegan's theory, developmental coaching supports vertical growth through increasingly complex meaning-making stages: instrumental, socialising, self-authoring, and self-transforming.
To operationalise this developmental model, we introduced the Vertical Index of Career Adaptability and Development (VICAD). VICAD is a 140-item, 20-minute instrument aligned with Kegan's stages, developed as a scalable alternative to the Subject–Object Interview (Lahey et al., 1988).
We hypothesised:
 H1: Autonomy-supportive teaching predicts higher levels of self-development maturity.
 H2: Self-development maturity predicts students' functioning, including motivation, well-being, engagement, personal growth, and future academic intentions.
Method
 Participants were 495 vocational education students in Grades 10–12 (255 females, 234 males, 6 unspecified) enrolled in U.S. vocational schools. Students completed online surveys via Qualtrics in November 2024. Self-development was assessed using VICAD. Autonomy-supportive environments were measured using validated scales of autonomy-supportive, structured, and controlling teaching (reverse-scored). Functioning outcomes included measures of constructive problem-solving, engagement, self-concept, personal growth, well-being, and academic intentions. Structural equation modelling (SEM) tested both the measurement and structural models.
Results
 The hypothesised model demonstrated acceptable fit. Supporting H1, autonomy-supportive teaching significantly predicted higher levels of self-development maturity. In support of H2, self-development maturity significantly predicted all psychosocial outcomes: greater problem-solving, stronger self-concept, personal growth, intrinsic motivation, psychological need satisfaction, and well-being.
Discussion
 These findings validate a learning approach that aligns autonomy-supportive pedagogy with stage-based personal growth and self-development. The model promotes not only academic motivation but also deeper psychological resilience and career adaptability. Importantly, it shifts emphasis from performance-based metrics to developmental readiness-a critical need in today's dynamic labour markets. In 2026, we will pilot a cluster randomised controlled trial (RCT) in Western Sydney High School VET settings. Teachers will be trained in autonomy-supportive pedagogy (Reeve & Cheon, 2021), and students will receive developmental coaching. Together, these studies aim to create VET environments that foster sustainable student engagement, mature self-development, and lifelong career adaptability.

Existing research shows that high parental expectations, especially discrepancies in parent-child academic expectations, can negatively impact adolescents' mental health and self-efficacy, which in turn may negatively affect their academic outcomes (see in Bai et al., 2025; Liu et al., 2022). Particularly, for high-achieving schools, the pressure is amplified from constant stress imposed by adolescents' microsystem (Luthar et al., 2020). On the contrary, it is also notable that high parental expectations and perfectionistic tendencies can demonstrate positive effects such as higher test scores and better academic self-concept as well (Loughlin-Presnal & Bierman, 2018; Muller, 2018). Achievement exists on a spectrum ranging from no to high achievement and according to achievement goal theory, fluctuates depending on both intraindividual and environmental factors as they shape students' motivational levels (Nicholls, 1984). Schools have been shown to have the greatest external impact on student achievement (Weinberg et al., 1997), including factors such as academic rigour and calibre, student-teacher interactions and relationships and provided facilities for students' access.



However, most research has focused on the direct effects of high parental expectations on youth mental health or academic competence, with less known about how indirect effects of perceived parental perfectionism by adolescents can affect youth academic competence. This is especially important during this maturation stage as the adolescent is gaining autonomy and attempting to deindividuate from their parents' desires (Beyers et al., 2024), which may in turn lead them to have divergent goals from what their parents initially set them towards. Furthermore, the lack of examination of its mediators has resulted in a limited understanding of how they affect the relationship between parental expectations and academic self-regulation, creating missing links between this relationship, which may cause educators and parents to concentrate on extraneous factors when attempting to improve adolescents' academic self-regulation. Cumulatively, these hinder adolescents' academic potential as they are weighed down by intrinsic and extrinsic factors. Therefore, to address the gaps, the present study aims to understand the relations among adolescents' perceived parental perfectionism for their academics, youth depression and anxiety symptoms and youth academic self-regulation. 



354 adolescents were recruited from four high-achieving schools in Hong Kong and completed measures on their perceived parental perfectionism, academic self-regulation and their depression and anxiety symptoms. Analyses conducted using jamovi and R Studio showed that aspects of perceived parental perfectionism correlates and predicts adolescents' external and identified regulation for academics. Moreover, age and gender are important covariates for some of these relationships. Further mediation analyses showed that depression, anxiety, stress and self-efficacy mediated some of the aforementioned relationships. Future studies can replicate the study in other countries and non-high achieving schools to understand whether the results can be generalised across contexts. Practically, teachers and parents can utilise the findings to create a more nurturing classroom environment for students to thrive academically with enhanced and protected wellbeing. 



Keywords – High–achieving, parental perfectionism, academic self-regulation, depression, anxiety, stress, self-efficacy

1. Background and Purpose
This study examines educational phenomena in the U.S.-Mexico border region, providing an analysis of the distinctive educational systems and sociocultural conditions that characterize the area. Educational issues in "border regions" have not been considered as major and thus have received limited scholarly attention. However, the field of "border studies" has attracted interdisciplinary interest from geography, political science and other disciplines for it's contribution to the understanding of global dynamics. In 2018, we initiated a research project on education in border regions, which has evolved through the COVID-19 pandemic and remains ongoing. In the San Diego (California)–Tijuana (Baja California) region, many students and workers cross the border from Mexico to the U.S. daily. This phenomenon of cross-border schooling extends from elementary to high school and even to community colleges. Universities and educational institutions in San Diego have developed unique systems and curricula to accommodate these cross-border students.


2. Methodology
This study synthesizes findings from fieldwork conducted in the San Diego–Tijuana region since 2018. It includes interviews with cross-border commuting parents and children, visits and interviews with officials from San Diego's education boards, schools, and universities. It also presents observations and emerging challenges identified through pre- and post-pandemic fieldwork. Drawing upon international and governmental reports as well as prior research, we contextualize and assess the current state of education in the region in relation to our field data. Finally, using the concept of "Permeability" from Martínez model in border studies and considering education's role in "nation-building," we analyze how this region functions and impacts both countries.


3. Conclusions and Findings
In the U.S.-Mexico border region, numerous Mexican residents cross the border daily for school and work. Parents choose U.S. schools in San Diego to secure better futures (higher education, employment) for their children. Additionally, parents can work full-time while their children attend school, which is often impossible in Mexico's multi(split)-shift school system. 
Educational institutions in San Diego have adopted flexible approaches, including bilingual instruction, migrant support programs, and vocational curricula designed for cross-border students and other marginalized populations. San Diego State University has introduced bilingual teacher training, expanded support for migrant and cross-border students, and even holds graduation ceremonies in Tijuana. 
This region exhibits high "Permeability" and, according to the Martínez model, is in a stage of "integration." Dual citizenship is common, and as students have the right to education in both countries, education in this context is understood to foster "global citizens," surpassing the conventional framework of nation-building. While this study focuses on the San Diego–Tijuana region, future research will explore other areas along the U.S.-Mexico border.


This research was supported by the Ministry of Education, Science, Sports and Culture, Grant-in Aid for Challenging Research, 2018-2022（18H03659）,2022-2025（22H0097）

Individuals with intellectual disabilities (ID) are, due to their often inactive lifestyle, at greater risk for chronic diseases (Melville et al., 2017). In the context of this target group, the physical self-concept and health-oriented physical fitness have been identified as significant health determinants. Quantifying these factors is of particular interest in this study. Research has indicated that males overestimate their physical abilities compared to females (see Maiano et al., 2018). However, the scarcity of studies targeting individuals with ID warrants further research about predictors of physical activity. Thus, this study aimed to investigate sex differences in individuals with ID's physical self-concept and health-oriented physical fitness.
The physical self-concept (PSI-VSF-ID, Maiano et al., 2009) and health-oriented self-assessed physical fitness (FFB-MOT, Bös et al., 2002) were evaluated in 83 individuals with ID (13-66 years, men: 29.4 ± 10.9 years; women: 27.5 ± 10.2 years).
Across physical self-concept domains, women showed higher values than men. Women showed the highest scores in global self-worth (MW= 5.84, SD = 0.30) and sport competence (MW = 5.72, SD = 0.63), while men showed the highest scores in global self-worth (MM = 5.65, SD = 0.62) and physical self-worth (MM = 5.19, SD = 1.08). A multivariate analysis of variance, however, showed no significant sex differences in physical self-concept domains (Wilks λ = .89, F(6,57) = 1.16, p = .339, η2p = .109). Men showed higher values for self-perceived strength (MM = 22.2, SD = 4.41 vs. MW = 15.1, SD = 7.15), endurance (MM = 19.5, SD = 5.38 vs. MW = 15.9, SD = 7.14), coordination (MM = 18.2, SD = 5.37 vs. MW = 13.8, SD = 5.31), and total self-perceived fitness (MM = 79.3, SD = 15.6 vs. MW = 62.3, SD = 23.7) than women, but no differences were reported in self-perceived flexibility. Differences between men and women were significant (Wilks λ = .72, F(4,71) = 7.15, p < .001, η2p = .287). All PSI-VSF-ID scales except global self-worth were positively correlated to FFB-MOT scales (r = 0.11-0.53). Positive correlations could also be observed within PSI-VSF-ID (r = .18-.67) and FFB-MOT scales (r = .36-.56).
Our results showed sex differences in individuals with ID's self-assessments of their physical self-concept and health-oriented fitness. However, compared to previous studies (e.g., Maiano et al., 2021), women showed higher values in their physical self-concept than men. Possible explanations could lie in the instruments used: the relation to everyday life of the FFB-MOT could allow for a more differentiated self-assessment for individuals with ID. Further research is needed to investigate self-perceptions of individuals with ID and underlying influences more closely.

Mindsets - beliefs about the malleability of intelligence - hold a fundamental role in student motivation and academic achievement. Students with a growth mindset believe that they can develop their skills through striving and effort, see mistakes as opportunities to learn, continue working regardless of setbacks, and achieve higher grades in their studies.  
Peers can shape these beliefs through shared norms due to their similar age, skills, and shared experiences. Specifically in middle school, at the age of 12-14, adolescents are prone to the social influence of other adolescents. During this period, they tend to start spending more time with their peers than their teachers and parents, both in person and online. These dynamics underlie the hypothesized significance of peer norms in students' mindset.  
While prior research has explored the impact of teachers' and parents' mindsets on students, the role of peer norms remains underexplored. Drawing from the mindset theory (Dweck, 2012), cooperative and competitive learning theory (Johnson & Johnson, 2002), and social influence theories, the present study investigates the impact of classroom peer competition, cooperation, and mindset norms composition effects on students' mindset development. 
Focusing on competition, cooperation, and mindset norms is crucial because these factors can influence students perceptions of student motivation and beliefs about the malleability of intelligence. Cooperative environments encourage collaboration and support, fostering a growth mindset where students see challenges as opportunities to improve. Conversely, competitive environments can reinforce a fixed mindset, where students may view intelligence as static and feel pressure to outperform others. Understanding these dynamics can help educators create environments that nurture growth mindsets and enhance academic motivation and achievement. 
We followed 2470 students (nested within 201 classes) using longitudinal multilevel data collected between 2019 and 2022, from seventh to eighth grade. This study aims to determine whether the classroom norms in seventh grade could predict a student's mindset in eighth grade, even after controlling for other variables, such as socioeconomic status, gender, ethnicity, or students' own prior mindset  
We use multilevel modeling in a structural equation framework to estimate doubly latent models, which control for measurement and sampling errors. Preliminary analyses related to measurement models indicate a good model fit, and further results will be presented in the poster presentation on how peer norms impact students' mindset.  
Cooperative learning environments often encourage a growth mindset, while competitive ones promote a fixed mindset. This can lead students to adopt these beliefs. Given the influence of peers, we hypothesize that a particular peer norm reflecting certain mindset tends to reinforce itself among individual students. By examining which peer norms influence students' mindset the most, teachers and educators can leverage peer influence by creating and fostering effective and collaborative learning environments. 

This study explored the classification of Korean middle school students based on academic achievement and emotional well-being, and examined psychological factors influencing group membership. Using the fifth-year data from the Korean Education Longitudinal Study 2013(KELS 2013), two-stage cluster analysis and multinomial logistic regression were conducted. Four groups were identified: (1) high achievement–high well-being, (2) high achievement–low well-being, (3) low achievement–high well-being, and (4) low achievement–low well-being. Psychological variables-including self-concepts (academic, familial, social, physical), self-efficacy, goal orientations, and career maturity-significantly predicted group membership. Academic and familial self-concepts, self-efficacy, and career maturity positively influenced both achievement and well-being, while performance goal orientation had negative effects. Notably, social and physical self-concepts positively predicted well-being but negatively predicted achievement. Also, the factors influencing group membership varied according to students' levels of academic achievement and emotional well-being. These findings underscore the need for tailored interventions that comprehensively address both academic achievement and emotional well-being, providing practical implications for supporting students' balanced development.
Keywords: academic achievement, emotional well-being, Korean middle school students, psychological factors

This classroom inquiry project explores how digital platform, the Singapore's Student Learning Space (SLS), and AI-enabled tools can be used to enhance student engagement and feedback in Chinese language classrooms. Grounded in task-based learning and principles of knowledge acquisition, the project applies differentiated instructional strategies to support students across varying levels of proficiency, including low-ability and high-ability learners.
Tailored task-based activities were designed to integrate AI in purposeful ways where higher-ability students used AI-powered research assistants to extend their inquiry and deepen learning, while lower-ability students engaged with gamified AI applications to spark interest and sustain motivation. Tailored task-based activities were designed to integrate AI in purposeful ways, guided by the principles of task-based learning. Each activity was structured around real-world scenarios that required students to use the target language to complete meaningful tasks. For higher-ability students, these tasks involved open-ended inquiry-based projects, such as researching social issues or exploring cultural trends. They utilized AI-powered research assistants. For example, use of (SALiS) AI in Singapore Students learning Space chatbots as learning assistant and summarizing tools to gather information, evaluate perspectives, and present their findings. This approach not only deepened content understanding but also developed students' critical thinking and digital literacy.
For lower-ability students, the same task-based framework was applied, but scaffolded through AI-driven gamified applications. Tasks were broken into smaller steps and delivered through interactive platforms incorporating game elements such as point systems, levels, badges, and instant feedback. For instance, vocabulary acquisition or sentence construction drills were embedded within story-based missions, allowing students to progress by completing language tasks in a game-like environment.
By leveraging digital technologies to personalize learning experiences, this project aimed to strengthen feedback loops, build digital literacy, and foster critical thinking. Reflections on the implementation suggest that differentiated use of AI tools can support more inclusive and responsive teaching practices.

Background: Understanding how students approach new experiences and regulate behaviour is crucial for teachers. Students' orientations-whether proactive, reactive, or non-reactive-shape their engagement with learning, enabling teachers to tailor support for better outcomes. Causality Orientations Theory (COT; Deci & Ryan, 2017), the second mini-theory of Self-Determination Theory (SDT), offers a lens to examine these patterns. It identifies three orientations; autonomous orientation motivated by interests and personal goals; controlled orientation driven by external sources or internal pressures; impersonal orientation linked to amotivation and learned helplessness (Koestner & Levine, 2023). These orientations collectively influence context-specific motivation and psychological well-being, along with social environments. Despite its importance, COT has been under-researched relative to other SDT's mini-theories due to theoretical complexity and the lack of robust measurement tools. The General Causality Orientations Scale (GCOS; Deci & Ryan, 1985), though widely used, faces concerns over validity and practical application. Many SDT researchers have developed new instruments or adapted the GCOS for specific contexts. However, outcomes have been mixed or incomplete (Koestner & Levine, 2023). The challenge lies in capturing causality orientations as they are stable, trait-like and context-general, which requires a broad and nuanced approach. 
Aims: Reconsidering the literature suggests that direct scales may not best capture causality orientations. This study proposes an integrative framework that combines COT with Vallerand's (1997) Hierarchical Model of Motivation and McAdams' (2015) personality model, which accounts for contextual variability in personality. This approach infers causality orientations from patterns of context-specific motivation, using a bottom-up strategy within this broader model.
RQ: What latent motivational profiles emerge when examining students' autonomous and controlled motivations across different subjects, and how stable are these profiles over time?
Methods: This pilot study drew on a dataset from a larger study, involving 876 secondary school students (male: 427) from six schools in Japan. Participants completed self-regulation measures (Ryan & Connell, 1989) for Japanese, English, and mathematics on two occasions one year apart. Latent Profile Analysis (LPA) and Latent Transition Analysis (LTA) were conducted, combining intrinsic and identified regulations into autonomous motivation, and introjected and external regulations into controlled motivation.
Findings: A four-profile solution emerged as optimal, based on lower BIC, acceptable entropy (.856), and a significant LMR test result at both time points. The profiles were: (1) good quality (higher autonomous than controlled motivation), (2) high quantity (high in both types), (3) moderate (average levels of both), and (4) low quantity (lower in both). Around two-thirds of students stayed in the same profile over time. Those who shifted tended to move between similarly structured profiles (e.g., from low quantity to moderate), indicating a change in the overall level rather than in the motivational pattern.
Significance: This study makes a significant contribution by proposing a novel way to explore causality orientations, potentially revitalizing research on this underexamined SDT component. Practically, it offers educators insights into students' motivational tendencies, helping them provide more tailored and effective support. 

When students move from primary school to secondary school, it is vital that they are able to effectively respond to the challenges and uncertainties their new environment presents. Beginning secondary school students who are unable to do so are at risk of poorer academic outcomes. Two personal capacities that are relevant in navigating challenge and uncertainty at the start of secondary school are, respectively, academic buoyancy (the ability to handle setbacks) and academic adaptability (the ability to adjust thoughts, behaviours, and emotions in new and uncertain situations). However, the extent to which these capacities play a role as students begin secondary school remains unknown. Among 648 Year 7 (first year of secondary school) Australian students, the current study employed latent profile analysis to identify profiles of buoyancy and adaptability at the start and end of Term 1 (the first of four terms in the Australian school year), along with latent transition analysis (LTA) to ascertain how membership in profiles shifted from the start to the end of the term. Results revealed five profiles at both timepoints, along with a moderate amount of shifting between profiles over time. Further analyses revealed that students' reports of need-supportive and need-thwarting teaching approaches at the start of Term 1 were associated with profile membership at both timepoints-with higher levels of need-support, and lower levels of need-thwarting, typically associated with membership in more adaptive profiles. Results also showed that students in more adaptive profiles displayed lower levels of disengagement, and higher levels of academic persistence and academic achievement at both the start and end of Term 1. Our findings suggest that need-supportive teaching approaches are integral to supporting beginning students' personal resources in handling the challenges and uncertainties that are part and parcel of starting secondary school.

University students face heightened psychological stress, making their well-being a growing priority in education today. Despite the availability of mental health services in universities, they are often perceived as targeted at students with mental health conditions. This overlooks most undergraduates who may not be psychologically distressed yet are not flourishing – many of whom hesitate to seek support. Importantly, mental health is not merely the absence of illness but also the presence of well-being. This gap highlights the need for more approaches to students' well-being that complement existing mental health resources.



Integrating well-being initiatives into the undergraduate curriculum presents an innovative and sustainable strategy to support students holistically. As curricula and teaching staff are consistent student touchpoints, they offer a strategic opportunity to accessibly embed well-being in daily university life. Beyond stress mitigation, such initiatives can also improve resilience, mental health literacy, and foster psychological safety to enhance learning environments.



Despite growing recognition of these benefits, the existing literature remains heavily quantitative, overlooking students' internalisation of well-being concepts and perceived relevance to their lives and academics, which are essential for high engagement. Furthermore, such studies are scarce in Asian higher education settings, with no prior studies conducted in Singapore. Research on designing effective structured activities to impart well-being concepts is also limited.



This pilot study aims to address these gaps by exploring the impact of integrating well-being initiatives into a 13-week undergraduate interdisciplinary course at the National University of Singapore. Seven well-being initiatives were implemented: five positive psychology initiatives (mindfulness meditation, character strengths, growth mindset, self-compassion, and purpose & impact) and two academic modifications (flexible deadlines and dropping the lowest assessment score). The five positive psychology initiatives were introduced using a three-step framework comprising psychoeducation, a hands-on research-backed activity, and a brief reflection entry.



Students rated the perceived helpfulness of each initiative and their perceptions of classroom culture. To address the aforementioned gaps, reflection entries were analysed using a three-level reflection rubric to assess depth of internalisation. Thematic analysis was also performed to identify perceived relevance and emergent themes.



Students reported strong perceived benefits. Specifically, dropping the lowest assessment score, self-compassion, and purpose & impact were rated most helpful. Qualitative analysis of reflections indicated high internalisation across all initiatives, evidenced by students' application of concepts to daily life, articulation of personal realisations, and evaluation of initiative effectiveness. Thematic analysis revealed that the initiatives were highly relevant to students' regular coursework, academic disciplines, personal lives, and the Singapore context, and students reported experiencing various personal and interpersonal outcomes including enhanced self-awareness, motivation, and being a positive influence to others.



These findings suggest that integrating well-being initiatives in the classroom can improve students' well-being on multiple levels and are applicable across academic disciplines. We highlight practical implications for educators to enhance future iterations of these initiatives. Overall, this study affirms the potential of integrating well-being initiatives into university curricula as a scalable, preventive strategy to promote student flourishing.

With the rapid advancement of generative artificial intelligence (GenAI), there is a growing need to prepare adolescents with future-ready skills by fostering their motivation to learn about this emerging technology. While existing research in AI education has primarily focused on curriculum design and technical implementation, less attention has been paid to the motivational factors that influence students' intentions to engage with GenAI. Moreover, little is known about how prior experience with GenAI tools may shape students' motivational profiles and learning intentions. This study aims to investigate adolescents' intention to learn GenAI through the lens of Situated Expectancy-Value Theory (SEVT), which emphasizes the role of context-specific expectancies and subjective task values in shaping learning motivation. Specifically, it examines whether students with GenAI experience differ significantly from those without such experience in terms of perceived social support, expectancy beliefs, task values, and intention to learn GenAI.
Data were collected from 488 secondary school students in China using a structured questionnaire (female = 251, male = 237, average age = 12.35). Latent mean difference analysis revealed that students with prior GenAI experience reported significantly higher levels of social support, expectancy, intrinsic value, utility value, attainment value, and intention to learn GenAI than those without such experience. Structural equation modeling (SEM) was conducted to examine the relationships among SEVT-related variables and intention to learn GenAI. The model demonstrated good fit (CFI = 0.935, TLI = 0.923, RMSEA = 0.073, SRMR = 0.045). Social support was significantly associated with expectancy, intrinsic value, utility value, attainment value, and intention to learn GenAI. Intrinsic value was a significant predictor of intention to learn GenAI and also mediated the relationship between social support and intention, as confirmed by the Sobel test (z = 2.354, p < 0.05). Multi-group SEM was used to compare students with and without GenAI experience, yielding acceptable model fit (CFI = 0.909, TLI = 0.893, RMSEA = 0.087, SRMR = 0.053). The Wald test indicated that the effect of intrinsic value on intention to learn GenAI was weaker among students without GenAI experience, although the difference was marginally non-significant (W = 3.802, p = 0.051).
These findings highlight the importance of social support and intrinsic motivation in shaping adolescents' engagement with GenAI. Social support from teachers, parents, and peers shapes perceived norms and enhances students' intrinsic value of the task, which in turn strengthens their motivation to engage in GenAI learning. In addition, exposure to GenAI tools appears to enhance students' perceived value of learning, suggesting that hands-on experience can foster more meaningful and sustained motivation. This study contributes to the understanding of motivational dynamics in GenAI education and offers practical implications for designing supportive learning environments that encourage responsible and future-oriented engagement with AI technologies.

Background
The rapid advancement of Artificial Intelligence (AI) is revolutionizing language learning by offering personalized instruction, immediate feedback, and increased exposure to a target language through tools such as automatic evaluation systems and intelligent tutoring systems. Despite the potential of AI-assisted EFL learning, little is known about student motivation in such contexts and its implications for learning. Rooted in the L2 Motivational Self-System Theory (Dörnyei, 2005), this study examined the role of students' motivation and self-regulation in an AI-assisted EFL learning context. 
Research Questions
RQ1: What is the relationship between motivation and self-regulation in AI-assisted EFL learning?
RQ2: What profiles characterize students' motivation in AI-assisted EFL learning?
RQ3: How does profile membership influence students' self-regulation in AI-assisted EFL learning and academic achievement?
Methodology
Sample: Participants were 2,480 secondary students from 27 secondary schools in mainland China. 
Measures: All measures were rated on a 5-point Likert scale (1= strongly disagree and 5 = strongly agree) and were administered in Chinese.
Motivation in AI-assisted EFL learning was gauged by the adapted Online Motivation Scale by Zheng et al. (2018) based on You and Dörnyei's (2016) study. The Cronbach's alpha coefficient for each dimension ranged from .85 to .94.
To measure students' self-regulation in AI-assisted EFL learning, we employed the adapted Online Self-Regulated English Learning scale by Zheng et al. (2023). The Cronbach's alpha coefficient for each dimension ranged from .80 to .90.
Demographic features including gender (0 = female and 1= male) and year level (0 = junior and 1 = senior) were taken into account. 
Result
Structural equation modeling indicated motivation's key role in facilitating self-regulated English learning in AI-assisted environments. Among the different motivational factors, instrumentality promotion played the strongest role. 
Figure 1
Relations between motivation and self-regulation in AI-assisted EFL learning

Latent profile analysis identified three subgroups with varying levels of motivation: 'Demotivated', 'Moderately Motivated', and 'Highly Motivated' EFL learners. This finding dispels the simplistic notion that students are either universally motivated or demotivated, showing more nuanced distinctions among students. An alarming finding was that most students were "Demotivated" (29.11%) or "Moderately Motivated" (54.20%), with the "Highly Motivated" (16.69%) group being the smallest. This underscores the need to help students become more motivated to leverage AI tools in EFL learning. 
Students in different profiles exhibited varying levels of self-regulation and academic achievement. Among them, the 'Highly motivated' profile exhibited the highest degree of self-regulated learning and academic achievement, while the 'Demotivated' profile demonstrated the opposite pattern. 

Figure 2
Three profiles of motivation in AI-assisted EFL learning


Conclusion
This study examined the relationship between motivation and self-regulated learning in the context of AI-assisted EFL learning. Combining variable-centered and person-centered approaches, a holistic picture of students' motivation and self-regulated learning in AI-assisted EFL contexts was captured. Overall, this study extends L2MSS theory to the realm of AI-assisted EFL learning and underscores the practical importance of enhancing students' motivation to engage in AI-assisted learning. 

Advancements in healthcare have contributed to longer and healthier lives globally. However, living longer in good health alone is not sufficient. What also matters is whether these additional years are spent happily. Several countries have recognised the importance of happiness in national development. They have already incorporated happiness metrics into their development assessments, acknowledging that traditional indicators such as Gross Domestic Product (GDP) fail to fully capture national progress. Research consistently shows that happiness benefits not only individuals but also contributes to broader national outcomes including political stability and labour productivity.
While the positive impact of social support on happiness is well-established, its moderating role in the relationship between healthy life expectancy and happiness has received less attention. When people live longer, are they necessarily happier, or does their happiness depend on levels of social support? This study addresses these questions by analysing data from the World Happiness Report 2023 (Helliwell et al., 2023), covering 136 countries (one excluded due to missing data on healthy life expectancy). A regression analysis was conducted to examine the moderating role of social support in the relationship between healthy life expectancy and happiness. Happiness was the outcome variable in this model, with three predictor variables: healthy life expectancy, social support, and the interaction between healthy life expectancy and social support.
All predictors including the interaction term were statistically significant. Findings reveal a clear moderating role of social support. In countries with low social support, increases in healthy life expectancy were associated with lower happiness. In contrast, in countries with medium or high social support, healthy life expectancy was positively associated with happiness. Importantly, the relationship is significantly strengthened by social support at medium and high levels whereas no significant association was found when social support is low.
These findings underscore the important role of social support in translating longer healthy life expectancy into greater happiness. Living longer and in better health does not necessarily guarantee increased happiness. The presence of social connections appears to be a critical enabling factor. Policymakers could therefore consider prioritising initiatives that foster social cohesion and reduce social isolation and consider developing these initiatives from a young age (e.g., from schooling days). Promoting at least a moderate level of social support across populations may be essential for ensuring that advances in public health lead to meaningful improvements in overall quality of life.
Reference
Helliwell, J. F., Layard, R., Sachs, J. D., Aknin, L. B., De Neve, J.-E., & Wang, S. (Eds.). (2023). World Happiness Report 2023 (11th ed.). Sustainable Development Solutions Network.

Background: 21st-century skills encompass a broad set of abilities that are essential for students in modern higher education environments to adapt and thrive. These skills are developed through innovative teaching and learning strategies that integrate digital literacy, critical thinking, and collaborative problem-solving tailored to the demands of the global economy and societal changes. These individuals demonstrate enhanced adaptability, creativity, and problem-solving capabilities, positioning them effectively for success in diverse and dynamic environments.
Previous research has revealed 21st-century skills as essential competencies that can be effectively developed through the optimization of teaching and learning environments. However, much of the existing research on 21st-century skills has predominantly employed qualitative methodologies, with limited quantitative analysis to systematically gauge students' development of these skills. Adopting a mixed-methods approach, integrating both quantitative and qualitative data, could yield more detailed insights into the influence of teaching and learning environments on cultivating students' 21st-century skills.
To address these research gaps, the current study adopted an explanatory sequential mixed-methods design to investigate the impact of teaching and learning environments on university students' development of 21st-century skills. Study 1 employed a quantitative methodology to assess the relationship between various dimensions of teaching and learning environments and 21st-century skills. Study 2 utilized qualitative methods to enhance the comprehension of the quantitative findings.
Research Aims: This study aimed to explore (1) the most important predictors of teaching and learning environments on 21st-century skills, and (2) how various aspects of teaching and learning environments affect 21st-century skills. The conceptual model is shown in Figure 1.
Methods: Study 1 utilized a quantitative approach, analyzing data from 2,682 university students through random forests. In Study 2, thematic analysis was conducted to investigate the qualitative interview data obtained from 15 students. 
Results: Study 1 identified active learning, assessment, and teaching for understanding as the top three predictors of university students' 21st-century skills, with workload being the least significant. For communication skills as well as interpersonal skills and groupwork, relationships with peers and active learning were the most influential factors (See Table 1).
Study 2 qualitatively supported these findings, emphasizing active learning, assessment, and teaching for understanding. Additional themes included the value of experiential learning, enriching extracurricular experiences, and the centrality of well-being supported by positive relationships with teachers and peers (as shown in Table 2).
Discussion: This study provides valuable theoretical and practical insights. Theoretically, it enhances understanding of how teaching and learning environments can actively foster 21st-century skills, shifting the focus from outcomes to developmental processes. Key findings reveal that structured educational practices, like assessment and active learning, significantly promote critical thinking, adaptability, and collaboration.
Practically, these results offer actionable strategies for educators. Highlighting assessment and active learning underscores their importance in developing essential skills, supporting an evidence-based approach to curriculum design that better prepares students for future professional demands.

This study examined teachers' perceptions of Evidence-Based Practice (EBP) through a large-scale survey (N=451), exploring both the necessity and obstacles related to EBP implementation in educational settings in Japan. Findings indicated that over 90% of teachers acknowledged the necessity of utilizing evidence in their practice. The predominant barrier to implementing EBP, identified by nearly half of the respondents, was excessive workload.
Comparisons with policy practitioners and researchers revealed that teachers uniquely emphasized workload constraints, contrasting with policy practitioners and researchers who identified political decision-making and lack of research skills as primary barriers. Teachers did not strongly perceive political influences or research skill deficits as significant hindrances, suggesting that workload challenges constitute the main obstacle for them.
Further analysis identified specific factors influencing teachers' perceptions of EBP necessity, including gender, teaching experience, administrative roles, and actual EBP implementation levels measured by the Evidence-Based Practice Questionnaire (EBPQ) for teachers. Regression analysis revealed a significant positive correlation between teachers' actual EBP implementation and their perceived necessity of EBP, with a marginally significant association observed among administrative personnel. Other demographic variables showed no significant effects, implying a broadly positive perception of EBP necessity across different teacher groups.
Based on these insights, three key practical recommendations were proposed:
Promoting EBP as a tool for practical improvement rather than solely for accountability, aligning with the generally positive perceptions among Japanese teachers compared to more critical views reported internationally.
Developing efficient and brief training modules and accessible online platforms to support EBP adoption, addressing the critical issue of teachers' heavy workloads. However, caution was advised to prevent oversimplification of evidence utilization, which could inadvertently diminish teachers' professional autonomy.
Prioritizing targeted training for teachers already actively engaging in EBP implementation, leveraging their positive experiences and perceptions to foster broader adoption across school settings. Such a targeted approach diverges from traditional teacher training methods primarily based on seniority or administrative roles.
The study also acknowledged methodological limitations, notably potential biases associated with self-reported measures. It suggested future qualitative research to examine how practical experiences shape teachers' perceptions of EBP, as well as exploring additional influencing factors such as educational background.
Overall, this research provides a detailed overview of Japanese teachers' attitudes toward EBP, highlighting workload as a critical barrier and suggesting practical strategies to enhance effective EBP implementation in education.


References
Richard, C. 2017 EBPQ © D.R. Upton & P.M. Upton, 2005.EBPQ-for-teachers.https://EBPq.co.uk/wp-content/uploads/2022/07/EBPQ-for-teachers.pdf (viewed 1 August 2024).
Lissette,M.,Johnson,R.&Smith,K. 2019 Teachers' perceptions of data and evidence in educational practice:A US perspective.Journal　of Educational Research，1125，589–600.

A classic problem in education is that of "find[ing] methods of group instruction as effective as one-to-one tutoring" (Bloom, 1984). With the advent of powerful generative AI (genAI), solutions may now be forthcoming. Just as the internet democratized access to information, genAI is broadening access to understanding. Educators are exploring ways to harness genAI's capabilities to support classroom learning. This presentation shares one such endeavor within foreign language education.


Collabowrite is a genAI-enhanced collaborative story writing application designed for English as a foreign language (EFL) classrooms. Students access the application via personal devices-usually smartphones-and work in small groups to collaboratively create stories. GenAI provides on-demand language guidance, addressing grammar, lexis, and mechanics, and participates as a virtual group member, actively contributing creative ideas. Additionally, students use genAI to produce audio for narration and generate images from written prompts. These multimodal artifacts are presented at the end of class and shared in an online library.


Collabowrite follows an educational design-based research approach (McKenney & Reeves, 2018), responding to challenges identified in compulsory EFL writing classes at a Japanese university. Problems addressed include low learner engagement, limited writing proficiency, and the need to foster 21st-century competencies such as creativity, collaboration, and AI literacy (Emerson, 2024). Three iterative cycles have informed refinements to the application, instructional materials, and classroom implementation, and the tool is now used across multiple instructors' classes within the institution.


As an instructional paradigm, sociocultural theory (Vygotsky, 1978) guided Collabowrite's design, providing a heuristic for understanding how digital tools mediate learning in social contexts. However, analysis of learner reflections and usage data highlighted a need to more explicitly address motivational and psychological dimensions of learning. Self-determination theory (SDT; Ryan & Deci, 2000, 2017), emphasizing learners' basic psychological needs for autonomy, competence, and relatedness, was adopted as a complementary theoretical framework. Within foreign language education settings specifically, SDT-informed research suggests that supporting these needs can foster sustained autonomous motivation and enhance engagement (McEown & Oga-Baldwin, 2019). By refining Collabowrite through this lens, the project aims to cultivate learner motivation, language performance, and overall well-being.


Autonomy is supported by offering learners meaningful choices regarding when and how they receive genAI guidance, as well as the extent of virtual member participation. Competence is scaffolded through genAI feedback designed to explain rather than simply correct, reinforced by personalized out-of-class review tasks. Relatedness is nurtured through application design and instructional practices facilitating peer interaction, despite learners primarily using personal devices. Features such as story ratings and peer reviews further enhance social connectedness.


Attendees to the session will be invited to explore Collabowrite directly via QR code, view student-created stories, and interact with the application's genAI features. Key findings from this project will be shared, alongside broader considerations for educators interested in integrating genAI effectively into classroom practice. Through this case study, attendees will gain insight into designing genAI tools that support learners' fundamental psychological needs.

The role that cultural intelligence plays in university students' psychological functioning within multicultural contexts is of great significance. Despite its importance, limited research has been conducted to investigate the relationship between cultural intelligence and university students' well-being, which can contribute to a deeper understanding of the processes in the literature. This study aims to fill this gap by examining the association between cultural intelligence and well-being through the lens of the self-determination theory. A sample of 571 university students from Macau SAR participated in this study. Both variable- and person-centred approaches were utilized to analyse the data. The results indicate that the students can be classified into three distinct groups regarding their cultural intelligence: low-, average-, and high-level. Notably, these groups exhibited varying levels of well-being and need satisfaction, with the high-level group achieving the most favourable outcomes and the low-level group having the least desirable results. The study's theoretical and practical implications are discussed.

Increasing loneliness and academic competition is a critical educational issue of our time. Drawing on social interdependence theory and the evolutionary theory of loneliness, we explore how adolescents´ orientation towards competitiveness versus cooperation interact with loneliness over time. From achievement to self-esteem, different effects of competition and cooperation have been studied (Johnson & Johnson, 2009), but one factor that has been called a current epidemic needs more research: loneliness. Loneliness is a feeling of illbeing that arises from deficiencies in the quality or quantity of relationships. While detrimental in and of itself, it additionally has serious mental and physical health outcomes (Holt-Lunstad et al., 2015), which makes understanding its concomitants, causes, and consequences imperative. Social interdependence theory posits that competition leads to more loneliness and cooperation to less loneliness (Johnson & Johnson, 2005). The evolutionary theory of loneliness would suggest that loneliness might impact competition and cooperation as well, as loneliness signals that one is without support and needs to cooperate with others, but if that fails one must compete to survive (Spithoven et al., 2019). Furthermore, there is still inconclusive evidence on how competition and cooperation affect each other (Lee & Seo, 2022). Using data from approximately 2,780 adolescents aged 15-19 in Helsinki schools, we employ multilevel models to analyze these three variables longitudinally at the within-individual, between-individual, and school levels. We will account for depressive symptoms, which are highly related to loneliness, and gender as gender differences have been found in the relationship between loneliness and competitiveness (Hibbard & Buhrmester, 2010). Furthermore, we will investigate self-serving versus prosocial cooperativeness as previous research suggests competition may be linked to self-serving cooperation. Preliminarily, we found that higher loneliness was related to slightly higher competitiveness and lower cooperation one year later. Competition, in turn, was either not related or related to lower cooperation and not related to loneliness one year later. Finally, cooperation was not related to competition and either not related or related to lower loneliness one year later. This research contributes to theoretical frameworks by elucidating the complex dynamics among loneliness, competition, and cooperation, with implications for gender norms and educational policy.


Please see the attachment for references.

The extent to which motivational factors grounded in situated expectancy-value theory (SEVT) may play a critical role in fostering student engagement is the focus of this study. Network analysis was employed to examine the interrelationships among various constructs: the teacher-student relationship (comprising commitment, closeness, and complementarity), expectancy, value (including internal value and utility), importance (encompassing personal importance and achievement importance), cost (considering effort, opportunity, relational, and emotional costs), and engagement (which includes emotional, cognitive, and behavioral engagement). This cross-sectional study involved a sample of 709 university students from Hong Kong. Through network analysis, the study assessed the stability, accuracy, centrality, and connections (edges) within the network of SEVT factors and engagement. The results indicated that the central nodes in the network were perceived personal importance, internal value, and the complementarity of the teacher-student relationship. Among the strongest edges identified across SEVT factors and each type of engagement were those linking internal value with emotional engagement, personal importance with behavioral engagement, and expectancy with cognitive engagement. These findings enhance the understanding of how SEVT influences student engagement in higher education contexts. Furthermore, the insights derived from this study have implications for educational interventions aimed at promoting student engagement in higher education settings.

Levels of Anxiety among Adult High School Students toward Learning the English Language 
Abstract 
This research aimed to examine the levels of anxiety among adult learners aged 20–60 years old in adult high schools in Riyadh, Saudi Arabia. A descriptive survey approach was used, and the questionnaire was completed by 318 students taking adult high school English classes. The instruments used to measure anxiety levels included a demographic information sheet and the Foreign Language Classroom Anxiety Scale (FLCAS). The FLCAS instrument was originally developed in English but translated to Arabic for the purposes of this study through two official translation offices; the two versions were then back-translated into English through two other such offices. A pilot test of the instrument was conducted among 12 Saudi students in adult high schools in Riyadh, and it was found to be reliable. Descriptive analyses, including central tendencies, frequencies, and percentages, were used to answer the research questions in this study. The results indicated that while adult students experienced some sort of anxiety in foreign language classrooms, the anxiety levels among the sampled learners were not significantly high. Overall, the study found that foreign language adult learners did not experience extreme anxiety levels when receiving negative evaluations, interacting in the classroom, or taking tests. 
 
Key Words: adult learners, adult high school, classroom anxiety scale. 
 

Abstract 1: Rethinking Educational Role Models: From External Behavior to Existential Presence 
This study aims to explore teachers’ perceptions of their role as role models and to examine whether their influence stems from authentic presence or remains confined to behavioral representation. Based on qualitative interviews with a sample of teachers, the findings reveal a recurring pattern of “performance-based modeling,” in which teachers emphasize displaying moral behaviors that highlight values of discipline, control, and responsibility. 
However, when analyzed through the lens of existential pedagogy and the ethics of freedom, such practices show clear limitations. Students are often directed to “do what is right” without opportunities for open dialogue or acknowledgment of the teachers’ own moral complexities. Rather than fostering students’ capacity for self-authorship, they are expected to conform to predetermined values and standards. 
Drawing on Biesta’s concept of subjectification, the study argues that authentic role modeling requires teachers to present themselves as evolving and vulnerable human beings, rather than as fixed and closed ideals. The teacher’s genuine role, therefore, is to create a pedagogical space that enables students to discover their own values and develop their unique voices. 
The study concludes by calling for a reorientation of teacher preparation programs toward deeper self-reflection, ethical openness, and authentic relational practices, in order to foster transformative teacher–student relationships.