Relevant bibliographies by topics / Indonesian students – Australia – Psychology

Academic literature on the topic 'Indonesian students – Australia – Psychology'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Indonesian students – Australia – Psychology"

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Liem, Gregory Arief D., Andrew J. Martin, Elizabeth Nair, Allan B. I. Bernardo, and Paulus Hidajat Prasetya. "Cultural Factors Relevant to Secondary School Students in Australia, Singapore, the Philippines and Indonesia: Relative Differences and Congruencies." Australian Journal of Guidance and Counselling 19, no. 2 (December 1, 2009): 161–78. http://dx.doi.org/10.1375/ajgc.19.2.161.

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AbstractWaldrip and Fisher (2000) proposed seven culturally relevant factors that are salient in the educational setting (gender equity, collaboration, competition, deference, modelling, teacher authority, congruence). In relation to these factors, the present study examined differences and congruencies in factor structure (i.e., differences of kind) and mean scores (i.e., differences of degree) among secondary school students in Australia, Singapore, the Philippines and Indonesia. The Cultural Learning Environment Questionnaire (CLEQ; Waldrip & Fisher, 2000) was administered to 920 students (n= 230 for each country, with boys and girls equally represented; mean age = 16 years). Factor analyses showed congruencies across the four samples on five factors. Interestingly, items pertaining to students' deference to and modelling of teachers and peers grouped into one factor for the Australian sample, but separated into two factors (peers and teacher) for the South-East Asian samples. In terms of mean scores on each factor, Australian students were higher than the Singaporean, Filipino and Indonesian students in their inclination to challenge or disagree with the teacher. On the other hand, the three groups of South-East Asian students scored higher than the Australian students in their preferences for collaboration and conformity in the classroom. Implications for counselling relevant to multicultural classroom and school contexts were discussed.
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Budi Hapsari, Twediana. "INDONESIAN MUSLIM WEBSITES PICTURING AUSTRALIA." Humanities & Social Sciences Reviews 7, no. 4 (October 6, 2019): 991–96. http://dx.doi.org/10.18510/hssr.2019.74135.

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Purpose: The relations between the neighbors Indonesia and have become interesting over the last several decades. Methodology: We have shown the important role of blended learning in the maintenance and development of the subject-subject model of interaction between students and teachers. The implementation of subject-subject interaction was considered on the example of the discipline "General and professional pedagogy", the electronic course of which is presented on the Moodle platform. Result: As the largest religious group in Indonesia, Indonesian Muslims play significant roles in shaping public opinion within society. Since the Bali Bombing 2002, there has been intense attention devoted to Australia and Indonesian Muslim issues. This paper explains how five different Indonesian Muslim websites (Arrahmah.com; hti.com; dakwatuna.com; nu.or.id & republika.co.id) portrayed Australia from 2011 to 2013. Applications: This research can be used for the universities, teachers and education students. Novelty/Originality: The ‘up and down’ tension between the ‘up and down’ tension between these countries, is influenced not only by their governments but also their citizen’s perceptions, about the other country.
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Ariani, Nova. "CHALLENGES IN PRESENTING ACADEMIC CRITICISM: CASE STUDY OF INDONESIAN STUDENTS." J-ELLiT (Journal of English Language, Literature, and Teaching) 3, no. 2 (December 31, 2019): 27. http://dx.doi.org/10.17977/um046v3i2p27-33.

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Presenting academic criticism in academic papers is one of the most challenging study tasks for students from Non-English-Speaking Background (NESB) countries studying in Australia. Most lecturers in Australian university expect students to engage in critical discussion and put their adversarial position in academic writing. This study investigates the challenges experienced by Indonesian students studying in Australia in presenting academic criticism. Data were collected through questionnaires along with two focus group interviews of Indonesian graduate students in Australia. The study has found that cultural values, socio-political situations, and previous educational experience in Indonesia have contributed to participants’ limited writing experience and limited critical literacy practice. All of these have manifested to their struggle of presenting academic criticism and writing according to the expected dominant discourse in Australia.
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Yustina, Luli Sari, Syayid Sandi Sukandi, and Nurkhairat Arniman. "Islamic Indonesian EFL students’ responses on English-speaking countries." Englisia: Journal of Language, Education, and Humanities 9, no. 1 (November 7, 2021): 63. http://dx.doi.org/10.22373/ej.v9i1.9399.

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EFL students learn English within the notion of English as an international language. The gap in this research is to study the learning of English as a language to the study of the culture of the English-speaking countries. This gap emerged after cross-culture understanding was taught in a one-semester course at an Islamic state university in Indonesia. Phenomenology is the theory used in this research, within the qualitative research approach and descriptive statistics. 110 respondents were given the questionnaires, with open-ended questions asking four interrelated questions about the United States of America, the United Kingdom, and Australia as the three English-speaking countries. The respondents’ answers in the questionnaire were analysed by using codes, or themes, that later on show the frequency of each theme. The answers were categorized according to the themes and the percentage based on frequency. Thus, the findings of this research highlighted that Indonesian Muslim students have certain themes when looking at English-speaking countries, such as the United States of America, the United Kingdom, and Australia when they learn English as a foreign language.
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Goldsworthy, David. "Teaching gamelan in Australia: Some perspectives on cross-cultural music education." International Journal of Music Education os-30, no. 1 (November 1997): 3–14. http://dx.doi.org/10.1177/025576149703000102.

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Indonesian percussion orchestras (gamelan) have found a place in several Australian education institutions. Their presence and usage confronts music educators and students alike with a whole range of cross-cultural issues – social, ethical, pedagogical, and musical. Javanese gamelan is an ideal medium for introducing students to broader aspects of Indonesian society as well as to the musical principles and procedures of another culture. The educative value of gamelan studies also extends to musical insights and skills of a more general application in a student's music education. This paper examines some approaches to teaching gamelan in Australia, and discusses problems faced by students of this tradition in a cross-cultural situation.
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Sabaruddin, Sabaruddin. "English Language Learning of Indonesian Students during Study Abroad Program in Australia." Indonesian TESOL Journal 1, no. 1 (March 31, 2019): 27–40. http://dx.doi.org/10.24256/itj.v1i1.543.

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This article discusses how the transformation of identity and cultural learning influence the English language learning of Indonesian students during their study program. This article is divided into three different sections of discussions in order to elaborate this issue comprehensively. Firstly, the identity change during the study abroad program is discussed by utilising the concept of identity. Subsequently, the process of identity transformation of Indonesian students during their study abroad is further elaborated through the identity movement theory. Secondly, the process of cultural learning during study abroad program is explained regarding English language learning of Indonesian students. Thirdly, how the students’ identity transformation and cultural learning impact on English language learning is also be analysed. In conclusion, the role of identity transformation and intercultural learning is significant in the enhancement of English language proficiency of the students during the study overseas program. Furthermore, the process of English language learning transforms the students’ identities through the students’ engagement in the new sociocultural condition. The transformation of students’ identity occurs in three steps of identity movement which are molar, molecular and line of flight identity. The transformation also lies in intercultural learning which later develops the students’ intercultural awareness and understanding. That is to say, study overseas can transform the students’ identity and facilitate cultural learning in which both are beneficial in enhancing the English language proficiency of the student. Besides that, study abroad program also constructs difference between individuals who pursue study overseas and who do not.
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Wijokongko, Wijokongko. "STEM Learning in Queensland Australia." Ideguru: Jurnal Karya Ilmiah Guru 4, no. 1 (October 1, 2019): 95–102. http://dx.doi.org/10.51169/ideguru.v4i1.87.

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STEM learning in Australia has been well implemented and inspires Indonesian teachers to have great experiences. In Australia, STEM is considered as an learning approach and development that integrates the interrelated of science, technology, engineering, and mathematics. The aim of the paper is to give a brief description of the implementation of STEM in Australia, the condition of transportation, the characteristic of people, as the result of observation during a short course in Australia. The result of the observation shows that STEM has been well implemented. The school has implemented STEM for their frame work. The school collaborate with the universities and industries to support their students in doing research. STEM can use 5E (Engage, Explore, Elaborate, Explain, Evaluate). The transportation system and the social relationship provide the Indonesian teachers to get good ones. The way of thinking , the education system, and the development of technology in schools can be valuable and great possibilities to implement in Indonesia. Other advance countries has implemented STEM. Indonesia should implement STEM to support the success of the students among the 21th century and the revolution 4.0 era.
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Handayani, Diah. "Political Identity, Popular Culture, and Ideological Coercion: The Discourses of Feminist Movement in the Report of Ummi Magazine." Jurnal Pemberdayaan Masyarakat: Media Pemikiran dan Dakwah Pembangunan 5, no. 1 (June 18, 2021): 185–210. http://dx.doi.org/10.14421/jpm.2021.051-08.

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This research examines the rise of Islamic populism in Indonesia and understands it as an instrument to clear a new pathway for populism movement into popular culture. Ummi magazine is one of the religious media used to be political vehicles of stablishing constituencies, especially for the Tarbiyah movement in the Soeharto era to the current tendency to popularize the Tarbiyah identity as a new lifestyle. Historically, The Tarbiyah movement in Indonesia is a social and political movement among Indonesian Muslimah students, especially activists in the Suharto period. Muslim middle class entrepreneurs launched a campaign of ‘economic jihad. This research uses a qualitative approach by interpreting and studying the data contained in Ummi Magazine. Media studies were carried out in the January 2017 to 2018 editions. The data obtained were described and associated with the magazine's transformation as an ideological medium and Muslim women's lifestyle today. The result shows that the magazine's transformation from ideology magazine to lifestyle magazine can influence readers because there are more new readers. Whether Ummi as a media for da'wah and a women's magazine, it is still perceived by the readers to apply ideological coercion or simply provide an alternative lifestyle or consumption where religious independence is the main characteristic of the magazine. We argue that Islamic populism is mainly a medium for coercion ideology to gain tracks to power, while the poor remain as ‘floating mass’, and entrapped in many so-called 'empowerment' projects. Populism can be interpreted as a communication style in which a group of politicians considers themselves to represent the people’s interests contrasted with elite interests. Nevertheless, the populism approach is gaining momentum. Abdullah, I. (1996). Tubuh, Kesehatan, dan Struktur yang Melemahkan Wanita. Kumpulan Makalah Seminar Bulanan. Pusat Penelitian Kependudukan UGM.Al-Abani, S. M. N. (1999). Jilbab Wanita Muslimah. Pustaka At-Tibyan.Ahmed, L. (1992). Women and Gender in Islam: Historical Roots of Modern Debate. Yale University Press.Al-Ghifari, A. (2005). Kerudung Gaul, Berjilbab Tapi Telanjang. Mujahid Press.Armbrust, W. (2000). ‘Introduction’, Mass Mediation: New Approaches to Popular Culture In The Middle East and Beyond. University California Press.Askew, K. (2002). ‘Introduction’, The Anthropology of Media: A Reader.Blackwell.Astuti, S. N. A. . (2005). Membaca Kelompok Berjilbab Sebagai Komunitas Sub Kultur. Universitas Gadjah Mada.BPS. (2017). Statistika Pendapatan. BPS Publication. Banet-Weiser, S. (2006). “I just want to be me again!”: Beauty pageants, reality television and post-feminism. Feminist Theory, 7(2), 255–272. https://doi.org/10.1177/1464700106064423Banna, H. (2011). Majmu’ah Rasail Al Iman As Syahid (Risalah Pergerakan Ikhawanul Muslimin. Era Intermedia. Barthel, D. (1976) . The Impact of Colonialism on Women’s Status in Senegal.Ph.D Dissertation, Harvard University.Barthes, R. (1977). Image, Music, Text. Fortana Press.Bertrand, I., & Hughes, P. (2005). Media Research Methods: Audiences, Institutions, Texts. Palgrave Mecmillan.Bordo, S. (1995). Unbearable Weight : Feminism, Western Culture, and The Body. University of California Press.Branner, S. (1995). Why Women Rule the Roost: Rethiking Javanese Ideologies of Gender and Self-Control. In Bewitching Women, Pioner Men. University of California Press.______. (1996). ‘Reconstructing Self and Society, Javannese Muslim Women and The Veil’. American Ethnologist.Bruneinessen, M. v. (2002). ‘Genealogies of Islamic Radicalism in Post-Suharto Indonesia’. South East Asian Research. Champagne, J. (2004). Jilbab Gaul. Bali. Latitudes, 46, 114-123.Damanik, A. S. (2000). Fenomena Partai Keadilan: Transformasi 20 Tahun Gerakan Tarbiyah di Indonesia. Mizan.Durkin, K. (1985). Television and Sex Role Acquisition I: Content’. British Journal of Social Psycology, 24, 102-113.Effendi, B. (2003). ‘Islam Politik Pasca Suharto’. Refleksi, 5(2).El-Guindi, F. (1991). Veil, Modesty, Privacy, and Resistance. Berg.Frederick, W. H. (1982). Rhoma Irama and The Dangdut Style: Aspects of Contemporary Indonesian Popular Culture. Indonesia, 34, 103-130.Featherstone, M. (2001). The Body in Consumer Culture. In The Body: Social Process and Cultural Theory. SAGE Publication.Foucault, M. (1981). The Order of Discourse. Routledge and Keagon Paul.Fukuyama, F. (2018). Against Identity Politics. Foreign Affairs, Sptember/October, 1-25.Gough, Y. A. (2003). Understanding Women Magazine. Routledge.Gautlett, D. (2002). Media, Gender, and Identity: An Introduction. Routledge.Geetzt, C. (1973). The Interpretation of Culture. Verso.Gill, R. (2009). Mediated Intimacy and Post Feminism: a Discourse Analytic Examination of Sex and Relationship advice in Woman’s Magazine. Discourse and Communication Journal, 3(4), 345-369. https://doi.org/10.1177/1750481309343870Gramsci, A. (1992). Selection from The Prison on Notebooks. International Publisher.Gorham, B. W. (2004). The Social Psychology of Stereotypes: Implications for Media Audiences. In Race/Gender/Media: Considering Diversity Across Audiences, Content, and Producers. Pearson.Hall, S. (1997). The Work Of Representation. In Representation: Cultural Representations and Signifying Practices. SAGE Publication.Handayani, D. (2014). Performatifitas Muslimah dalam Majalah Ummi. At-Tabsyir. Jurnal Komunikasi Penyiaran Islam, 2(1), 73-98. http://doi.org/10.21043/at-tabsyir.v2i1.461.Hanifah, U. (2011). Konstruksi Ideologi Gender pada Majalah Wanita (Analisis Wacana Kritis Majalah Ummi). KOMUNIKA: Jurnal Dakwah dan Komunkasi, 5(2), 199-220. https://doi.org/10.24090/komunika.v5i2.170Imdadun, R. (2005). Arus Baru Iislam Radikal: Transmisi, Revivalisme Islam Timur Tengah ke Indonesiaan. Erlangga.Itzin, C.(1986). Media Images of Women: The Social Construction of Ageism and Sexism. In Feminist Social Psycology: Developing Theory and Practice. Milton Keynes. Open University Press.Kailani, N. (2008). Budaya Populer Islam di Indonesia: Jaringan Dakwah Foru Lingkar Pena. Jurnal Sosiologi Reflektif, 2(3). Kellner, D. (1995). Cultural Studies, Identities and Politics Between The Modern and Postmodern. Routledge.Machmudi, Y. (2006). Islamizing Indonesia: The Rise of Jamaah Tarbiyah and The Presperous Justice Party (PKS). PhD Dissertation, Australia National University.Maulidiyah, L. (2014). Wacana Relasi Gender Suami Istri dalam Keluarga Muslim di Majalah Wanita Muslim Indonesia. Universitas Airlangga.Parihatin, A. (2004). Ideologi Revivalisme Islam dalam Majalah Perempuan Islam (Analisis Wacana pada Majalah Ummi). Universitas Indonesia. Qadarawi, Y. (2004). Al Islamu wal Fannu. Islam Bicara Seni. Era Intermedia. Qutb, S. (1980). Ma’alim fi Al Tariq (Petunjuk Jalan-Milestone). Media Dakwah.Rozak, A. (2008). Citra Perempuan dalam Majalah Wanita Islam UMMI. Jurnal Penelitian Agama. VXII(2), 332-354.Storey, J. (2010). Culture and Power in Cultural Studies: The Politics of Signification. Edinburg University Press.Ulfa, N. M. (2016). Dakwah Melalui Media Cetak (Analisis Isi Rubrik Mutiara Islam Majalah Ummi). Islamic Communication Journal, 1(1), 73-89.
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Marzuki, Dony. "The Awareness of Indonesian Students Toward Autonomous Learning." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 2, no. 1 (June 6, 2018): 6–13. http://dx.doi.org/10.30630/polingua.v2i1.52.

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This writing reports the finding of a quantitative study which sought to find out the awareness of Indonesian students toward autonomous learning. This was a survey to twelve Indonesian students at their first year at Flinders University. The survey used adapted and revised questionnaire about autonomous learning which was answered on-line by respondents. Survey Gizmo was utilized for this purpose. Analysis of the data by using SPSS ver. 15.0 showed that most Indonesian students from various different background such as gender, age, hometown, occupation, and field of study have already aware of autonomous learning at almost the same level. Little different of autonomous learning level appeared on the comparison to hometowns of respondents. Respondents from Java had higher level of autonomous learning than those from outside Java. Since this study involved small proportion of Indonesian students in a specific place of Australia, similar study needs to be conducted with wider scope to find out the real condition.
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Saiful. "THE DIFFICULTIES AND PROBLEMS FACED BY INDONESIAN STUDENTS WHILE STUDYING IN AN AUSTRALIAN UNIVERSITY." Visipena Journal 4, no. 1 (June 30, 2013): 1–17. http://dx.doi.org/10.46244/visipena.v4i1.102.

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One of the issues that relates to Indonesian international students’ perceptions about the quality of higher education is with regards to the difficulties and problems they face while studying in an Australian university. A survey was conducted with 78 First Year to Fourth Year Indonesian international undergraduate students undergoing a range of programs and courses at a university in Australia to determine their perspective of quality in higher education. Further interviews were carried out with nine Indonesian international students to gain insights into their difficulties and learning experiences. Based on these interviews, the three main difficulties highlighted by Indonesianinternational students are: different learning styles, cultural barriers and language problems. This paper seeks to highlight the initial problems faced by Indonesian international students in terms of learning styles and how they strive to overcome these difficulties through discussions and practice. These findings present implications for the use of appropriate teaching strategies with Indonesian international students.
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Dissertations / Theses on the topic "Indonesian students – Australia – Psychology"

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Sidhu, Ravinder Kaur. "A study in self-directed learning in Indonesian postgraduate students." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36553/1/36553_Sidhu_1997.pdf.

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In recent times, Australian universities have become increasingly reliant on revenue raised by exporting education to overseas students, particularly students from the Asia Pacific region. The need to increase understanding among academic and administrative staff about the learning needs of students from culturally diverse backgrounds remains an urgent priority. Although sponsored students have been attending Australian universities since the inception of the Colombo Plan in the 1950s, there has been a paucity of studies of the experiences of sponsored postgraduate research students in Australian higher education. This study . focused on the experiences of Indonesian postgraduate research students in a bid to explore the relationship between their collectivistic cultural background and their self-directedness in learning. In particular, the study sought to explore if a clash of values was taking place between students' collectivistic culture and the values of self-directed learning which emphasises independence and creativity. Semi-structured interviews were conducted with ten postgraduate research students who were first asked to describe their experiences of supervision. This was followed by a number of structured questions that explored their experiences as collectivistic culture students living and studying in a society where individualism was the dominant social force. The investigations found that while there were self-directed learning values that were strongly individualistic, there were others that were congruent with the values of collectivism. The students who perceived themselves to be self-directed learners all reported having highly positive relationships with their supervisors. These students also appeared to be more open to Western ideas such as egalitarianism and democracy than those who had poor relationships with their supervisors. The students who identified themselves to be self-directed learners, described experiencing supervision that was strongly andragogical within a collectivistic context. On the whole, the students in this study did not confirm to the widely held stereotype of the student from Asia who is considered to be excessively passive and lacking in critical thinking ability. It was noted that existing paradigms of supervision which tend to extend freedom and promote autonomy, do so without sufficient regard to whether or not students have the requisite knowledge, confidence and experience to effectively use this autonomy. An alternative framework of supervision was suggested which sought to exploit the common ground between the values of collectivism and self-directed learning. It is anticipated that such a framework will have increased potential to facilitate learner self direction among students from a collectivistic culture background. The study concluded by providing recommendations for further research in the area of self-directed learning by overseas students.
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Kiley, Margaret. "Expectations and experiences of Indonesian postgraduate students studying in Australia : a longitudinal study /." Title page, table of contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phk478.pdf.

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簡潔枝 and Kit-chi Alice Kan. "The internal structure of the self description questionnaire: a Malaysian investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956427.

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Rogerson, Linda. "Adapting to change: An exploration of students' transition experiences in a senior college in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/1729.

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This research sought to explore the experiences of students during their transition to a senior college. The senior college was established in response to the amendments to education policy in Western Australia that made it compulsory for students to remain in full-time education, training or employment until the age of 17 years (Department of Education and Training, 2008). Senior colleges were established to teach Years 11 and 12 exclusively, to promote a school environment that suited the maturity of senior students. Students attending senior colleges experience an additional transition during their senior school years and, as previous research has shown, this has the potential to influence their educational attainment and physical and mental health (Eccles, Midgeley, & Adler, 1984). By investigating the experiences of senior college students as they undertook the additional transition, the impact of the amendments to educational policy was examined. In phase one of the research, 16 Year 11 students were asked to share their transition experiences in personal interviews. The interviews were transcribed and analysed using grounded theory analysis processes. The findings that emerged indicated that the participants had transitioned successfully. The participants identified aspects of the school structure and environment that had contributed to their experiences. The participants credited the four-day week timetable, the open school policy allowing students to leave campus during lesson-free time, the mentor program, the accessibility and support of staff and the respectful relationships between staff and students with positively influencing their transition experiences. In phase two of the research, these findings were incorporated into a transition survey, which was administered to 91 Year 11 senior college students. Survey respondents were asked to rate their level of agreement with statements describing the beneficial aspects of the college using a five-point Likert scale. The results of the survey indicated that phase two participants had transitioned successfully and confirmed the beneficial influence of the college aspects as identified by phase one participants. The survey results were subjected to a multiple regression analysis with successful transition being the dependent variable and mentor program, lesson-free day, open school policy, teacher support and relationships the independent variables. The analysis indicated that the most significant contributors to successful transition were teacher support (t (85) = 3.40, p < .001) and relationships (t (85) = 3.46, p
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Netolicky, Cecilia. "Improving provision for disaffected students: Toward a new educational model." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1448.

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The purpose of this study is to develop and review strategies and policies to drive retentive teaching-learning environments for disaffected students, modifying their modus operandi sufficiently for them to qualify and retain a tertiary place or position in the workforce, or sustain a return to mainstream schooling. I employed action research methods to examine Strike Four. an educational model servicing students with severe social and/ or emotional difficulties and behavioural disorders. I tested the Strike Four model during an intensive study period on two programs. Part 1 of the thesis comprises three Chapters. An introduction to the issue of the marginalisation and exclusion of troublesome students in mainstream education is presented in Chapter 1. The review of associated literature, which follows in Chapter 2, examines: early attitudes to crime and deviant behaviour; some modem sociological and psychological attempts to diagnose, categorise, or "cure" deviance; school-based behaviour modification •strategies; and various Australian states' attempts to service disaffected students with education. The theoretical framework presented in Chapter 3 includes the rationale for my choice of qualitative methods, discussion and selection of an action research model, and the position taken on the issues of anonymity and authenticity. Part 2 of the thesis, "The Study", comprises four chapters, and a concluding chapter. A grounded autobiography that clarifies my personal position, whilst demonstrating how my modus operandi was transformed through personal critical moments, is offered in Chapter 4. This provides a base from which to consider the potential for personal critical moments, texts, and mentors to transform an individual's ideology and modus operandi. The educational theory and ideological underpinnings held to underlie the Strike Four model are presented in Chapter 5. Chapter 6 comprises a critical examination of the evolution of Strike Four policy, in particular:, how and if the educational theory and ideological underpinnings claimed to underlie the model are apparent in model policy. Chapter 7 deals with three program strategies: harnessing golden teaching moments; using curriculum as a tool to shape behaviour; and the use of positive contracting to encourage behaviour self-management skills in troublesome students. In this chapter I critically examine how and if policy and ideology is reflected in practice on the programs, and if the various policies, and the three key strategies, are proving successful in modifying the modus operandi of the young people sufficiently to facilitate their functioning in mainstream society. An end piece to the fieldwork is included to fill in "gaps" resulting from the reporting of selected case studies. Chapter 8 includes the findings and recommendations for future research. The model's success in modifying students' modus operandi is demonstrated through the individual case studies and tables. Almost 100% of the students (on entry classified severely alienated) maintained their placement in work, technical college, or mainstream schooling for the three month post support period.
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Dixon, Kathryn C. "Attitudes of staff and students towards vocational education at a case study school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1991. https://ro.ecu.edu.au/theses/1121.

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The main purpose of this study was to investigate the attitudes of the staff and students at a metropolitan high school towards the vocational Education program, through examining the factors affecting the development of those attitudes and the factors affecting the implementation of the program at the school. The theoretical base of the study draws on the theories of attitude formation proposed by Fishbein (1963) who believed that there is a close relationship between individual belief systems and attitude formation. With respect to the formation of attitudes towards Vocational Education, this study proposes that in a school context influential areas are significant others, past experiences, individual personalities and information. The research is descriptive in nature. The staff and students were asked to complete a questionnaire and were formally interviewed. A measure of the non-verbal behaviour of staff and students during the interviews was also undertaken using a five point scale from negative to positive. The research was undertaken in a single metropolitan senior high school in Western Australia and the sample consisted of 14 staff and 240 students. The main findings of the study show that the majority of staff and students had developed negative attitudes towards Vocational Education. They believed that the course lacked rigour and that significant others such as peers, parents, students and the Western Australian Ministry of Education did not esteem Vocational Education. No needs analysis had been conducted prior to the introduction of the course in the school and staff were given no choice as to their involvement in teaching the units. Staff believed they were inadequately trained in the Vocational Education area and this led to low levels of confidence in teaching the course. The research question was investigated in terms of eight variables: individual attitudes towards Vocational Education; ,perception of the attitudes of significant others towards Vocational Education; satisfaction with course structure; satisfaction with availability of resources and equipment; level of choice with regards to involvement in Vocational Education; degree of ownership towards the course; level of involvement in decision making; and inservicing availability. With the exception of variable four; response to resources and equipment, the response by staff and students to questionnaire and interview items relating to the remaining variables were negative. The implications of the results of the study are discussed in full.
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Wise, Amanda Yvonne. "No longer in exile? : shifting experiences of home, homeland and identity for the East Timorese refugee diaspora in Australia in light of East Timor's independence /." View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031117.142448/index.html.

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Thesis (Ph. D.)--University of Western Sydney, 2002.
A thesis submitted for the degree of Doctor of Philosophy, October 2002, Centre for Cultural Research, University of Western Sydney. Includes bibliographical references (leaves 281-291).
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Mikulsky, Jacqueline. "“In or ‘Out?’”: An examination of the effects of school climate on same-sex attracted students in Australia." University of Sydney, 2007. http://hdl.handle.net/2123/1969.

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Doctor of Philosophy
Research has shown that the school-based experiences of same-sex attracted (SSA) young people are frequently less than ideal, often fraught with verbal and physical harassment and social isolation from peers. School-based victimisation of SSA students has been correlated with their negative mental health outcomes, drug and alcohol use, decreased academic outcomes and lowered tertiary aspirations. These outcomes raise issues related to duty of care for educators, including the general responsibility of schools to create safe, equitable learning environments for all of their students. In order to better meet the needs of SSA students in Australia’s secondary schools, this nationwide study examined the current school climate toward same-sex attraction as described by SSA young people aged 14-19 through their reported experiences and perceptions of environmental stresses and supports, using Margaret Spencer’s PVEST model as the theoretical framework. A web-based survey instrument, advertised through both mainstream and lesbian/gay/bisexual-orientated youth sources, was used to sample Australian SSA students (N = 282). The relationships between SSA students’ perceptions of their school climate (including the treatment of SSA students and topics), their sense of connection to their school community, and their reported academic self-concept and motivation toward learning were investigated using bivariate and multivariate techniques, including structural equation modelling. In-depth interview sessions were conducted with six SSA young people in order to further examine these findings. Results indicated that SSA students’ perceptions of their school climate were directly related to their sense of safety within the school environment, their social connection to their peers and teachers, and their feelings of connectedness to the school environment in general. SSA students’ connection to their teachers and their school environment had the strongest total impact on their academic self-concept and motivation to learn. Of key import was the clear indirect impact of SSA students’ perceptions of their school climate on both of these important academic outcomes, through their connection to both their school community and general school environment. These findings allow for the generation of informed recommendations for school policy and practice with the academic outcomes of Australia’s SSA students in mind.
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Amm, Lesley E. "Individual, family, social support and stress factors affecting university students' generalised self-efficacy beliefs." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/282.

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Students' success at university is influenced by their generalised self-ecfficacy beliefs. Previous studies compared these beliefs to individual variables derived from self-concept, family, stress, and self-support research. An holistic approach in this present study was used with data collected from 168 first-year students, to investigate the relationship between generalised self-efficacy beliefs and variables measuring students' self-descriptions, the functioning of their families-of-origin, their daily stress experienced in the university setting, stress management skills they wish to improve and their fear of disclosure in relation to peers.
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Lawson, Elizabeth J. "Adolescent coping styles and response to stress: A study of the relationship between the preferred coping styles of female senior high school students and their levels of anxiety and self-confidence when facing a major academic stressor." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1154.

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A growing body of research indicates the importance of coping strategies when an individual responds to environmental demands. Community concern about the maladaptive responses of some adolescents, limited research with this age group, and the development of a new Australian measure of adolescent coping provided the impetus for this study. The study was conducted with 141 female students in their final year of High School. They completed the Adolescent Coping Scale (ACS) in March, and measures of anxiety and self-confidence in November, just before major external examinations. Behavioural rating scales were completed by parents and teachers. The adolescent group reported frequent use of coping strategies which research indicates are likely to be effective, and relatively little use of ineffective strategies. When facing a severe academic stressor, they were self-confident but reported very high levels of anxiety, which was cognitive rather than somatic in focus. The few students whose ACS scores showed relatively high use of ineffective and low use of effective coping strategies were identified as "At risk". When compared with a contrasting sub-group, the "At-risk" students were significantly more anxious and less self-confident. There was no evidence that parents or teachers were aware of the adolescents' high levels of anxiety. The findings provide support for the predictive validity of the ACS, and have implications for helping adolescents cope with stress and developmental demands. Further research directions are suggested.
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Books on the topic "Indonesian students – Australia – Psychology"

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Carrington, Victoria. Rethinking middle years: Early adolescents, schooling and digital culture. Crows Nest, NSW: Allen & Unwin, 2006.

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Carrington, Victoria. Rethinking Middle Years: Early Adolescents, Schooling and Digital Culture. Taylor & Francis Group, 2020.

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Carrington, Victoria. Rethinking Middle Years: Early Adolescents, Schooling and Digital Culture. Taylor & Francis Group, 2020.

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Carrington, Victoria. Rethinking Middle Years: Early Adolescents, Schooling and Digital Culture. Taylor & Francis Group, 2020.

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Carrington, Victoria. Rethinking Middle Years: Early Adolescents, Schooling and Digital Culture. Taylor & Francis Group, 2020.

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Duffy, James, James Colin, Rachael Field, Paul Maharg, and Meera E. Deo. Promoting Law Student and Lawyer Well-Being in Australia and Beyond. Taylor & Francis Group, 2016.

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Duffy, James, James Colin, and Rachel Field. Promoting Law Student and Lawyer Well-Being in Australia and Beyond. Taylor & Francis Group, 2016.

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Duffy, James, James Colin, and Rachel Field. Promoting Law Student and Lawyer Well-Being in Australia and Beyond. Taylor & Francis Group, 2016.

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Rethinking Middle Years: Early adolscents, schooling and digital culture. Allen & Unwin, 2007.

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Carrington, Victoria. Rethinking Middle Years. Taylor & Francis Group, 2021.

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Book chapters on the topic "Indonesian students – Australia – Psychology"

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Edwards, Sue, Lorolei White, Edith Wright, and Monica Thielking. "School Psychological Practice with Indigenous Students in Remote Australia." In Handbook of Australian School Psychology, 39–64. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45166-4_3.

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Sugiarti, Dra, Lavenda Geshica, Dito A. Prabowo, Ade Rachmawati, Anindita Alkarisya, and Vira A. Mulyaningrum. "Ups and Downs as Indonesian College Students: Risk and Protective Factors for Psychological Distress." In Applied Psychology Readings, 281–93. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8034-0_16.

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Yu, Baohua. "Traveling a Thousand Miles: Determinants of Cross-Cultural Adaptation of Asian Students in Australia." In The Psychology of Asian Learners, 441–57. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-576-1_27.

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Maulana, Ridwan, Michelle Helms-Lorenz, and Wim van de Grift. "The Role of Autonomous Motivation for Academic Engagement of Indonesian Secondary School Students: A Multilevel Modelling Approach." In The Psychology of Asian Learners, 237–51. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-576-1_15.

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Conference papers on the topic "Indonesian students – Australia – Psychology"

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Chew, Peter K. H., and Denise B. Dillon. "Psychometric Properties of the Statistical Anxiety Scale Among Students In Singapore and Australia." In Annual International Conference on Cognitive and Behavioral Psychology (CBP 2014). GSTF, 2014. http://dx.doi.org/10.5176/2251-1865_cbp14.05.

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Lukman, Syauqy. "Understanding the Importance WhatsApp Group and How Indonesian Students Utilize the Platform in Australia." In Proceedings of the 1st Padjadjaran Communication Conference Series, PCCS 2019, 9 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-10-2019.2291114.

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Martoyo, Ihan, Yonathan Aditya, Riryn Sani, and Rudi Pramono. "Religious and Spiritual Struggle among Indonesian Students: Who Struggle More, Males or Females?" In Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iciap-18.2019.28.

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Lubis, Anita Dwinata, and Dewi Maulina. "Development of an Indonesian Figural-Inductive Reasoning Test for High School Students Based on the Cattell-Horn-Carroll Theory." In 1st International Conference on Intervention and Applied Psychology (ICIAP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iciap-17.2018.3.

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Damayanti, Khairunisa, and Nurul Arbiyah. "Developing a New Quantitative Reasoning Test for Indonesian High School Students using the Cattell-Horn-Carroll (CHC) Theory of Intelligence." In 1st International Conference on Intervention and Applied Psychology (ICIAP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iciap-17.2018.1.

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Waskita, Ariestianto, and Nurul Arbiyah. "The Development of a Lexical Knowledge Test: Assessing Lexical Knowledge of Indonesian High School Students using the Cattel-Horn-Carroll (CHC) Theory of Intelligence." In 1st International Conference on Intervention and Applied Psychology (ICIAP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iciap-17.2018.6.

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Chusniyah, Tutut, Ari Firmanto, Dedi Kuswandi, Jas Laile Suzana Binti Jaafar, Apitchaya Chaiwutikornwanich, and Arif Mustapa. "The Importance of Information Literacy to Face the Challenges of the Industrial Revolution 4.0: Study of Indonesian, Malaysian, and Thai Students." In Proceedings of the 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200120.012.

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Shafrir, Uri, Masha Etkind, Ron Kenett, and Leo Roytman. "Pedagogy for Conceptual Thinking in the Digital Age: Enhancing Learning Outcomes with Meaning Equivalence Reusable Learning Objects (MERLO) Formative Assessments." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2581.

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The research presented in this paper is the fruit of an ongoing international collaboration with the goal of enhancing students learning outcomes by implementing and sharing a novel pedagogy for conceptual thinking, and use of an innovative didactical and methodological tool: Meaning Equivalence Reusable Learning Objects (MERLO) that provide student-centered, weekly formative assessments for exploring and discussing conceptual situations in small groups. It was developed, tested, and implemented in Canada at University of Toronto and Ryerson University, as well as in Israel, Italy, Russia, and Australia, in different knowledge domains, including: physics; biology; mathematics; mathematics teacher education; teacher training; developmental psychology; English as a second language; architecture; management; business; project management. Statistical analysis of MERLO data collected since 2002, shows that conceptual thinking enhance learning outcomes and deepens students’ comprehension of the conceptual content of learned material. Conceptual thinking is learnable, and provide metrics to document continuous increase in higher-order thinking skills such as critical conceptual thinking, transfer of knowledge, and problem solving. Pedagogy for conceptual thinking is currently implemented with Brightspace (http://www.brightspace.com/), Integrated Learning Platform (ILP) offered by D2L (http://www.d2l.com/) that supports customizable online pedagogy.
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