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Fulltext Effective Connectivity of a Default Mode Network In Human Brain: In Search of a Dominant Node Using Spectral Dynamic Causal Modeling

Mohd Nawi, N. S. A., Rahmad, A. A., Abdul Hamid, K., Rahman, S., Osman, S. S., Surat, S., et al.

Physics and Technology in Medicine, 2020;1(1):1-14.
MyJurnal

The connectivity patterns among the DMN nodes when the brain is resting are still in great debate. Among the unknowns is whether a dominant node exists in the network and if any, how does it influences the other nodes. Resting state functional magnetic resonance imaging (rsfMRI) was utilized in data acquisition on 25 healthy male and female participants. The DMN nodes selected were posterior cingulate cortex (PCC), bilateral inferior parietal cortex (IPL) and medial prefrontal cortex (mPFC). Fully connected causal models were constructed comprising four DMN nodes. The time invariant covariance of the random fluctuations between nodes was then estimated to obtain the effective connectivity (EC) between the DMN nodes. The EC values among the DMN nodes were averaged over the participants using Bayesian Parameter Averaging (BPA). All the DMN nodes have self-inhibitory dynamics. All connections between nodes were significant (P > 0.9) with a condition for any of the two nodes, one node inhibited the others. The PCC which exhibited the highest signal intensity was in fact inhibited by others. Inter-hemispheric RIPC to LIPC connections acted the same way, with excitatory LIPC to RIPC and inhibitory RIPC to LIPC connections. The results also showed a stronger mPFC to RIPC connection in the right hemisphere (as compared to mPFC to LIPC connection in the left hemisphere) and a weaker PCC to RIPC connection in the right hemisphere (as compared to PCC to LIPC connection in the left hemisphere). PCC can be regarded as a dominant node among the four nodes, being connected to all other nodes in different ways. All the four nodes were significantly activated and connected to each other even though the brain was in a state of resting.
Fulltext Thinking About Behavior: Perspective on Meta-Behavior in Education

Amran MS, Zain SM, Jamaludin KA, Surat S

Front Psychol, 2021;12:727116.
PMID: 34466138 DOI: 10.3389/fpsyg.2021.727116

Studies on metacognitive skills have started in the past 30 years and cover various fields, including education. In general, metacognitive skills refer to awareness and monitoring cognitive processes and their ability to sharpen the mind enhancement process. However, much attention has been given to metacognition alone and less focusing on its manifestation in behaviors. Thus, this study aims to conceptualize how metacognitive concepts can be adapted in the context of behaviors. In achieving this, an in-depth analysis of relevant behavioral theories and metacognitive models was conducted. The proposed conceptual framework, named the meta-behavior framework, underscores the importance of the thinking process before an individual engages in action. Undoubtfully, this skill is vital in influencing an individual to plan, monitor and evaluate his/her actions in daily life. In short, the proposed framework is essential in expanding the current knowledge terrain on psychology, which specifically provides a new perspective in understanding how the thinking process determines behavior.
Fulltext Challenge-Hindrance Stressors and Academic Engagement Among Medical Postgraduates in China: A Moderated Mediation Model

Bao D, Mydin F, Surat S, Lyu Y, Pan D, Cheng Y

Psychol Res Behav Manag, 2024;17:1115-1128.
PMID: 38505350 DOI: 10.2147/PRBM.S448844

BACKGROUND: Improving academic engagement of medical postgraduates is crucial for enhancing the quality of learning and the development of medical education. Due to medical postgraduates face high levels of stress and rigorous demands, yet the mechanisms linking challenge-hindrance stressors to academic engagement in this context remain largely unexplored. This study aims to explore the comprehensive relationship between challenge-hindrance stressors and academic engagement among medical postgraduates in China.
METHODS: Data were collected from 437 medical postgraduates in China, to investigate their challenge-hindrance stressors, emotional exhaustion, learning, relaxation and academic engagement. Among these postgraduates, 40.3% were male and 59.7% were female, with the mean age of the participants being 25.71 years. Statistical procedures were conducted using Mplus 8.3, ensuring a robust analysis of the data collected.
RESULTS: Our study showed that both challenge and hindrance stressors are significantly positively correlated with emotional exhaustion among Chinese medical postgraduates, and emotional exhaustion is negatively associated with academic engagement. Emotional exhaustion mediates the relationship between challenge-hindrance stressors and academic engagement. Learning plays a protective role, moderating the challenge stressors and emotional exhaustion relationship and its indirect effect on academic engagement. However, relaxation was not identified as a significant moderating factor in this context.
CONCLUSION: Our findings not only revealed emotional exhaustion as a potential mechanism underlying the relationship between challenge-hindrance stressors and academic engagement but also validated the moderating role of learning in mitigating the adverse effects of challenge stressors on emotional exhaustion and academic engagement among Chinese medical postgraduates. This comprehensive insight into the complex dynamics between different stressors and academic engagement provides both theoretical and empirical evidence for medical universities. It underscores the importance of interventions to enhance academic engagement in stressful environments and serves as a valuable reference for the development of reasonable assessment systems. These contributions are crucial for fostering a supportive educational atmosphere and promoting the well-being of medical postgraduates.
Fulltext The Reliability and Validity of the Malay Parent-Report Version of the Strengths and Difficulties Questionnaire

Idris IB, Barlow J, Dolan A, Surat S

Malays J Med Sci, 2021 Feb;28(1):125.
PMID: 30914900 MyJurnal DOI: 10.21315/mjms2021.28.1.18

[This retracts the article DOI: 10.21315/mjms2019.26.1.12.].
Fulltext The implementation of 1 student 1 Sport Policy among secondary school teachers in Kluang, Johor

Ahmad MF, Muhamad TA, Surat S, Hassim JZ, Lamat SA

Jurnal Sains Sukan & Pendidikan Jasmani, 2016;5(2):24-43.
MyJurnal

The implementation of the 1 Student 1 Sport Policy (D1M1S) focuses on the involvement of students who are less active in sports activities in order to polish and further developed their talent potential. It is
believed that the responsibility and the role of teachers are vital in ensuring the implementation of D1M1S conducted at the school level. However, the use of teachers as executors in ensuring that this policy is carried out must be studied and identified to achieve the goal of D1M1S besides improving the quality of work to a higher level. This study was conducted to identify the implementation level of D1M1S among teachers in secondary schools in Kluang, Johor, implementation of D1M1S based on gender differences and category of school and existing relationships such as elements of skill, understanding,
commitment and sports facilities. The key success of D1M1S implementation is closely
related to the teachers as executors. This study was carried out on 389 secondary school
teachers in Kluang, Johor. Questionnaire containing 36 items was developed and
administered to measure the elements of skill, commitment, understanding and sport
facilities. Cronbach Alpha reliability coefficient value of the instrument was 0.95. The data
were analysed using descriptive statistics (mean, standard deviation and frequency) and
inferential analysis (independent samples t-test and Pearson correlation). The findings
showed high level of understanding towards D1M1S while the elements of skill, commitment
and sports facilities were at a moderate level. In addition, there were significant difference in
terms of mean scores reported for the implementation of D1M1S based on the genders of the
teachers with the skills element (p = 0.00