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Abstract
Research on cancer narratives has not contextualised emotional and cognitive processes in stages of coping. The study examined linguistic indicators of affective and cognitive processes in narratives of 31 Malaysian cancer survivors. The analysis of the 58,787-word transcript using Linguistic Inquiry and Word Count (liwc) software revealed that coping with cancer is a case of mind over emotions, with 12.52% of words related to cognitive processes and 4.17% to affective processes. Frequently used words linked to cognitive processes indicated the cancer survivors' rationalisations of their denial of the diagnosis and explanations of treatment. Frequently used positive affective words reflect their optimism after reaching acceptance. Frequently used negative affective words indicate their trauma and uncertainty about the prognosis and treatment. Linguistic indicators of emotional and cognitive processes may be useful in identifying stages of coping so that appropriate support can be given to cancer patients and survivors.

The COVID-19 pandemic has forced higher education institutions to execute mitigation efforts such as an e-learning mode of instruction to reduce the impact on pedagogical activities. These challenges have raised concerns on students' engagement in e-learning as students are at risk of falling behind in education. However, there is little empirical research focusing on students' engagement in e-learning experiences. The purpose of this study is to investigate students' engagement in e-learning as well as specifically assess their engagement based on gender, age, ethnicity, level of education and field of study in a Malaysian public higher education institution. This study used a non-experimental quantitative research design. Data were collected from a sample of 281 students using the Blended Learning Engagement Questionnaire©. WINSTEPS Rasch model measurement software was used to determine the reliability and validity of the research instrument. Subsequently, Differential item functioning (DIF) was conducted to assess students' engagement in e-learning as well as specifically assessing student's demographic factors such as gender, age, ethnicity, level of education and field of study. Findings indicate students have high levels of behavioural engagement as compared with cognitive and emotional engagement in e-learning. Further analysis indicated there were differences in students' engagement based on demographic factors such as gender, age, and field of study. This study provides insight into students' engagement in e-learning that will help lecturers to reflect on their own teaching practices. Implications and recommendations for future research are presented.