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The recent Covid pandemic has impacted students' life in various aspects and hence it has confirmed the necessity to explore whether students find their life meaningful. Digesting a sudden shift and adapting to new patterns of learning could have challenged the academic motivation and self-efficacy of students. The post-traumatic growth in students, after this crisis, can have some contribution to the coping process too. However, the need for exploring relationships among these variables for college students highlights the importance of such a study in post-pandemic situations. The aim of the present research is to study Existential Vacuum, Academic Motivation, Post Traumatic Growth, and Self efficacy among college students in Post-Pandemic situations. A total of 140 students (n=140) of age range 20-25 years from various colleges were selected for the study. The data was collected in an online and offline manner. Purpose in Life Scale, Academic Motivation Scale, Post-traumatic Growth Inventory, and Students Self Efficacy Scale - were given to all the participants. Data Analysis was done using Pearson Product Moment Correlation to predict the relationship between the variables using SPSS. The found correlation coefficient between Existential Vacuum and Academic motivation was .288, between Existential Vacuum and Post-traumatic Growth was .433, and between Existential Vacuum and Self-efficacy was .418 and all coefficients were significant at 0.01 (p < .01) level. [ABSTRACT FROM AUTHOR]

The teaching process and the success of learning are closely linked to cognitive and motivational factors. The purpose of this study was to test a multilevel model in higher education students on the relationship between the teaching organization and the dimensions of grit and perceived competence. Participated 3033 students, who answered utility dimension inventories and organization, competition and grit. The results show that at the individual level, the organization by the teaching staff focused on the utility and organization is positively related to the student's scream, this relationship being mediated by the perceived competence. The organizational improvement of the teacher generates student achievements through the positive impact on their competence. [ABSTRACT FROM AUTHOR]

The current research context recommends employing conscious efforts to cultivate creativity. This study proposes the use of idea sheets and creativity sessions (with a change in one stage), within a contextualized process, to promote the generation of creative ideas. Following a posttest-only experimental design, the students in the experimental group proposed the problem to be solved while the control group solved a problem provided by the facilitator. The results show statistically significant differences in the idea assessment scale in the dimensions novelty, originality, and elaboration in the experimental group with respect to the control group, showing that choosing or searching for a problem to be solved can promote the generation of creative ideas. [ABSTRACT FROM AUTHOR]

This research draws on the self‐system model of motivational development to explain how the use of business simulation games in class facilitates students' engagement and enhances their learning. Based on a survey of 360 undergraduate students who played a business simulation game in a marketing course, the findings show that students' perceptions of competence, autonomy, relatedness and self‐efficacy have a positive impact on their cognitive, emotional and behavioural engagement. In addition, cognitive and emotional engagement have a positive influence on skills development and perceived learning. [ABSTRACT FROM AUTHOR]

The article discusses a study of the application of the IL-HUMASS survey to social studies and humanities students in Spanish colleges and universities in order to understand their information literacy (IL). The study analyzed data regarding motivation, self-efficacy, and learning habits. According to the article, the study confirms a significant relationship between motivation and self-efficacy, while raising internal IL dimensions as academic and institutional issues. The article reports the study's conclusion that IL is a concern within Spanish universities at individual student and administrative levels.

This study examined differences in the psychological constructs of motivation, academic self-efficacy, and learning strategies between higher education students who participated in a work-integrated learning (WIL) programme and those who did not. Undergraduate WIL (n = 1048) and non-WIL (n = 656) students in all years of study and from several academic faculties, completed the Motivated Strategies for Learning Questionnaire (MSLQ), which measures the constructs of motivation, academic self-efficacy and use of learning and study strategies. Results revealed that students who do not gain practical work experience while pursuing their studies have lower grade-point averages, are more likely to use shallow learning strategies, and are more extrinsically motivated compared to students who do gain work experience through a WIL programme. Differences in academic self-efficacy as a function of WIL were not found, however, significant relationships between self-efficacy, motivation, learning strategies, academic performance and anxiety did emerge. Implications and recommendation for future research are provided. [ABSTRACT FROM AUTHOR]

Fostering agency as a core component of professionalism is seen as a critical task of higher education. However, the tools for assessing university students’ agency, and the pedagogical and relational resources needed for its development, are lacking. The present study describes the theoretical foundations and factor structure of the newly developed Agency of University Students (AUS) Scale, which assesses students’ course-specific agency. In the factor analysis, 10 factors emerged. Four of these – Interest and motivation, Self-efficacy, Competence beliefs and Participation activity – are seen to represent individual resources of agency. The other four factors – Equal treatment, Teacher support, Peer support and Trust – represent relational sources of agency. Finally, Opportunities to influence and Opportunities to make choices represent contextual sources of agency. The psychometric properties and uses of the scale are discussed. [ABSTRACT FROM PUBLISHER]

The relationship between domain-specific nonintellective variables and academic achievement among nontraditional students was explored to address uninvestigated factors and clarify distinctions between nontraditional and traditional student achievement. College students (nontraditional n = 72, traditional n = 67) completed an online survey pertaining to personality, motivational, and self-regulatory variables. Among nontraditional students, motivation, self-efficacy, and need for cognition were most closely related to GPA. Across the three research domains, motivation variables were the strongest correlates of GPA for both student types. The variables investigated in this study were better predictors and stronger correlates of traditional student GPA than nontraditional student GPA. Future research into nontraditional student achievement should include consideration of a more nuanced "definition of "nontraditional student" as well as further investigation into two research domains, learning strategies and psychosocial contextual influences, which may be more relevant to thenacademic careers. [ABSTRACT FROM AUTHOR]

The mediation of career decision-making self-efficacy on the link of ambiguity tolerance (AT) with career indecision was examined in a sample of college students (N = 253). It was hypothesized that AT could help reduce career indecision through increasing career decision-making self-efficacy, where this effect would vary by different types of indecision. Results supported the differential mediation hypothesis, finding that career decision-making self-efficacy mediated the link of AT with lack of motivation, general indecisiveness, lack of information, and inconsistent information. The mediation effect of career decision-making self-efficacy on the link of AT with lack of motivation was relatively weak. The implications of this study are discussed and suggestions for future research are provided. [ABSTRACT FROM AUTHOR]

This study of a large sample (n = 3035) examined relationships between study-related burnout and components of the teaching-learning environment, achievement motivation and the perceived meaning of life. The overall model, tested with structural equation modelling, revealed that the factor of the teaching-learning environment correlated with both student conceptions of perceived proper workload and achievement motivation. No direct relationship between university students’ conceptions of the teaching-learning environment and burnout was found. In addition, the relation between workload and burnout was minor. Achievement motivation mediates student perceptions of the teaching-learning environment (as well as the perceived workload and the meaning of life). This finding stresses the meaning of teachers’ daily pedagogical decisions. Those are essential for students’ positive perceptions that in turn support efficacy beliefs and increase motivation and, indirectly, well-being. This implication should be taken into account in further research concerning study-related burnout and in university teachers’ pedagogical training. [ABSTRACT FROM PUBLISHER]

This study investigates how Internet self-efficacy helps students to transform motivation into learning action, and its influence on learning performance. In this study, the effects of Internet self-efficacy on motivation and the learning performance of online college students were examined using social cognitive theory. The subjects of this study were 87 college students participating in an online course. We applied quantitative analysis to elucidate the relationship between student-perceived Internet self-efficacy and learning performance. The effects of Internet self-efficacy on student motivation and learning performance were evaluated through the analysis of variance. Students with high Internet self-efficacy outperformed those with low Internet self-efficacy on the final exam and were more confident in their ability to complete an online course. Significant gender differences were noted, in which males had a higher degree of Internet self-efficacy and confidence than females; whereas, females had higher scores of online discussion participation and the final exam than males. Regarding the learning motivation, the influence of Internet self-efficacy of males on the dimensions of relevance and confidence in the attention, relevance, confidence, satisfaction motivation model were stronger than females. Therefore, educators are encouraged to identify the psychological characteristics of online learners to provide suitable support for their learning. [ABSTRACT FROM PUBLISHER]

Highlights: [•] Feedback on L2 writing is important to sustain student motivation. [•] Students with low levels of self-efficacy for writing tasks particularly depend on feedback. [•] Comprehensive feedback on language errors can have a negative effect on students’ self-efficacy beliefs. [•] Feedback needs to foster self-efficacy, inform about progress, and give clear suggestions how to improve performance. [ABSTRACT FROM AUTHOR]

The present study aimed at adapting in the Greek language the Students' Motivation Towards Science Learning (SMTSL) questionnaire developed by Tuan, Chin, and Shieh (INT J SCI EDUC 27(6): 639-654, ) into a different cultural context, a different age group, that is, in university students and with a focus on physics learning. Three hundred and fifty Greek student teachers participated in the study. The original instrument consisted of 35 items allocated in six scales: self-efficacy, use of active learning strategies, science learning value, performance goals, achievement goals, and learning environment stimulation. The instrument's internal consistency was acceptable and comparable to previous studies' reports. Confirmatory factor analysis (CFA) was applied on the data in order to test an a priori hypothesis regarding the SMTSL's factorial structure based on previous studies' findings. The results of the study showed that the six-factor conceptual model of students' motivation proposed by the SMTSL applies in this different cultural setting and in this group of university students with reference to physics learning. Along with the six distinct motivational constructs confirmed, students' motivational beliefs were also explained by a general motivational construct assumed to be at their basis. Suggestions for further improvement of the Greek version of the SMTSL are also discussed. [ABSTRACT FROM AUTHOR]

Research has suggested that CSCL environments contain fewer social context clues, resulting in various group processes, performance or motivation. This study thus attempts to explore the relationship among collective efficacy, group processes (i.e. task cohesion, cognitive quality) and collaborative performance in a CSCL environment. A total of 75 Taiwanese college students (divided into 25 groups) participated in the study. Both quantitative and qualitative methods were applied for data analysis. The results indicate that collective efficacy significantly predicted task cohesion but not cognitive quality in the CSCL environment. For the role of group processes in performance, both task cohesion and cognitive quality significantly predicted group performance, but cognitive quality predicted better than task cohesion. In addition, for the predictive capability of prior performance, task cohesion, and cognitive quality in collective efficacy, the results showed that only task cohesion predicted subsequent collective efficacy significantly in the CSCL environment. [Copyright &y& Elsevier]

The paper explores study abroad (SA) experiences concerning interrelationships of three individual difference (ID) variables: motivated learning behavior, self-efficacy beliefs and self-regulatory strategy use (SRSU). This study was motivated by the increasing availability of SA programs in Europe (European Commission, 2018) and the accompanying need for students and teachers to understand how best to benefit from these programs. Data were collected through an online questionnaire from 70 university students in Poland who had completed or were participating in SA. The questionnaire contained scales measuring motivated learning behavior, self-efficacy and SRSU before, during and after SA. Descriptive and inferential statistics were used to explore the three constructs. In addition, cluster analysis was employed to profile participants with respect to the IDs under investigation. The results demonstrate that: (1) while participants reported high motivated behavior and self-efficacy, SRSU at all stages was initiated by students, (2) the ability to successfully self-regulate one's learning determined motivated learning behavior, and (3) for 50% of participants high levels of the attributes under investigation coincided, thus potentially increasing learning outcomes. The main implication of the study is that students need to be trained in SRSU if they are to make the most of the SA experience. [ABSTRACT FROM AUTHOR]