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Theoretically, teacher self-efficacy relates to student outcomes through teaching behavior. However, underlying pathways through which specific teacher self-efficacy facets longitudinally relate to student motivation and emotion in classrooms remain unclear. This study aims to overcome this research gap by investigating whether student- and teacher-reported classroom discipline and social relatedness explain the longitudinal relations between teacher self-efficacy for classroom management and for emotional support and student self-efficacy and enjoyment. Multilevel analyses were carried out with data from 959 students and their 50 teachers. Results revealed that teacher self-efficacy for classroom management at the beginning of Grade 9 (T1) related indirectly to student enjoyment in the middle of Grade 10 (T3) through student-perceived class-level discipline at the beginning of Grade 10 (T2). Teachers' self-efficacy for emotional support (T1) related positively to teacher- and student-reported social relatedness (T2); the latter related to student enjoyment (T3). Implications for future teacher motivation research are discussed. [ABSTRACT FROM AUTHOR]

The study aimed to evaluate learning motivation and self-efficacy among seventh graders. The result of the findings was the low of confidence in public speaking, business writing, and the lack of interest in English culture, history and literature. A mixed-methods sequential explanatory design was utilized, involving 283 seventh grade learners from one of the schools in Cluster 1 Division of Pampanga. The result of the study showed that the respondents have low confidence in writing an English letter, are afraid of public speaking, and lack interest in English cultural content. On the other hand, they see English as a tool for their future when they seek jobs or travel abroad, and they also see English as their motivation to study hard for their future career. Furthermore, the study also discovered connection between the two variables. Learning motivation could result from the positive outcomes of the students' insight when it comes to English; they would motivate themselves to master English. Although self-efficacy will determine their beliefs about their ability to learn, these learning motivations and self-efficacy further contribute to improving the learning confidence of a student. Finally, the findings have significance for boosting confidence and improving the abilities of the learners. Providing opportunities for students to use English in supportive environments, making English learning relevant and engaging, and helping students develop positive self-efficacy beliefs about their ability to learn English should be the main goals of interventions. [ABSTRACT FROM AUTHOR]

This exploratory study aimed to assess the strength of primary school students' (aged 11–12 years old) Science Self-Efficacy (SSE) beliefs, identify emanating sources, and investigate any gender-related differences. School SSE is defined here as perceived capacity to complete learning outcomes from the upper Irish primary science curriculum. The strengths and sources of participants' school SSE beliefs were assessed quantitatively (N = 260) using the Irish Science Self-Efficacy Children's Questionnaire (IS-SEC-Q). Twenty-five students were interviewed to further explore the origins of their SSE, and their perception of science in the classroom. Results indicated that students' self-efficacy to perform scientific skills was lower than their self-efficacy to answer questions. Mastery experience was found to be the strongest predictor of self-efficacy in science skills, corroborating findings from other educational contexts. However, students report that they seldom engage in hands-on science during school, suggesting that Irish classrooms still lack student-led investigations. Gender-related results are also highlighted. This work serves as the first report of students' school SSE beliefs in Ireland, expands upon existing literature surrounding the SSE beliefs of pre-adolescent students, and discusses implications for classroom practice. [ABSTRACT FROM AUTHOR]

This longitudinal study explores changes in self-efficacy and motivational beliefs for learners beginning to study via English-medium instruction (EMI) at a transnational university in China. Following first-year local Chinese students over their first semester of learning via EMI, the study focuses on changes in learner self-efficacy beliefs towards lecture listening alongside task value, intrinsic goal orientation, and extrinsic goal orientation. It draws upon questionnaire (N = 412) and interview data (n = 34) to show significant gains in student self-efficacy due to (1) enactive mastery experiences and (2) the development of strategies for mediating the impact of negative affect. A midterm drop in the strength of intrinsic goal orientations contrasted with a greater focus on extrinsic factors, indicating that as students transitioned to the EMI environment, short-term extrinsic factors were of greater importance. However, findings indicate a rebound in the importance of intrinsic factors due to stronger self-efficacy and self-appraisals of success in EMI study, indicating a relationship between efficacy beliefs and intrinsic value orientations. The results contribute to the currently limited research on learner motivation development during transition into EMI transnational higher education. [ABSTRACT FROM AUTHOR]

Across undergraduate STEM learning contexts in several countries, students' intrapersonal attributes of epistemic beliefs, self-efficacy beliefs, intrinsic motivation, and sense of identity have been found to influence learning and to change in response to educational practices. However, research can mask individual and demographic differences in student's attributes that may moderate or mediate the relationship between educational practices and learning outcomes. We employed variable-centered and person-centered methods to examine individual and demographic differences in changes in students' intrapersonal attributes and patterns of interrelationship among attributes with a study sample of students (N = 4,500) in 14 STEM undergraduate courses (8 biology, 4 chemistry, and 2 statistics) at three research universities in the United States. Variable-centered analyses revealed overall increases in students' science self-efficacy beliefs and epistemic beliefs even though these outcomes were not intentionally targeted as learning objectives. However, person-centered analyses indicated that not all students experienced these gains. For example, self-identified Asian/Pacific Islander and Black students were more likely to be members of groups demonstrating a decrease in science self-efficacy, whereas Asian/Pacific Islander students and men were less likely to be members of the subgroup with consistently evaluativist epistemic beliefs and higher GPAs. Using latent profile analysis (LPA), we identified five distinct student profiles that reflected different patterns of interrelationship of epistemic beliefs, science and writing self-efficacy beliefs, and science identity. We discuss the implications of these findings for educational practices, particularly with regard to intentionally fostering diverse students' self-efficacy, sense of identity, and adaptive epistemic beliefs. [ABSTRACT FROM AUTHOR]

The current multilevel meta-analyses and systematic review encompass 47 longitudinal studies of motivation and academic achievement in primary and secondary education. Our inclusion criteria extended beyond studies centred on self-belief type of motivation constructs, as we also selected studies using other motivation constructs (e.g. achievement goals). The findings offered mixed support for the reciprocity. The pooled effect of achievement on motivation was nearly twice as strong (β = 0.176) as that of motivation on achievement (β = 0.096). The effect of achievement on motivation held across different motivation constructs, albeit exhibiting more robust reciprocity for self-belief constructs (β = 0.227) than for other constructs (β = 0.091). The effect of motivation on achievement was exclusively found for self-belief (β = 0.157) and not for non-self-belief motivation. Overall, the medium-to-high heterogeneity between studies and within studies suggests that pivotal factors in the motivation–achievement dynamics may not have been captured yet. [ABSTRACT FROM AUTHOR]

Peer assessment is a popular research topic as it takes place in multiple educational settings around the globe. Due to its nature, a number of intrapersonal and interpersonal factors are involved. Empirical research on these factors has been increasing and our aim was to systematically review them to extract conclusions about the relationships between peer assessment and intrapersonal and interpersonal factors. Using different search strategies, we reviewed 69 articles. We investigated: (1) the characteristics of the included studies, (2) the trends in the bidirectional relationships of intrapersonal ←→ peer assessment and interpersonal ←→ peer assessment, (3) the empirical findings in the relationships between intrapersonal factors and peer assessment, and (4) the empirical findings in the relationships between interpersonal factors and peer assessment. We identified six intrapersonal factors: motivation, self-efficacy, emotions, trust in the self as assessor, fairness, and comfort; and five interpersonal factors: social connections, trust in the other as assessor, psychological safety, value diversity/congruence, and interdependence. The results showed clear directions for some of those factors and preliminary in some of the others. This review offers directions to improve the quality of peer assessment research and explores the role of bidirectionality for future research, including an instrument to report the characteristics of future peer assessment studies to facilitate better reports and research designs. [ABSTRACT FROM AUTHOR]

Since the start of the COVID-19 pandemic, courses in higher education have increasingly been delivered via asynchronous online modalities. Although such modalities may allow instructors and students greater flexibility in how they engage with their courses, they increase the self-regulatory challenges learners experience. Students may feel less capable of regulating their learning in web-based modalities, which may increase procrastination and lower academic performance. Alternatively, students who procrastinate in their asynchronous courses may become convinced that they lack the self-regulatory skills needed to succeed. Little research has examined these relationships. The purpose of this mixed methods study was to examine these self-regulatory processes, the challenges students experience in asynchronous classes, and possible effects on academic performance. Undergraduate students (N = 1,216) attending a public U.S. university responded to closed – and open-ended survey items in Fall 2020. A cross-lagged panel model revealed the interdependency of self-efficacy for self-regulation and academic procrastination, and their relationship with course performance. Findings suggest that students' beliefs in their self-regulatory capabilities and their procrastination behaviors are related to each other and jointly contribute to course performance. Students described time management difficulties as the most challenging aspect of asynchronous online learning. Integration of quantitative and qualitative data revealed several unique challenges experienced by students who had relatively higher or lower self-efficacy and procrastination. Overall, this study suggests implications for the timely support of college students' self-regulation in asynchronous online learning courses during and after COVID-19. [ABSTRACT FROM AUTHOR]

Background: Students' academic performance and learning experiences are crucial in school education, yet their relationships with instructional characteristics remain an open question. Aims: The present study examined how cognitive activation and teacher support were associated with students' academic emotions and achievement in math classrooms via domain‐ and task‐specific self‐efficacy. Sample: In total, 5388 eighth graders from central China participated in this study. Methods: Cognitive activation, teacher support, math‐related enjoyment and anxiety, and domain‐ and task‐specific self‐efficacy were measured with self‐reported student questionnaires. The math achievement was measured with a standardized test. Results: Our findings showed that the two instructional characteristics were positively related to math achievement and enjoyment but negatively related to math anxiety, with the mediation effects of task‐ and domain‐specific self‐efficacy. In detail, cognitive activation had a stronger relationship with math anxiety through task‐specific self‐efficacy than domain‐specific self‐efficacy. Whereas, cognitive activation had a greater linkage with math enjoyment through domain‐specific self‐efficacy than task‐specific self‐efficacy. In addition, teacher support had a greater association with learning outcomes through domain‐specific self‐efficacy than task‐specific self‐efficacy. Conclusions: The relational mechanism of cognitive activation and teacher support on math achievement and academic emotions were differentially mediated by task‐ and domain‐specific self‐efficacy in Chinese math classrooms. [ABSTRACT FROM AUTHOR]

The Internet facilitates many types of academic dishonesty. Plagiarism, fraudulence, falsification and piracy have become accessible everywhere in the world. In these conditions, individual factors such as motivation and self-efficacy could help us understand the mechanism that leads to academic misconduct. This research explored the relationship between self-efficacy, academic motivation and students' perception of Academic dishonesty through the Internet. The data was collected from a sample of 283 Romanian university students. We used four tools: Internet-Triggered Academic Dishonesty Scale (ITADS), The Work Preference Inventory, Academic Self-Efficacy Scale and Self-efficacy Scale. The results suggested that intrinsic academic motivation correlated negatively and insignificantly with self-efficacy, while extrinsic academic motivation correlated positively but insignificantly with self-efficacy. In our research the mediator role of self-efficacy on the relationship between academic motivation and students' perception of academic dishonesty was not confirmed. We discuss these findings from the perspective of ethics and academic integrity, elements that any student or teacher must be aware of when creating various academic documents. Despite disproving the hypotheses, our research draws attention to the caution of applying research instruments in the case of students who lack the ethical culture and a responsible attitude towards this sensitive area. [ABSTRACT FROM AUTHOR]

This study explores how engineering students develop learner agency in an intercultural PBL (problem- and project-based learning) environment, along with the factors that affect their development. Theoretically, learner agency is framed within three interrelated dimensions: intrapersonal, behavioural, and environmental. A narrative inquiry approach is adopted to investigate 11 engineering master's students' perceptions of their agency development. The findings reveal 10 elements perceived as ways to develop learner agency of engineering students, namely belief in their own self-efficacy, motivation, global engineering identity, goal-setting, planning, monitoring, reflecting, trust building, team atmosphere, and support from supervisors and institutions. These results also show that different factors affect the building of learner agency for engineering students, such as students' experiences before undertaking a master's degree, their level of advancement in the program, the culture of each study program, communication styles, and the composition of the project group. [ABSTRACT FROM AUTHOR]

Sports and play can be powerful motivators for learning and effective channels to empowerment for students at all levels. [ABSTRACT FROM AUTHOR]

This research focuses on potential gender differences in motivation to learn Physics with the aim to determine the weakest female motivational components to learn Physics and the contribution of different teaching approaches (using real and virtual experiments) on those components and motivation for learning Physics in general. These two approaches were chosen as the most commonly used approaches in physics but without clear compared indication on females' motivation. The standardized questionnaire SMTSL (Student's Motivation towards Science Learning) is used for the measurements. The results show that for female students the weakest motivational components to learn Physics are the importance of Physics as a science and self-efficacy. Virtual experiments contribute more to females' motivation to learn Physics than applying real experiments. The female students who used real experiments show fear of being laughed at by their male peers and express doubt in their self-knowledge. Although the applied approaches cause some improvements in female students' self-efficacy, they are not statistically significant. Research results suggest that teachers need to apply such teaching approaches that engage girls and encourage their learning and development in order to improve their self-efficacy and other motivational components. [ABSTRACT FROM AUTHOR]

The present study aimed to explore graduate students' motivation, self-efficacy, and perceptions of credit-based information literacy (IL) courses at a research university in China. A mixed-methods approach was employed, with 405 questionnaires and ten follow-up interviews conducted. The findings indicated that graduate students displayed high levels of intrinsic motivation and self-efficacy toward the IL course. In other words, they were conscious of the importance of IL in their future academic pursuits. However, only a small portion (18.76 %) of students perceived librarians as the most appropriate person for the course. Moreover, in terms of the format of course format, the majority of participants preferred a blend of lectures and group activities over online learning. There was also agreement among the participants that the focus of IL courses should go beyond basic information search skills and include training in learning strategies. The study also found that gender played a role in shaping motivation and perception levels, with female students generally scoring higher. The findings of this study provide valuable insights for librarians to enhance their credit-based IL courses, catering to the specific needs and preferences of graduate students. • Mixed-methods research design focus on graduate students' motivation and perception of information literacy • Identify gender differences as a significant factor influencing students' intrinsic motivation for information literacy • Students prefer faculty who are proficient in IL as the most appropriate person for teaching IL courses. [ABSTRACT FROM AUTHOR]

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]

Statistical knowledge is a key competency for psychologists in order to correctly interpret assessment outcomes. Importantly, when learning statistics (and its mathematical foundations), self‐efficacy (defined as an individual's belief to successfully accomplish specific performance attainments) is a central predictor of students' motivation to learn, learning engagement, and actual achievement. Therefore, it is crucial to gain a better understanding of students' self‐efficacy for statistics and its interrelations with statistics anxiety and students' belief in the relevance of statistics. Here, we present results showing development and validation of a self‐assessment questionnaire for examining self‐efficacy for statistics in psychology students (Self‐Efficacy for Learning Statistics for Psychologists, SES‐Psy). Upon using different methodological approaches, we demonstrate that the SES‐Psy questionnaire has (1) sound psychometric properties, and within our sample of university students, (2) a robust latent structure disclosing three clearly distinctive profiles that are characterized by a complex and nonlinear interplay between perceived self‐efficacy (for basic and advanced statistics), statistics anxiety, and students' belief in the relevance of statistics. Implications for educational settings and future research are discussed. [ABSTRACT FROM AUTHOR]

A growing body of literature shows that Primary Scientific Literature (PSL) is a valuable and useful tool for STEM. Current assessments measuring the success of PSL-based interventions focus mainly on specific scientific content and/or the specific scientific skills students learn. We believe that the underlying motivation students consider while learning to read PSL is equally important to assess. We present 'Motivation in Reading Primary Scientific Literature,' a 19 item novel questionnaire based on student purpose for reading PSL and student efficacy for reading PSL. Exploratory and confirmatory factor analyses (EFA and CFA) were performed on data collected from students enrolled in introductory Biology courses (n = 411 for EFA and n = 325 CFA). Results confirmed 19 items that can be used to measure student motivation in reading PSL through four subscales: (1) expectancy-value, (2) self-efficacy, (3) performance/competence and (4) interest. Preliminary external validity of the Motivation in Reading PSL questionnaire verified differences (p <.05) in students' motivation between one control and two treatment groups after a one-semester PSL-based intervention. These findings suggest that our questionnaire can be used by instructors who implement PSL-based interventions and would like a more comprehensive understanding of how their students approach reading PSL. [ABSTRACT FROM AUTHOR]

Designed for this study as a conceptual framework comprising particular educational approaches and techniques for mathematics teaching and learning, the Successful Mathematics Classroom (SMC) aimed to promote college students' mathematics self-efficacy, motivation, and achievement. Through using a case study methodology, a range of tests and interviews, we investigated the effects of the SMC on a sample of 130 freshmen students from a mathematics foundation programme in everyday classroom practice. The results showed a positive correlation between students' self-efficacy and achievement, as well as their motivation and achievement. The results further revealed that there was a positive impact of using the SMC framework on students' mathematics self-efficacy, motivation, and performance. The elements with most impact were teacher's teaching methodology, group work, teacher's attitude, and gamification. Further research is recommended to examine the effects of SMC in different education settings, different students, teaching styles, and larger sample sizes. [ABSTRACT FROM AUTHOR]

This study aims to determine the intrinsic and extrinsic factors that influence students' motivation to complete their thesis by using self-efficacy variables, the need for achievement, campus environment, and lecturer learning methods to the motivation to complete their thesis at the Indonesian College of Economics. This research method is a questionnaire survey method. The population in this study were morning regular students and evening regular students of the Indonesian College of Economics who graduated in 2019 by 311 people and the study sample was 164 people. The analysis used is SEM-PLS and SmartPLS 3.0 software. The results of this study indicate 3 variables that affect regular morning students: (1) Self-efficacy affects the motivation to complete a thesis of 29.1%. (2) The need for achievement influences the motivation to complete the thesis by 31.9%. (3) Campus environment towards motivation to complete the thesis is 37.5%. And there are 2 variables that affect regular night students: (1) The need for achievement influences the motivation to complete the thesis by 55.5%. (2) The campus environment influences the motivation to complete the thesis by 40.3%. [ABSTRACT FROM AUTHOR]

Research has shown that students' beliefs related to mathematics are connected to their affect and motivation as well as their mathematical thinking and activity. Moreover, high parental expectations have been shown to play a role in students' positive beliefs and self-efficacy. This paper reports on two studies investigating parental expectations related to students' beliefs and their perceived achievement. These studies highlighted an unusual, but confirmed finding that students who do not perceive that their parents have specific mathematics achievement expectations show more positive mathematics-related beliefs and higher perceived mathematics achievement than students who believe their parents do have specific expectations. This paper explores possible reasons for this finding related to parents' methods of conveying their expectations. [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]

Science of reading is a term that has been used variously, but its use within research, policy, and the press has tended to share one important commonality: an intensive focus on assessed reading proficiency as the primary goal of reading instruction. Although well intentioned, this focus directs attention toward a problematically narrow slice of reading. In this article, we propose a different framework for the science of reading, one that draws on existing literacy research in ways that could broaden and deepen instruction. The framework proposes, first, that reading education should develop textual dexterity across grade levels in the four literate roles first proposed by Freebody and Luke: code breaker (decodes text), text participant (comprehends text), text user (applies readings of text to accomplish things), and text analyst (critiques text). Second, the framework suggests that reading education should nurture important literate dispositions alongside those textual capacities, dispositions that include reading engagement, motivation, and self‐efficacy. Justification is offered for the focus on textual dexterity and literate dispositions, and we include research‐based suggestions about how reading educators can foster student growth in these areas. Finally, we propose that reading education should attend closely to linguistic, cultural, and individual variation, honoring and leveraging different strengths and perspectives that students bring to and take away from their learning. Reimagining a science of reading based on these principles has the potential to make it both more robust and more socially just, particularly for students from nondominant cultures. [ABSTRACT FROM AUTHOR]

This paper examines the role of motivation, anxiety, and self-efficacy beliefs and their interplay with regard to speaking on beginners' Spanish LMOOCs. It answers three research questions: (1) what are learners' motivations and goals for joining these LMOOCs and how do these relate to foreign language speaking anxiety; (2) how do learners' self-efficacy beliefs and anxiety levels change as a result of course completion; and (3) is there a correlation between motivation, foreign language speaking anxiety, and self-efficacy beliefs in this context? A mixed-methods research design used quantitative and qualitative data gathered from self-reflective questionnaires and forum discussions. The results reveal that learners with intrinsic motivation are more likely to complete the courses than those who sign up to manage a personal situation or advance in their career or studies. No direct correlation was, however, found between motivation and the other variables under scrutiny. Learners present higher self-efficacy beliefs at the end of the courses than at the beginning, while anxiety levels are affected to a much smaller degree by course completion. Although spoken interactions in this learning environment are not synchronous, apprehension and anxiety prevent many learners from fully participating in the speaking activities. [ABSTRACT FROM AUTHOR]

Background: School-based physical education has been associated with a multitude of potential learning outcomes. Representatives of a public health perspective suggest that promoting physical activity in and outside the context of school is an important endeavour. While the importance of behavioural skill training to improve (motor) learning is well documented in both general and physical education, the promotion of behavioural skills to foster physically active lifestyles constitutes a rather neglected area in physical education research. Purpose: To examine whether a standardized physical education-based behavioural skill training program has the potential to positively impact on adolescents' self-reported exercise and sport participation, as well as cognitive antecedents involved in the regulation of exercise and sport behaviour. Research design: Cluster-randomized controlled trial. Methods: A sample of 143 secondary school students (50% girls, aged 14–18 years) attending academic high schools in German-speaking Switzerland were assigned class-wise to the intervention (behavioural skill training) and control condition (conventional physical education lessons). Data were assessed prior and after completion of the 7-week intervention program, which was composed of four 20-min lessons and two reflection phases. Exercise and sport behaviour and cognitive antecedents (exercise/sport intention, motivation, implementation intentions, coping planning, self-efficacy) were assessed via self-reports. A multilevel mixed effects linear regression procedure was used to test the main hypotheses. The regression analyses were adjusted for clustering of school classes, and controlled for baseline levels of the outcome measure and potential confounders. Results: Compared to a control condition, the intervention program resulted in significant improvements with regard to introjected motivation (p <.05), coping planning (p <.001) and self-efficacy (p <.01). The intervention also had a positive impact on adolescents' self-reported sport/exercise behaviour (p <.001). Improvements in exercise/sport intention (p <.05), coping planning (p <.01), and self-efficacy (p <.01) were associated with increased levels of self-reported exercise/sport participation. Conclusion: Behavioural skill training as part of compulsory physical education has the potential to improve cognitive antecedents of exercise and sport behaviour and to foster adolescents' exercise and sport participation. Enhancing behavioural skills might be one way in which school physical education can contribute to the creation of more physically active lifestyles among adolescents. [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]

Motivating students to persist in learning they did not choose is one of the most challenging parts of being an educator. Psychological, classroom-based interventions have been popularized, but less research has explored online support outside the classroom. An experimental test of the efficacy of a programme of informational nudge videos for the support of students' interest in learning a new language during compulsory university course in Japan was conducted. First/second year students (n = 2364; F = 627), participated in the experimental study. The experimental group watched 14 engaging informational videos (mean = 56 s) twice. The control group watched 14 videos that taught a specific an English phrase for the same amount of time. Prior/post individual interest, and prior utility-value for learning English, and their prior course self-efficacy were collected. Students pre/post English knowledge and their persistence in course online learning components was collected. Following latent profile analysis based on prior variables, the full sample and each subgroup was used to test a fully-forward longitudinal Structural Equation Model which tested the impact of the experiment on students' future individual interest in learning English. The LPA reveal three latent subgroups labelled low, moderate and high motivation. SEM test indicated a small, positive experimental effect for full sample (β =.05) and a larger effect for the moderate motivation subgroup (β =.08). Post individual interest for the moderate group was a significant predictor of e-learning persistence (β =.23), which predicted future knowledge (β = 10). This pilot programme of informational nudges presented a small significant longitudinal effect for future individual interest for the full sample and moderate motivation subgroup. This was followed by subsequent mediated links to e-learning persistence and knowledge growth. The informational nudge experiment presented positive results indicating that these informational, "light-touch" nudges have the propensity to support students' interest in learning. [ABSTRACT FROM AUTHOR]

This meta-analytic review examines the relationships between students' sense of school belonging and students' motivational, social-emotional, behavioural, and academic functioning in secondary education. Moreover, it examines to what extent these relationships differ between different student groups (grade level, SES), measurement instruments, and region. The meta-analysis included 82 correlational studies, published in peer-reviewed journals between 2000 and 2018. Results revealed, on average, a small positive correlation with academic achievement, and small to moderate positive correlations with motivational outcomes such as mastery goal orientations; with social-emotional outcomes such as self-concept and self-efficacy; and with behavioural outcomes such as behavioural, cognitive, and agentic engagement. A small negative correlation is observed with absence and dropout rates. Similar results are found across different student groups (grade level, SES). Although the results vary to some extent across measurement instruments and region, generally, the results reveal that school belonging plays an important role in students' school life. [ABSTRACT FROM AUTHOR]

Given the recent relevance of non-cognitive skills for consequential outcomes in the educational, personal, and professional domains, the objective of this systematic review was to synthesize the quality of the evidences on grit as predictor and outcome of educational, professional, and personal success. A pre-specified systematic review protocol was designed and implemented to synthesize the qualitative finding. A systematic literature search was conducted across diverse platforms and databases. A narrative content analysis was adopted to analyze the results. The final sample of studies reviewed was 90. The following analytical themes were identified: grit as a predictor of educational, professional, and personal success, and grit as outcome of demographic, educational, professional, and personal success. The results suggest that the evidences of effectiveness of grit as a predictor are largely stronger than those of grit as outcome. Additionally, our findings unveil that research on this construct is off to a good start, even though higher-quality research is needed. [ABSTRACT FROM AUTHOR]

Providing constructive feedback to students is one of the most influential strategy which helps students to boost their self-efficacy, raise students' motivation for the task and improve self-regulation which ultimately help students to achieve their learning outcomes. The aim of the present study is to conduct a critical literature review survey on constructive feedback, propose a theoretical framework and build a conceptual model on the basis of reviewed literature. In this regard abstracts from journals and Dissertations were explored and scrutinized thoroughly for critical literature survey on "constructive feedback and its effects" by using search terms such as constructive feedback, academic achievement, feedback and selfregulation on Google Scholar, ERIC, Elsevier, Springer, Sage, Taylor & Francis. The search covered a total of 221 articles/ books from January 2000 to May 2020 including some older publications as well, by means of snowballing. Out of these, 92 articles were filtered and incorporated in this study. Behaviourism perspective, goal orientation theory, Expectancy value theory, and cognitive constructivist self-regulated theoretical account supported the theoretical framework for the present study and conceptual framework was proposed. [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]

There are indicators that a substantial number of students in vocational education and training (VET) experience problems with successfully building their careers. This is often attributed to VET students' motivation. The present study provides insight into VET students' motivational profiles based on self-determination theory. Additionally, differences between those motivational profiles in terms of self-efficacy, test anxiety and perception of motivating teaching were investigated. The study involved 195 VET students, from one VET college in the Netherlands. Using latent profile analyses, four motivational profiles were identified that differed with respect to quality and quantity of motivation. Profiles with higher quality (25%) and higher quantity (27%) of motivation were related to higher levels of self-efficacy and perceived motivating teaching compared to profiles with low quantity (7%) or low quality (41%) of motivation. Furthermore, students in the profile with high-quality motivation reported the lowest levels of test anxiety. Additionally, our findings suggest there is indeed a relatively large group of VET students (48%) who actually experience motivational problems. Practical implications and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Engagement with homework assignments is important to be able to actively process content during in-class activities in flipped classroom education. Active engagement with the content is assumed to promote deeper understanding and to improve retention of knowledge. This comparative case study aims to explore student workload during homework activities and examines in-class activities next to student motivation and their retention of knowledge in both traditional education and flipped classrooms. This quasi-experimental study was conducted in a Hematology and Oncology course, which is scheduled in the second year of medical education, in Utrecht, the Netherlands. Students' self-reported study time in traditional classrooms (2014) and flipped classrooms (2015) were measured during one course with a daily online questionnaire and in-class activities were explored using an observation scheme and audio recordings. Cognitive evaluation theory was used to investigate student motivation by measuring perceived autonomy and competence (self-efficacy) of students at the end of the course. Knowledge retention and self-efficacy were (again) measured after 10 months. The in-class observations suggested more interactivity in flipped classrooms. All participating students reported similar workload during the course, whereas exam preparation after flipped classrooms was significantly less time consuming. Students in flipped classrooms reported higher scores for self-efficacy, whereas perceived autonomy was comparable to students learning in traditional classrooms. Ten months after the course, retention of knowledge and self-efficacy scores showed no difference. This study indicated that flipped classroom education required less time investment when preparing for the end-of-course exam and students perceived higher self-efficacy, which is relevant in the light of student stress and burn-out. However, comparison of long-term measurements (retention of knowledge and self-efficacy) showed similar outcomes for students in traditional classrooms and flipped classrooms. It would be interesting to learn whether students trained in flipped classroom education turn out to be better problem solvers in their future careers. For example, if the students in this study are better able to handle patient cases during their clinical rotations. • Student workload during flipped classrooms was similar, whereas exam preparation was significantly less time consuming. • Teachers in flipped classrooms spend less time on factual knowledge as opposed to in-depth information. • The in-class observations suggest more interactivity in flipped classrooms, but this was not significant. • Students in flipped classrooms perceive higher self-efficacy compared to students in traditional education. • Retention of knowledge and self-efficacy scores showed no difference after ten months. [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.

Highlights • Quantitative and qualitative methods point to different sources of self-efficacy. • Students combine information from various efficacy-relevant sources. • The sources of self-efficacy in math and science differ for some students. • Compared to boys, girls use more social information when judging their efficacy. • Students name different factors that raise or lower their self-efficacy. Abstract Rural living, particularly in economically distressed areas, may reduce students' educational opportunities and alter their self-beliefs. According to social cognitive theory, the contexts in which people live influence how they feel about their capabilities. The purpose of this study was to examine the experiences that raise and lower the math and science self-efficacy of students living in a rural, high-poverty area in Central Appalachia. A convergent mixed methods design was used to examine quantitative and qualitative survey data from 673 students in Grades 6–12 who took part in a multi-year study on academic motivation (Year 1 = 511; Year 2 = 391; Year 3 = 418). In the quantitative phase, structural equation models showed that Year 1 mastery experience raised and physiological states lowered students' math and science self-efficacy in Year 2. Deductive coding of students' responses to 4 open-ended questions in Year 3 indicated that other sources were also salient and differed by domain, their effect on self-efficacy, and student gender. Integrative analyses showed that students consider information from multiple sources when judging their capabilities. This research extends findings related to the sources of self-efficacy to the understudied population of rural learners, the less-studied context of science, and to the factors that not only increase but decrease perceived efficacy. [ABSTRACT FROM AUTHOR]

The authors investigated the impact of explicit instruction and peer-assisted writing on students' writing motivation and self-efficacy for writing. Eleven teachers and their 206 fifth- and sixth-grade students participated in a 2 (explicit instruction vs. writing opportunities without explicit instruction) × 2 (peer-assisted writing vs. writing individually) experimental intervention study with a pretest-posttest design. The four experimental conditions were compared with a business-as-usual (BAU) condition. The five-week interventions were implemented in authentic classes by regular class teachers, who received a prior professional development training. Multilevel analyses showed that students who wrote with a peer were more autonomously motivated at posttest than BAU students. Additionally, BAU students and students receiving explicit instruction were more controlled motivated than students who were offered ample writing opportunities while practicing individually. Theoretical and educational implications are discussed in view of realizing a bright pathway towards autonomous writing motivation. [ABSTRACT FROM AUTHOR]

This study surveyed 113 undergraduate and graduate distance education students at 2 U.S. universities using the Motivated Strategies for Learning Questionnaire (MSLQ). The MSLQ is an 81-item, self-report instrument designed to measure study participants’ motivational orientations and their use of different learning strategies. The motivational orientations measured were: intrinsic goal orientation, extrinsic goal orientation, task value, control beliefs, self-efficacy for learning and performance, and test anxiety. The learning strategies measured were: rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study environment, effort regulation, peer learning, and help seeking. The study revealed that self-efficacy, effort regulation, and peer-learning correlated with student retention in the distance education programs. [ABSTRACT FROM AUTHOR]

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]

In this study, we investigated how various teaching behaviors influence student interest as a situational variable. Specifically, we studied how behaviors related to catch interest (i.e., ephemeral aspects of the learning environment such as instructor humor, nonverbal immediacy, intellectual stimulation) and hold interest (i.e., features of the environment that empower students to reach their personal goals including content relevance and meaningfulness) predicted students’ sustained attention and autonomous motivation. As anticipated, results of a structural regression model indicated that catch interest was linked to students’ sustained attention in class. Conversely, hold interest was related to students’ autonomous motivation. Our results suggest that if teachers want to ensure they maximize student motivation inside the classroom and beyond, they might consider diversifying their teaching behaviors to target both the catch and hold aspects of students’ situational interest. [ABSTRACT FROM AUTHOR]

In the context of learning, cost has mostly been discussed under the expectancy-value framework and defined as the perceived negative consequences of task engagement. The issue of cost has recently attracted growing interest among scholars, because it may provide insights regarding how to predict students’ avoidance motivation and behavior. In the present study, we investigated the potential benefits of an expectancy-value-cost approach for predicting outcomes related to adolescent students’ academic motivation and achievement in math. Using two data sets ( N  = 637 and N  = 211) of middle and high school students, we found that cost could successfully explain additional variance in multiple different variables related to academic motivation and achievement, beyond what could be predicted by expectancy and value. In particular, cost emerged as an important factor in predicting adolescent students’ adoption of avoidance goals, negative classroom affect, maladaptive academic outcomes, and exam scores. Findings of the present study extend the scope of expectancy-value theory by highlighting the importance of using expectancy, task value, and cost together to predict students’ academic motivation and educational outcomes. [ABSTRACT FROM AUTHOR]

This forum highlights research that literacy teachers, students, and others can explore, use, or adapt as they provide literacy instruction and develop related programs and research agendas. [ABSTRACT FROM AUTHOR]

Video tutorials for software training are becoming more and more popular, but their construction and effectiveness is understudied. This paper presents a theoretical model that combines demonstration-based training (DBT) and multimedia learning theory as a framework for design. The study investigated the effects of video tutorials on motivation, task accomplishment and learning with special attention being paid to the role of reviews. Three tutorials were compared: preview and demonstration (control condition), preview and demonstration and review (review condition) and preview and demonstration and 2nd demonstration (2-demo condition). Participants were 65 students from the upper grades of elementary school. Participant logs revealed a significant decrease in coverage for video types following the preview. All tutorials significantly raised self-efficacy and procedural knowledge (i.e., task performances during training, immediate and delayed post-test), but no effects of condition were found. The discussion addresses issues concerning the design of the tutorials (overlap between video types) and usage conditions (blocked video access during training tests) that may have negatively affected coverage and the effectiveness of the reviews. A limitation of the study is that no process data were gathered that could shed light on the relationships between design features and observational learning processes. [ABSTRACT FROM AUTHOR]

Decline in student motivation is a concern for STEM education, especially for underrepresented groups in the sciences. Using the Science Motivation Questionnaire II, 41 foundational STEM courses were surveyed at the beginning and end of each semester in an academic year at a small primarily undergraduate university. Significant pre- to post-semester declines were observed in each of five measured motivational factors (Intrinsic motivation, Career motivation, Self determination, Self-efficacy, and Grade motivation), with effect sizes ranging from 0.21 to 0.41. However, in the second semester pre-survey, four motivational factors rebounded, including three returning to initial levels, suggesting that the observed motivational decline is not long-lasting. Analysis suggests that declines are not related to survey fatigue or student demographics, but rather to grades and, in the case of one motivational factor, to academic field. These findings suggest that a refocus on grading practices across STEM fields may influence student motivation and persistence in STEM. [ABSTRACT FROM AUTHOR]

This study examined the effects of mobile apps on the learning motivation, social interaction and study performance of nursing students. A total of 20 students participated in focus group interviews to collect feedback on their use of mobile apps for learning and communicative activities. Two consecutive cohorts of students in a nursing programme, each with about 200 students, were recruited for assessing their learning motivation through a survey and study performance by two tests. The results showed that the students actively used the mobile apps for studying supplementary materials as well as participating in in-class activities and clinical assessments. The students had a relatively high level of motivation for performing and learned well, but relatively low perceived satisfaction and self-efficacy with mobile learning. They showed better study performance after practising mobile learning. The results also suggest that students’ perceived intrinsic value with mobile learning has to be enhanced for improving study performance. [ABSTRACT FROM AUTHOR]

The present study examined the link between teacher-student relationship at the class level and academic achievement via the serial multiple mediation effect of self-efficacy and learning strategy in Chinese EFL context with 11,036 eighth graders. Student-reported measures of teacher-student relationship, English self-efficacy, learning strategy and curriculum-based measures of English achievement were collected in fall 2015. Multilevel mediation model revealed that the positive relationship between teacher-student relationship at the class level and English achievement was partially mediated by self-efficacy, cognitive and metacognitive strategy, and serially mediated by self-efficacy and then learning strategy in Chinese EFL context, controlling for SES and gender. The findings suggest that positive teacher-student relationship can help students to develop English proficiency by fostering their English self-efficacy and use of learning strategy. The results of the present study extend our understanding of influential factors in foreign language learning processes and hold substantive theoretical and practical implications for educational researchers as well as teachers. [ABSTRACT FROM AUTHOR]

Students’ educational motivation is significant for performance and achieving learning, but little is known about what fuels such motivation. Educational motivation is regarded as the drive and inner state that energise educational activities, facilitate learning and channel behaviour towards achieving educational goals. Educational motivation paves the way for students to learn and acquire the knowledge that is essential for successful study outcomes. This article aims to explore what determines students’ educational motivation. Building on the self-determination theory, we modelled the influence of teachers’ leadership and students’ self-efficacy on students’ educational motivation. We used survey data from a sample of upper secondary school students in Sweden; we received a total of 993 answers, equal to a response rate of 74%. The results show that students’ self-efficacy and teacher leadership are of extreme importance for students’ educational motivation, and that highly efficacious students lose most educational motivation when the teacher’s leadership is poor. The results thus support the importance of teachers’ leadership for encouraging student learning. [ABSTRACT FROM PUBLISHER]

The purpose of the study is to determine the differences in perception of academic self-efficacy, psychological well-being and motivation to academic achievement in college students with high and low academic performance. From a sample of 495 college students 60 were identified with high performance (M = 9.67, SD = .10 grade point average) and 60 underperforming (M = 8.17, SD = .18 grade point average). The results of logistic regression test suggest that academic self-efficacy (OR = 2.52) and motivation to related achievement with expertise (OR = 4.98) are positively associated with the high-performance students' membership, while the psychological well-being in social relations does so negatively. It is concluded that self-efficacy and achievement orientation promote academic achievement and that welfare is not a variable related to this type of performance. [ABSTRACT FROM AUTHOR]

The present study investigated the relationship between student use of self-efficacy-building strategies through motivational partnerships and student levels of self-efficacy and motivation in an adult intensive English programme in the United States. The extent to which self-efficacy influenced motivation was also examined. After being organized into these partnerships and receiving self-efficacy-building strategy training from the participating teacher, 16 ESL students had their pre- and post-levels of self-efficacy and motivation measured. Additionally, students discussed the effectiveness of the partnerships on their learning experience. Results show significant correlations between student use of self-efficacy-building strategies and improvement in both their self-efficacy and motivation. The results also reaffirm that significant self-efficacy levels enhance motivation. Lastly, the partnerships benefited students in other social, affective, and educational ways. [ABSTRACT FROM AUTHOR]