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Information literacy has become an essential element of the student learning process due to the current information overload that university students face. The world is in the information age where the options for access to information is changing daily. University students need to be information literate to be able to use information responsibly and ethically. This article describes the third cycle of an action research study that sought to investigate the merit of integrating information literacy that is aligned to an acceptable framework into the curriculum of an institution of higher learning by assessing students' perceptions before and after an information literacy intervention. First-year undergraduate students at University of Guyana responded to an online questionnaire and participated in online interviews to share perceptions of their information literacy competencies during the second semester of academic year 2021/2022. SPSS was used to analyze the quantitative data and the qualitative data was coded to identify common themes. The results of the study revealed information literacy courses positively impacted students' perceptions of their information literacy self-efficacy, skills, and attitudes. [ABSTRACT FROM AUTHOR]

The author argues why self-efficacy of learners and English language teachers should be given importance in all aspects of learning and development. Topics include the four different sources of an individual's belief of self-efficacy according to a related literature, two areas of self-efficacy research within the area of foreign language education and issues that can impact self-efficacy levels.

Online learning platforms have become important learning tools, and online learning replaced face-to-face teaching as the primary learning method of students during COVID-19. However, there have been few systematic studies on learning effectiveness and its influential factors. This study was based on fuzzy-set qualitative comparative analysis (fsQCA) to explore the joint effects of multiple factors on online learning effectiveness for tourism and hospitality students from the dual perspective of the platform and individual. The results revealed five antecedent combinations that led to high-quality online learning, which were categorized into ''platform-individual'' internal and external promotion paths and ''functioninteraction'' platform environment promotion paths. Moreover, there were substitution effects in the paths to highquality online learning; specifically, perceived usefulness (PU) and perceived ease of use (PEU) were substitutable, and perceived playfulness (PP), learning attitude (LA), and self-efficacy (SE) could replace each other. Finally, self-efficacy was not a necessary condition for efficient online learning. Our findings highlight substitution relationships among the influencing factors of online learning effectiveness from a configuration perspective and further reveal the internal micromechanisms of achieving high-quality online learning. [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]

Purpose: Sustainable development requires multiple stakeholders to work and learn across practices, in other words, it requires boundary crossing competence. To prepare students for their future sustainability professions, higher education should facilitate the development of boundary crossing competence in its curricula. This study aims to confirm whether boundary crossing learning can be stimulated by workshop-based support in multi-stakeholder projects. Design/methodology/approach: This quasi-experimental intervention study (N = 122) investigates the effect of a series of supporting workshops on students' boundary crossing learning in multi-stakeholder projects. The workshops allowed students to adopt four learning mechanisms (identification, coordination, reflection and transformation) theorised to stimulate learning across boundaries between practices. Students followed zero, one, or two workshops. By analysing the student learning reports, the study examines the effect of the workshop intervention on students' self-efficacy for stakeholder collaboration, the number of reported student-stakeholder collaborative activities and the reported boundary crossing learning mechanisms. Findings: The results show that a series of two workshops increase the number of reported collaborative activities and activates the students' boundary crossing learning in terms of reflection and transformation. Research limitations/implications: These findings support the evidence-based design of multi-stakeholder learning environments for sustainable development and contribute to the body of knowledge regarding learning across practices. Originality/value: Boundary crossing competence receives increasing attention as an asset for sustainable development. The added value of this study lies in its confirmation that the boundary crossing theory can be translated into directed educational support that can stimulate students' boundary crossing learning. [ABSTRACT FROM AUTHOR]

Providing teachers with innovative teaching approaches that combine simulation-based learning systems with entrepreneurship education helps create and recognize entrepreneurial opportunities. In this study, key antecedents are identified as critical drivers of flow experience and the impact of flow experience on learning performance and entrepreneurial self-efficacy is examined in order to propose a behavior model based on flow theory. Virtual Business Retailing (VBR) software, a business simulation system for convenience store operations, is used in this study to investigate the learning behavior of students and to collect data for analysis. The results reveal that challenge-skill balance and playability play a critical role in enhancing flow experience and, consequently, in improving learning performance and entrepreneurial self-efficacy. The findings contribute to existing flow theory, the literature on simulation and game-based learning, and the literature on entrepreneurship education. Furthermore, the findings provide VBR education-system educators and developers with a better understanding of students' expectations and needs when interacting with retail business simulation-based learning environments as well as with guidelines to effectively design VBR educational systems that are conducive to flow experience, which may help improve entrepreneurial self-efficacy in students. [ABSTRACT FROM AUTHOR]

An important facet of college students’ science literacy and job market preparation is developing skills for finding and applying information to decision-making about complex real-world problems. We developed a multidisciplinary science course to support development of these skills using a decision-making framework based on normative models of structured decision-making. Students practiced decision-making skills in the context of several socioscientific issue modules. We documented a postcourse increase in students’ self-efficacy for finding, evaluating, and using technical information in decision-making. We also review prior findings that articulate potential beneficial student learning outcomes as a result of this teaching approach. This course may provide a model for introductory courses to better align with institutional goals for science literacy and critical-thinking. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to explore the moderating effect of culture on students' self-efficacy (SE) and learning approach. Design/methodology/approach: A survey of 437 students from culturally and pedagogically different higher education institutions was conducted. The relationship between SE, culture and approaches to learning was examined using statistical analysis. Findings: The results showed that the students from traditional learning environments demonstrated high SE and resorted to deep learning. The culture of an institution moderated SE and approaches to the learning of students. Practical implications: This study calls for bringing out the best from pedagogical approaches followed by different types of institutions to build a culture that promotes deep learning in the true sense. This research has implications for teachers, policymakers and practitioners in the higher education sector. Originality/value: To the best of the authors' knowledge, the present study is one of the first studies to draw a cultural comparison of traditional and modern higher education institutions. [ABSTRACT FROM AUTHOR]

Traditional science, technology, engineering, and mathematics (STEM) education is sometimes criticized for lacking approaches to present real-world practices and phenomena beyond naked eyes. Head-mounted display virtual reality (HMD VR) provides opportunities to solve this issue. However, little is known about the impact of this approach on student's self-efficacy in science. This study is to address this knowledge gap. Sixty-six 11th grade students were recruited to participate in an HMD VR learning activity. Half of these students filled in a science self-efficacy questionnaire before the VR learning activity, and the others filled in it after the activity. The study compared (1) students' science self-efficacy between these two conditions and (2) students' post-activity science self-efficacy among different science-class grading score groups. Results showed that the change of students' science self-efficacy was not significant after the learning activity and the differences among most science-class grading score groups were small. After the results were analyzed, the capability of affording gestures and physical movement was recognized as an important factor that determined whether an HMD VR learning environment could significantly enhance students' science self-efficacy; educators were suggested to not use science class scores to predict students' potential and future achievements in science. [ABSTRACT FROM AUTHOR]

The article analyzes the concepts and characteristics of the beliefs of self-efficacy and self-regulation in the students, their link with the teachers' beliefs of self-efficacy from a sociocognitive perspective, the ways in which the latter can influence the formation of the students' beliefs, as well as the conditions that favor or not the development of these, the function and the input they have in the learning process; finally an intervention proposal is presented in order to reorient the educative practices. The objective was to analyze the formal and non-formal training factors associated with the development of self-efficacy beliefs and their involvement in learning processes. The work is product of a qualitative methodological approach that addresses the postgraduate level with teachers of Basic Education, students of the Universidad Pedagógica Nacional (México). Among the findings, it was possible to identify that the successes contribute to generating a feeling of security with the presence of academic autonomy traits and the congruence between the beliefs of self-efficacy and the performance achieved in the classroom; in addition, the ones that do not have self-efficacy beliefs, generate an insecurity feeling that prevents them from being purposeful and innovative. [ABSTRACT FROM AUTHOR]

The aim of this study was to uncover how digital storytelling advances students' self-efficacy in mathematics learning and what kinds of learning experiences contribute to self-efficacy. Four Chinese classes with 10- to 11-year-old students (N = 121) participated in the project. The mathematics learning theme was geometry. Quantitative data was collected with questionnaires. The qualitative data was based on teachers' and students' interviews and observations. Both data sets showed that the students' self-efficacy increased significantly during the project. The most important mediator was students' perception of the meaningfulness of mathematics learning; digital storytelling enhanced the students' ability to see mathematics learning as useful. They became more confident that they could learn mathematics and understand what they had learned. They also felt more confident in talking with their classmates about mathematical concepts. The role of self-efficacy was twofold: it supported students' learning during the project and it increased due to meaningful mathematics learning experiences. [ABSTRACT FROM AUTHOR]

Self-assessment has been portrayed as a way to promote lifelong learning in higher education. While most of the previous literature builds on the idea of self-assessment as a formative tool for learning, some scholars have suggested using it in a summative way. In the present study, we have empirically compared formative and summative models for self-assessment, based on different educational purposes (N = 299). Latent profile analysis was used to observe student subgroups in terms of deep and surface approaches to learning. The results show that the student profiles varied between the self-assessment models. The students taking part in the summative self-assessment group were overrepresented amongst the profile with high level of deep approach to learning. Also, summative self-assessment was related to an increased level of self-efficacy. The study implies that summative self-assessment can be used to foster students' studying; however, this requires a context where aligning self-assessment with future-driven pedagogical purposes is possible. [ABSTRACT FROM AUTHOR]

Assessment plays a crucial role in the learning process by providing feedback, to both instructors and students, on how well students are mastering the content and where additional instruction or tutoring is needed. Promote Self-Regulated Learning to Support Self-Efficacy To foster self-efficacy, instructors and students must first recognize and embrace the ability of students to monitor their own learning. Making a Grand Contribution: Fostering Learner Self-Efficacy is the Key to Rapid Learning Performance Gains. [Extracted from the article]

Objectives: Self-efficacy is an important factor in determining the ability of students to execute tasks or skills needed in the implementation of interprofessional learning (IPL). This study aimed to identify levels of self-efficacy with regards to IPL skills among undergraduate healthcare students and to investigate differences according to gender, programme of study and year of study. Methods: This descriptive cross-sectional study was conducted between January and March 2018 at the International Islamic University Malaysia, Kuantan, Malaysia. The Self-Efficacy for Interprofessional Experiential Learning scale was used to evaluate the self-efficacy of 336 students from five faculties including nursing, medicine, dentistry, pharmacy and allied health sciences. Results: Significant differences in self-efficacy scores for the interprofessional interaction subscale were identified according to programme of study, with pharmacy students scoring significantly lower than allied health students (mean score: 54.1 ± 10.4 versus 57.4 ± 10.1; P = 0.014). In addition, there was a significant difference in self-efficacy scores for the interprofessional interaction subscale according to year of study, with first-year students scoring significantly lower compared to fifth-year students (mean score: 52.8 ± 10.4 versus 59.9 ± 11.9; P = 0.018). No statistically significant differences in self-efficacy scores were identified with regards to gender or for the interprofessional team evaluation and feedback subscale. Conclusion: These findings may contribute to the effective implementation of IPL education in healthcare faculties. Acknowledging the influence of self-efficacy on the execution of IPL skills is crucial to ensure healthcare students are able to adequately prepare for future interprofessional collaboration in real clinical settings. [ABSTRACT FROM AUTHOR]

Capitalising on current research progress, we explored via means of structural equation modelling (SEM), the operational nature of three newly developed optimising concepts: personal resolve, effective functioning, and academic striving. We conceptualised self-efficacy as a source of origin, and effort expenditure and motivation towards learning as adaptive outcomes of the three mentioned concepts. Correlational responses from Taiwanese university students (N = 1010) affirmed our hypothesis regarding the operational nature of personal resolve, effective functioning, and academic striving – for example – (i) self-efficacy as a source of origin of personal resolve, effective functioning, and academic striving, and (ii) the effects of personal resolve and academic striving on effort, and the effects of effective functioning and academic striving on motivation towards learning. This significant evidence, overall, contributes to the study of optimal achievement best. [ABSTRACT FROM AUTHOR]

Background: The cross‐lagged panel (regression) model (CLPM) is the usual framework of choice to test the longitudinal reciprocal effects between self‐concept and achievement. Criticisms of the CLPM are that causal paths are over‐estimated as they fail to discriminate between‐ and within‐person variation. The random‐intercept cross‐lagged panel model (RI‐CLPM) is one alternative that extends the CLPM by partialling out between‐person variance. Aims: We compare analyses from a CLPM and a RI‐CLPM which examine the reciprocal relationships between self‐concept, self‐efficacy, and achievement and determine the extent CLPM estimates are inflated by between‐person variance. Sample(s): Participants (n = 314) were first‐year undergraduate psychology students recruited as part of the STudent Engagement with Education and Learning (STEEL) project. Methods: Participants completed measures of self‐efficacy and self‐concept prior to completing fortnightly quiz assessments. Results: Cross‐Lagged Panel (regression) Model estimates are likely over‐estimated in comparison with RI‐CLPM estimates. Cross‐Lagged Panel (regression) Model analyses identified a reciprocal effects relationship between self‐concept and achievement, confirming established literature. In RI‐CLPM analyses, these effects were attenuated and a skill development association between achievement and self‐concept was supported. A reciprocal relationship between self‐efficacy and achievement was supported. Better model fit was reported for the RI‐CLPM analyses. Conclusions: Prior findings relating to the reciprocal effects of self‐concept and achievement need to be reconsidered. Whilst such a relationship was supported in a CLPM analysis in this study, within an RI‐CLPM framework, only achievement predicted self‐concept. However, in both CLPM and RI‐CLPM models a reciprocal effects model of self‐efficacy and achievement was supported. [ABSTRACT FROM AUTHOR]

Background: Work‐related learning is particularly important at the start of graduates' careers. Preparing students for work‐related learning is a chief aim of higher education, demonstrating its relevance when investigating the transition to work. Aim: This study aimed to investigate the role of personal factors for work‐related learning during the transition from higher education to work. This study took a longitudinal and person‐centred approach by examining differences in work‐related learning between different motivational profiles based on the conjoint development of self‐efficacy and achievement goals. Sample: Questionnaires were administered four times, starting in the beginning of students' final year of higher education until 4 months after graduation (N = 814). Methods: In order to assess the development of the personal factors, different multi‐indicator latent growth curve models were estimated. Afterwards, a multidimensional latent class growth analysis was used to identify latent profiles of participants with similar growth trajectories. Differences in work‐related learning were investigated by a multivariate analysis of variance. Results and Conclusions: The results revealed an average increase in self‐efficacy, learning‐goal, and performance‐approach orientation, indicating that the transition to work triggers change in these personal factors. Performance‐avoidance orientation decreased on average. Four distinct motivational profiles were discerned: strongly efficacious and approach‐oriented, moderate efficacious and approach‐oriented, moderate efficacious and learning‐oriented, and undecided profile. Furthermore, differences were found concerning work‐related learning, in which the strongly efficacious and approach‐oriented profile reported more participation in formal and informal learning activities using personal sources, while the undecided profile showed least participation in the latter. [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.

Aim/Purpose: Currently, Information Systems (IS) departments in business schools are moving towards integrating learning to program or code in their undergraduate core courses. Many factors affecting IS student success in learning to program have been identified, but there is still a dearth of knowledge about student perceptions on their own competence. The purpose of this study was to investigate factors that may affect the success of IS students in learning to program. Background: Students' perceptions about the value and difficulties to learn programming can affect their skills acquisition. IS educators need to understand the student perception related to difficulties of learning to program in order to offer more effective support during their teaching process and interactions with students. To address this need, this study examines two critical elements to improve teaching IS programming courses: (a) Programming Self-Efficacy--students' beliefs on their own programming competence, combined with (b) levels of programming skills which IS students initially thought to learn for their future profession. Methodology: This study uses quantitative data drawn from undergraduate students in a Computer Information Systems classes at Colorado State University in U.S.A. and supported by qualitative data. Contribution: Quantitative data measures the correlation between students' programming self-efficacy, their perceived value of programming, their own practice time, and the frequency of teaching assistant (TA) consultations. The qualitative data was utilized to understand students' thoughts of the programming skills they need in their future profession that may influence their programming selfefficacy during the learning process. The importance of this study lies in the potential that the findings of this study are critical to investigate the most influential factors that are likely to be a vehicle through which educators can either improve self-efficacy of their students and/or understand it more fully. Furthermore, these findings may influence pedagogical practices for teaching programming languages in higher education contexts more successfully. For instance, applying a contextual learning approach may assist in identifying the most effective approach to teach programming courses, and in turn, will lead to increased learning outcomes as encountered and narrated by IS students. [ABSTRACT FROM AUTHOR]

We study the relative importance of the three dimensions of need-supportive teaching (NST) and students’ self-efficacy to gain new knowledge about students’ achievement in higher education. NST assumes that teachers are key to the motivation of students, providing autonomy support, structure (support of competence), and involvement (support of relatedness). In turn, self-efficacy raises students’ confidence in their ability to succeed in academic tasks. Drawing on 86,000 records of teaching evaluations by students at the University of Girona (Spain), we present evidence that teachers’ involvement and students’ self-efficacy are the two elements most strongly and positively related to achievement. Students obtain higher marks when they believe that their teachers are dependable and available to offer resources, and when they feel capable of organizing and implementing the courses of action necessary to acquire knowledge. We also find that students’ experience of autonomy support and structure are negatively (or not) correlated with achievement. Subgroup analyses also indicate that students have different needs in different knowledge areas. [ABSTRACT FROM AUTHOR]

This experimental study examined the effects of an instructor's face threat mitigation tactics on student self-efficacy for learning and perceived emotional support from the instructor in a written feedback setting. Participants (N = 401) were randomly assigned to one of two feedback scenarios in which level of face threat was manipulated. Student feedback anxiety was measured prior to being exposed to the feedback scenario. Results indicate that high face threat mitigation is positively associated with student self-efficacy for learning and perceived emotional support from the instructor. Results also revealed that feedback anxiety predicts lower self-efficacy for learning and less perceived emotional support from the instructor. Implications regarding theory, the measurement of feedback apprehension, and student-instructor communication are discussed. [ABSTRACT FROM AUTHOR]

Feelings of threat, challenge, motivation, self-efficacy, and transactional distance reflect students' struggles with the learning process. This study examined the relationship between students' subjective feelings about the learning process in virtual and blended courses (VC and BC). This is a mixed-method study. The sample included 484 students from two academic institutions in Israel. The study found a connection between students' subjective feelings about the learning process in VC and BC and feelings of threat/challenge, motivation, and self-efficacy. We found differences between students in different years of study and between those studying in various fields of study. [ABSTRACT FROM AUTHOR]

Background: This study aimed to determine the impact of the preceptorship program on self-efficacy and learning outcomes and the association between self-efficacy and learning outcomes in nursing students. Materials and Methods: This quasi-experimental study was conducted on 112 nursing students in 2012-2013. The subjects were selected through convenience sampling from the School of Nursing and Midwifery of Shiraz University of Medical Sciences, Iran. The general self-efficacy scale and the perception of overall learning outcomes scale were used to measure the students' perception of self-efficacy and achievement of learning outcomes. The data were analyzed using Pearson's correlation coefficient and linear regression analysis. Results: The students' mean [standard deviation (SD)] scores of self-efficacy and learning outcomes were 30.69 (5.88) and 4.10 (0.82), respectively, after taking part in the preceptorship program. The results showed a significant association between the mean scores of self-efficacy and learning outcomes (r = 0.30, p = 0.002). In addition, self-efficacy was predicted by gender (β = -0.19, p = 0.030) and the components of "understand ethical aspects of patient care" (β = 0.31, p = 0.010), "work more systematically" (β = -0.44, p = 0.005), and "use of nursing research" (β = 0.34, p = 0.020). Conclusions: Although the nursing students who participated in the preceptorship program demonstrated high mean scores of self-efficacy and learning outcomes, the lack of control group led to the conclusion about the effectiveness of the program to be made in caution. However, this program is suggested to be retained in nursing students' curriculum. [ABSTRACT FROM AUTHOR]

Notwithstanding the benefits that information and communications technology (ICT) offers to learning processes, the majority of learners in rural and township areas in South Africa either do not have access to computers and the internet, or they lack sufficient skills to exploit the benefits of ICT. This lack of skills and access to computers may lead to computer anxiety and low computer self-efficacy among undergraduates entering higher education. Low computer anxiety and high computer self-efficacy levels are important factors in assisting students to be academically successful in the present technological era. This article reports on a study that assessed the computer anxiety, computer self-efficacy and attitude towards the internet among first year students at a South African university of technology. Data collection was done through a five section survey. The research revealed that students suffer from moderate computer anxiety; they have a moderate compute self-efficacy; and their attitude towards the internet is positive. The results, research contributions, and limitations are discussed, and implications for future studies are suggested. [ABSTRACT FROM AUTHOR]

Studies of interventions’ impact on reading self-efficacy have been conducted since the 1980s. The purpose of this project was to conduct a systematic review of these studies because the primary studies often yielded divergent results. Included studies entailed an intervention, addressed reading specifically, and reported explicit pre- and postintervention measures of reading self-efficacy. Subjects were students in elementary grades through college. The results of a systematic search and screening procedure found 30 studies in which 2,300 subjects received treatments of various kinds while 1,957 were in control or comparison groups. A meta-analysis of three subsets of study designs revealed that each subset generated a significant effect size: treatment–control (g = 0.24, 95% confidence interval [CI] [0.10, 0.39]); treatment–comparison (g = 0.44, 95% CI [0.04, 0.84]); pretest–posttest (g = 0.36, 95% CI [0.16, 0.57]). Significant heterogeneity was found and modeled using moderator analyses conducted on several variables. The results indicated that significant moderators of effect sizes included grade level, number of sources shaping reading self-efficacy, a reading self-efficacy measurement index, and journal publication. In studies that measured the impact of the intervention on reading comprehension, its relationship with reading self-efficacy was analyzed revealing a strong correlation between the two constructs. Discussion includes an exploration of the importance of these findings to future policy, practice, and research on the design of reading self-efficacy measurement instruments and on interventions that utilize major sources of experiences shaping reading self-efficacy. [ABSTRACT FROM AUTHOR]

Academic self-efficacy is a crucial predictor of first-year university study success, which makes it a key intended outcome of pre-university education. Students with high academic self-efficacy at the end of secondary education likely experience a better transition to university. This study aimed to investigate which factors relate to Dutch secondary school students’ self-efficacy in terms of being a successful university student, including a personality variable (i.e. need for cognition), a motivational variable (academic interest), and behavioural variables (student engagement and out-of-school academic activities). Structural equation models served to test the proposed model. The results revealed that need for cognition, academic interest, and out-of-school academic activities related directly to self-efficacy; need for cognition and academic interest were especially pertinent. By focusing on improving students’ need for cognition and academic interest, secondary school teachers can contribute to the development of students’ academic self-efficacy and thereby increase their chances for a successful transition to university. [ABSTRACT FROM PUBLISHER]

The purpose of the study was to examine students’ experiences of independent music lessons, and to ascertain what factors predicted enjoyment and success, especially those predictors arising from self-regulation learning theory. A self-report survey was used to gather data on student demographics, practising habits, musical skills, achievements, and enjoyment. The survey was distributed through a Canadian conservatory system and other music schools in Canada, yielding 3920 surveys for analysis. Intrinsic motivation was the most salient predictor of enjoyment, persistence, and beliefs regarding musical self-efficacy for these highly engaged students. Additional contributing predictors for successful performance included focussing on aural abilities, motivation to acquire musical skills, and prior success at performing in public. The paper closes with a discussion of the role of intrinsic motivation for lifelong musicianship, as well as how future research might focus on broadening the student sample and on cross-validating student results with data from parents and teachers. [ABSTRACT FROM PUBLISHER]

Supporting pupils with autism spectrum disorder (ASD) in mainstream schools is a challenging task. This article proposes a professional development framework for educational psychologists (EPs) to consider when supporting the development of specialist ASD staff. The framework focuses on training content, educator characteristics and organisational elements. Nine mainstream schools developing additional provision to support children with ASD and specific language impairment (SLI) participated in the research. Specialist staff were provided with training and took part in follow up interviews about their developing practice. A pre- and post-questionnaire of participants (N = 30) attending the specialist training is supplemented with longitudinal interview data from specialist staff (N = 20). A paired samplet-test of questionnaire data showed that staff self-efficacy significantly increased pre- to post-training with a large effect size (0.61). Thematic analysis of interviews provided evidence of sustained professional development over time, underpinned by supportive organisational factors. [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]

Students of Southeast Asian Heritage Learning Chinese (SSAHLC) in Taiwan have frequently demonstrated difficulty with traditional Chinese (a graphical character) radical recognition due to their limited exposure to the written language form since childhood. In this study, we designed a Chinese radical learning game (CRLG), which adopted a drill and practice mode, for SSAHLC to practice recognizing Chinese radicals. To facilitate Chinese writing, non-native learners need to use aspects of the radical knowledge as cues to encode characters, from which the contents of the game were built up for SSAHLC to master the Chinese written forms by playing the CRLG with gesture-based interactions. In addition, the game was used to explore the students’ intrinsic motivation relevant to online learning self-efficacy, as well as the experience of flow, to predict the degree of learning progress. Data were collected from 78 SSAHLC participating in the study, and 73 valid questionnaires were returned. After applying confirmatory factor analysis as well as structural equation modeling to the valid data, it was found that four constructs, namely intrinsic motivation, online learning self-efficacy, flow experience, and learning progress, were all positively correlated. Our results indicated that intrinsic motivation of Chinese learning predicted online learning self-efficacy, and that flow experience was relevant to the students’ learning progress. Moreover, the degree of learning progress could be predicted by the mediating factors. These findings imply that heritage language teachers may utilize the CRLG to enhance learners’ Chinese radical recognition ability, and eventually improve their Chinese character recognition ability. [ABSTRACT FROM PUBLISHER]

The purpose of this study is to develop a multi-dimensional scale to measure students' awareness of key competencies for M-learning and to test its reliability and validity. The Key Competencies of Mobile Learning Scale (KCMLS) was determined via confirmatory factor analysis to have four dimensions: team collaboration, creative thinking, critical thinking and problem solving, and communication. The research subjects are 815 students from the elementary school that participate in M-learning programme in Taiwan. The research results show that students have better self-awareness in team collaboration and creative thinking, but have worse self-awareness in critical thinking and problem solving. This study also found that there was no significant difference between genders in the KCMLS, but students who study in the schools that committed in M-learning longer have higher awareness in all dimensions than students who study in the schools that committed to M-learning in fewer years. [ABSTRACT FROM AUTHOR]

The use of clickers in the classroom has gained popularity over the past few years. While significant work has been conducted on exploring clickers as drivers of learning outcomes, findings are still mixed and inconclusive. In addition, several recent reviews of this interactive technology highlight an important shortcoming of previous research: the lack of theoretical discussions that explain how clickers may help learning. To address these gaps, this research draws on the control-value theory of achievement emotions to explain how the use of clickers can enhance students' motivation, learning, and satisfaction. Based on a survey of 207 undergraduate students who use clickers in the classroom, the findings show that feedback provided by clickers has a positive influence on students' perceived academic control, self-efficacy, and value. Perceived academic control and self-efficacy positively predict pride, but do not influence the enjoyment experienced while using clickers. On the other hand, self-efficacy has a negative influence on boredom. Value has a positive effect on enjoyment and pride, and a negative effect on boredom. Enjoyment experienced by students while using clickers predicts both intrinsic and extrinsic motivation. Pride has a positive effect on extrinsic motivation, whereas boredom has a negative influence on students' intrinsic motivation. Finally, both types of motivation predict perceived learning and satisfaction. [ABSTRACT FROM AUTHOR]

Self-efficacy influences students’ activities, effort and persistence, and it can help predict their motivation and academic performance. This study attempts to investigate the relationship between self-efficacy, preferred learning methods, and academic performance under different learning methods in a unique hospitality course setting. The results indicate that hospitality management students prefer a “learn by doing” approach instead of computer-based learning and lecturing. This study concludes that self-efficacy affects the academic performance in both lecturing and practical learning in hospitality education. However, students’ preference in terms of learning methods does not influence their academic performance. Emphasizing “learn by doing” in the hospitality higher education curriculum is recommended in addition to recruiting faculty members with extensive industry experience. Conversely, it is recommended that faculty find the means to increase students’ self-efficacy when adopting different teaching approaches. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the author discusses issue on topics including range of psychological issues related to the self-efficacy and values of teachers, self-efficacy of students, and selfregulated learning of students.

The theoretical tenets of academic engagement, as outlined by Schaufeli and colleagues, have received limited attention. There is credence to indicate that Schaufeli et al.'s conceptualization has educational implications. Extending this avenue of inquiry, we report two longitudinal studies that explore the motivation-related attributes of engagement within the framework of self-efficacy. A number of research questions were developed for examination-for example, does enactive learning experience influence academic achievement, via students' engrossment (i.e. absorption) of a subject matter? Does students' sense of resilience and persistence (i.e. vigor) heighten their self-efficacy beliefs for academic learning? For the two studies (Study 1: 311 Year 11 students; Study 2: 249 Year 12 students), utilizing different cohorts, we measured these constructs at multiple time points. Existing Likert-scale inventories were administered repeatedly, and data collected were analysed using causal modeling procedures. M Plus 7.2 yielded a number of key findings-for example: (a) the positive impact of Time 1 enactive learning experience on Time 2 absorption and vigor, (b) the positive impact of Time absorption on Time 3 self-efficacy, (c) the positive impact of Time 2 absorption on Time 4 achievement and (d) the positive impact of Time 1 self-efficacy on Time 2 absorption and vigor. [ABSTRACT FROM AUTHOR]

Content: Medical schools aim to graduate medical doctors who are able to self-regulate their learning. It is therefore important to investigate whether medical students’ self-regulated learning skills change during medical school. In addition, since these skills are expected to be helpful to learn more effectively, it is of interest to investigate whether these skills are related to academic performance. Methods: In a cross-sectional design, the Self-Regulation of Learning Self-Report Scale (SRL-SRS) was used to investigate the change in students’ self-regulated learning skills. First and third-year students (N = 949, 81.7%) SRL-SRS scores were compared with ANOVA. The relation with academic performance was investigated with multinomial regression analysis. Results: Only one of the six skills, reflection, significantly, but positively, changed during medical school. In addition, a small, but positive relation of monitoring, reflection, and effort with first-year GPA was found, while only effort was related to third-year GPA. Conclusions: The change in self-regulated learning skills is minor as only the level of reflection differs between the first and third year. In addition, the relation between self-regulated learning skills and academic performance is limited. Medical schools are therefore encouraged to re-examine the curriculum and methods they use to enhance their students’ self-regulated learning skills. Future research is required to understand the limited impact on performance. [ABSTRACT FROM PUBLISHER]

This study examined the direct and indirect effects of medical clerkship students' prior knowledge, self-regulation and motivation on learning performance in complex multimedia learning environments. The data from 386 medical clerkship students from six medical schools were analysed using structural equation modeling. The structural model revealed that medical students' prior knowledge directly positively affected their learning outcome, selfefficacy and performance approach goal orientation. The learners' self-regulation had a significant positive direct effect on learning outcome. The learners' mastery goal orientation directly affected their learning outcome. Interestingly, inconsistent with our hypothesis, the learners' performance approach goal orientation showed a significant negative direct effect on learning outcome, and performance avoidance goal orientation had a significant positive effect on learning outcome. These findings help develop a more comprehensive understanding of the role of individual characteristics on learning performance of complex tasks in multimedia learning environments. [ABSTRACT FROM AUTHOR]

It was noted worldwide while learning fundamental skills and facing skills assessments, nursing students seemed to experience low confidence and high anxiety levels. Could simulation-based learning help to enhance students' self-efficacy and performance? Its effectiveness is mostly unidentified. This study was conducted to provide a shared experience to give nurse educators confidence and an insight into how simulation-based teaching can fit into nursing skills learning. A pilot study was completed with 50 second-year undergraduate nursing students, and the main study included 98 students where a pretest-posttest design was adopted. Data were gathered through four questionnaires and a performance assessment under scrutinized controls such as previous experiences, lecturers' teaching skills, duration of teaching, procedure of skills performance assessment and the inter-rater reliability. The results showed that simulation-based learning significantly improved students' self-efficacy regarding skills learning and the skills performance that nurse educators wish students to acquire. However, technology anxiety, examiners' critical attitudes towards students' performance and their unpredicted verbal and non-verbal expressions, have been found as possible confounding factors. The simulation-based learning proved to have a powerful positive effect on students' achievement outcomes. Nursing skills learning is one area that can benefit greatly from this kind of teaching and learning method. [ABSTRACT FROM AUTHOR]

The purpose of this study was to characterize students’ self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text, they performed a self-assessment of their comprehension and completed a test of reading comprehension. Students’ self-assessments were to a lesser degree based on their comprehension of the specific text read but based more on prior experiences. However, the study also produced different results for different types of texts and for different components (or levels) of reading comprehension. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate university students’ experiences of open-book, open-web online examinations compared to traditional class examinations concerning preparing, responding, and learning. The data (N = 110) were collected by an online survey from the university students who took an online examination. The students used approximately the same time to study for an online examination as for faculty examination, but over half of them reported using more time for responding and learning more from an online examination compared to a faculty examination. The study supports the earlier findings that assessment methods are essential for students’ learning experiences and that self-efficacy beliefs are essential in positive learning experiences. It also indicates that self-efficacy is affected differently for different students by the online context and that the individual differences in experiencing the learning environment should be taken into account in assessment procedures. [ABSTRACT FROM PUBLISHER]

An introduction is presented in which the editors discuss various reports within the issue including distance education, transgenic learning and the empowerment beyond formal education.