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van Halema, Nicolette; van Klaveren, Chris; Drachsler, Hendrik; Schmitz, Marcel; Cornelisz, Ilja – Frontline Learning Research, 2020
For decades, self-report instruments -- which rely heavily on students' perceptions and beliefs -- have been the dominant way of measuring motivation and strategy use. Event-based measures based on online trace data arguably has the potential to remove analytical restrictions of self-report measures. The purpose of this study is therefore to…
Descriptors: Independent Study, Learning Motivation, Learning Strategies, Student Behavior
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Beckers, Jorrick; Dolmans, Diana; van Merriënboer, Jeroen – Journal of Research on Technology in Education, 2022
This quasi-experimental study investigates the effects of using an electronic development portfolio (PERFLECT) with teacher-guided student self-coaching on the development of students' self-directed learning skills and motivation. In a 12-week program in senior vocational education, students in the PERFLECT group used the portfolio to help…
Descriptors: Independent Study, Learning Motivation, Portfolios (Background Materials), Comparative Analysis
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Khan, Bibi Rabia – Journal of Mathematics Education at Teachers College, 2020
Improving students' performance in Calculus is a challenge for many colleges and universities. One way of improving students' performance as well as their metacognition and study skills is to provide opportunities for them to receive support outside of the lecture. A modified version of the Motivated Strategies for Learning Questionnaire (MSLQ)…
Descriptors: Metacognition, Mathematics Instruction, Homework, Calculus
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Bol, Linda; Campbell, Karen D. Y.; Perez, Tony; Yen, Cherng-Jyh – Community College Journal of Research and Practice, 2016
The effects of training in self-regulation on metacognition and math achievement were investigated. The participants were 116 community college students enrolled in developmental math courses. Students enrolled in 16 classrooms were randomly assigned to the treatment and control groups. Participants in the treatment group completed four…
Descriptors: Two Year College Students, Community Colleges, Metacognition, Self Management
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Drysdale, Maureen T. B.; McBeath, Margaret – Journal of Education and Work, 2018
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…
Descriptors: Student Motivation, Self Efficacy, Learning Strategies, College Students
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Dulun, Öykü; Lane, Jennie F.; Ateskan, Armagan – Compare: A Journal of Comparative and International Education, 2019
This study used comparative case study methodology to investigate student perceptions of different programmes that prepare them for a challenging high school education programme: the International Baccalaureate Diploma Programme (IBDP). Given the benefits and challenges of the programme, educators and stakeholders want to ensure students feel…
Descriptors: Student Attitudes, Academic Achievement, International Schools, High Schools
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Wibrowski, Connie R.; Matthews, Wendy K.; Kitsantas, Anastasia – Journal of College Student Retention: Research, Theory & Practice, 2017
The purpose of this longitudinal study was to assess the impact of the Skills Learning Support Program (SLSP) aimed to support entering first-generation college students' motivational beliefs, use of self-regulatory strategies, and academic achievement. The study included 137 students from ethnically diverse cultural backgrounds who were in need…
Descriptors: First Generation College Students, Student Motivation, Academic Achievement, Longitudinal Studies
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Marušic, Iris; Jugovic, Ivana; Loncaric, Darko – European Journal of Teacher Education, 2017
The motivation, skills and professional identity of future teachers develop during their initial teacher education. The aim of this research is to assess the differences between first-year and fifth-year student teachers on a number of personality and motivational variables that are indicative of their approaches to learning, using a…
Descriptors: Student Teachers, Personality Traits, Goal Orientation, Learning Strategies
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Tetteh, Godson Ayertei – Journal of International Education in Business, 2016
Purpose: This paper aims to clarify the relationship between the student's study time and the learning process in the higher education system by adapting the total quality management (TQM) principles-process approach. Contrary to Deming's (1982) constancy of purpose to improve the learning process, some students in higher education postpone their…
Descriptors: Foreign Countries, Undergraduate Students, Business Administration Education, Business Schools
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Mazumder, Quamrul – International Journal of Evaluation and Research in Education, 2014
To better understand the motivation and strategies used by students around the world, a comparative study among three different countries was performed. The current study used the Motivated Strategies for Learning Questionnaire (MSLQ) questionnaire to collect responses from students in public and private universities of Bangladesh. The results…
Descriptors: Foreign Countries, Student Motivation, Learning Strategies, Cross Cultural Studies
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Geduld, Bernadette – Africa Education Review, 2016
Open distance students differ in their preparedness for higher education studies. Students who are less self-regulated risk failure and drop out in the challenging milieu of open distance learning. In this study, the differences between the application of self-regulated learning strategies by low and high achievers were explored. A multi-method…
Descriptors: Independent Study, Learning Strategies, High Achievement, Low Achievement
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Chan, Julia Y. K.; Bauer, Christopher F. – Chemistry Education Research and Practice, 2016
Students in general chemistry were partitioned into three groups by cluster analysis of six affective characteristics (emotional satisfaction, intellectual accessibility, chemistry self-concept, math self-concept, self-efficacy, and test anxiety). The at-home study strategies for exam preparation and in-class learning strategies differed among the…
Descriptors: Learning Strategies, Cognitive Style, Chemistry, Affective Behavior
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Wernersbach, Brenna M.; Crowley, Susan L.; Bates, Scott C.; Rosenthal, Carol – Journal of Developmental Education, 2014
Although study skills courses improve student retention, the impact of study skills courses on students' academic self-efficacy has not been investigated. The present study examined pre- and posttest levels of academic self-efficacy in college students enrolled in a study skills course (n = 126) compared to students enrolled in a general education…
Descriptors: Study Skills, Self Efficacy, Academic Achievement, Investigations
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Cambridge-Williams, Tiffany; Winsler, Adam; Kitsantas, Anastasia; Bernard, Elizabeth – Journal of College Student Retention: Research, Theory & Practice, 2013
Nationwide, almost a third of 1st-year college students do not return to begin their sophomore year, and the 5-year graduation rate for undergraduates is only around 40%. It is important for universities to implement interventions, such as freshman transition courses, to help new students adjust to college life and succeed, and it is critical that…
Descriptors: School Orientation, Living Learning Centers, School Holding Power, Self Efficacy
Abts, Melanie – ProQuest LLC, 2012
The purpose of this action research study was to determine the effectiveness of two online college success courses: CPD 150 (College Success, 3 credits) and CPD 115 (Success Strategies, 1 credit), at Rio Salado College, a Maricopa Community College in Arizona. The goal of these courses is to prepare students to be college-ready by examining…
Descriptors: Online Courses, Pretests Posttests, Learning Strategies, Instructional Effectiveness
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