Classical conceptualisations of self-regulated learning typically ignore the role of teaching strategies in real-world classrooms. Therefore, the present exploratory study aimed to examine the different clusters of perceived teaching strategies and students' metacognitive knowledge and experiences, and motivation. The data came from 6365 (49.63%…

How prepared are students for life-long learning? Students learn many things at school, but one of the most crucial is learning how to learn. For students to continue learning independently beyond the classroom, three key aspects are essential: understanding effective learning strategies, staying motivated to learn, and having confidence in their…

Research on grit indicates that perseverance positively predicts academic achievement. Yet, the mechanisms through which perseverance might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining possible mediating effects of students' use of self-regulated…

This study applied a three-step latent class analysis (LCA) approach to explore latent classes of learning strategy use and their moderation effects on the relationships between motivation and mathematics performance. The data of 15-year-old students from five East Asian educational systems related to Chinese culture in the Programme of…

Social mobility and improving the performance of disadvantaged pupils is a focus for policy in England, Northern Ireland and Wales. The findings from PISA 2018 provide a unique opportunity to explore the impact of disadvantage on pupils aged 15, to contextualise achievement outcomes with information about home-life and school, as well as providing…

This volume of PISA examines the readiness of students to engage with learning strategies, to be motivated to learn and to be confident in their abilities and in their capacity to improve their skills and knowledge. Countries like Korea have reduced mathematics anxiety, Portugal excels in critical thinking, and more low-performing students in…

To plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these…

Non-cognitive characteristics of students in four Southeast Asian countries -- Indonesia, Malaysia, Thailand, and Viet Nam -- were reviewed based on the PISA 2009, 2012, and 2015 data. Overall, students in this region demonstrated similarities with respect to their non-cognitive dispositions such as learning habits, approaches to learning,…

This article summarizes the key finding of a study that (a) tests the measurement invariance (MI) of the popular Students' Approaches to Learning instrument (Programme for International Student Assessment [PISA]) across ethnic/cultural groups within a country and (b) discusses implications for research focusing on the role of affective measures in…

The aim of this study was to determine the effect of psychoeducational group study regarding self regulation in learning on motivational beliefs and academic success of students. Pre and post tests with control group design were used in this study. Participants of the study consisted of 10th grade students at Anatolian High School.…

Background: Few studies have examined students' attitudinal perceptions of technology. There is no appropriate instrument to measure senior high school students' motivation and self-regulation toward technology learning among the current existing instruments in the field of technology education. Purpose: The present study is to validate an…

This report explores the factors and conditions that could help more students succeed at school despite challenging socio-economic backgrounds. It does this by studying resilient students and what sets them apart from their less successful peers. Understanding how educational systems can support disadvantaged students and help them "beat the…

The aim of this study was to examine the role of motivational beliefs in mediating the relationship among perceived teacher support, learning strategy use, and student achievement. The author analyzed the Programme for International Student Assessment mathematics scores and questionnaire responses of 4,855 15-year-old students in Turkey via…

One of the ultimate goals of policy makers is to enable citizens to take advantage of a globalised world economy. This is leading them to focus on the improvement of education policies, ensuring the quality of service provision, a more equitable distribution of learning opportunities and stronger incentives for greater efficiency in schooling.…

Learning strategies and affective factors could have a profound impact on student standardized mathematics performance. This study investigated gender differences in affective factors, learning strategies, and preferred learning situations, and how these variables affect math achievement of 15 year olds in the United States and Hong Kong on the…