The purpose of this action research was to evaluate the effects of the implementation of blended learning combined with a self-monitoring achievement system on students' self-regulated learning (SRL) skills and academic performance in an eighth-grade English language arts classroom. SRL has been linked to higher academic achievement and success in…

The purpose of this research was to examine relationship between the eighth-grade gifted students' perceptions of science learning environment constructive learning environment perception (CLEP) and their motivations motivation to learn science (MLS) to learn science with their intellectual risk-taking (IRT) and science achievement (SA). For this…

This study aimed to investigate the effect of flipped classrooms integrated with massive open online courses (MOOCs) and game-based learning on the learning motivation and learning outcomes of students from different backgrounds (in terms of gender, grade, self-confidence indicators in mathematics, and roles played in the game-based learning…

This study examines how interactions in class WhatsApp groups impact students' motivation and academic achievements. The research incorporates both qualitative and quantitative analyses to explore associations between various types of interactions and academic performance. Key findings reveal a strong positive correlation between students'…

This study examines the role of student-teacher relations on science self-efficacy and science anxiety in face-to-face and distance education. The sample consisted of 309 students attending eighth grade in four different public lower-secondary schools in Turkey and was analyzed using a descriptive model. Student-teacher relation (STR), science…

This study examines the structural relationship among motivation, deep learning approach, and academic achievement of middle school students in Turkey. Participants were 746 seventh grade and eighth grade students enrolled in public middle schools in Sinop and Ankara, Turkey. Motivated Strategies for Learning Questionnaire, Study Process…

The purpose of this research study was to determine if project-based learning activities (PBLA) incorporated into an eighth-grade mathematics classroom have an effect on students' academic achievement and motivation toward learning. The control group used the traditional instruction method to cover mathematic objective skills that are Common Core…

This field survey had two main objectives. First, to determine the differences in the participants' Motivated Strategies Learning Questionnaire (MSLQ) scores by gender, age, educational level, and school attended. Second, to identify patterns of the differences emerging from the research outcomes. Using a simple random sample of 310 Brunei…

An increasing amount of research has indicated that the effectiveness of growth mindset (GM) intervention is sensitive to population characteristics. However, few studies have investigated whether GM interventions can be leveraged to promote academic performance among non-westerners such as Chinese students. Attuning to the Chinese background, we…

Current studies reveal that meta-level variables are very important in learning; however, little research has been devoted to the role of metaconceptual and meta-affective variables on student achievement. With the aim of filling this gap in the literature, the present study investigated the relationship between metavariables (metaconceptual…

This mixed-method, longitudinal study investigated the benefits of project-based learning (PBL) on secondary-mathematics students' academic skill development and motivated strategies for learning (i.e., cognitive, social, and motivational). The focus of this study was academic skill development (algebra- and geometry-assessment scores) and other…

The motivated strategies for learning questionnaire (MSLQ) is widely used as a self-report instrument to assess students' motivation and self-regulation. This study utilized the MSLQ Junior High to examine the motivational beliefs and self-regulation of secondary school students (Grades 8 and 9) from Singapore. The instrument was slightly modified…

Prior studies have not tested whether an instructional intervention aimed at improving metacognitive skills results in changes to student metacognition, motivation, learning, and future learning in the classroom. We examined whether a 6-hr intervention designed to teach the declarative and procedural components of planning, monitoring, and…

Two types of assessment instruments were developed to assess middle school students' learning strategies, and their effectiveness in predicting various learning outcomes was examined. The participants were 565 middle school students. Three subscales (rehearsal, organization, elaboration) from the "Motivated Strategies for Learning…

This is a five-year study conducted with junior high school students studying in a 1:1-laptop program in order to test the effects of the program on various measures related to the students: their attitudes, motivation, perceived school norms, self-efficacy, and behavioral intention towards learning with laptops, according to the Theory of Planned…