Current growth mindset models lack the specificity regarding behavioral mechanisms that translate incremental beliefs into meaningful achievement gains. Addressing this gap, this study synthesized the literature to conceptualize the Integrated Growth Systems Framework (IGSF) and developed the Growth Practices Scale (GPS). The IGSF maps how a…

The societal demand for graduates with expertise in Science, Technology, Engineering, and Mathematics (STEM) stands in contrast with prevalent issues of diminished interest among high school students in STEM subjects and low completion rates in STEM academic programs. In the Flemish educational context, heterogeneity in STEM preparedness of…

The present large-scale quantitative study investigated the predictive effects of learning strategies and styles on Chinese undergraduate students' English achievement and their mediating effects on each other's relation to English achievement. A total of 439 students from different universities answered the 30-item Perceptual Learning Style…

Introduction: The objective of this work is to present the results of the adaptation and validation process of the Motivated Scale Learning Questionnaire (MSLQ) in university students in Colombia. Method: The research is framed in the so-called instrumental studies, which seek to adapt, validate and analyze the psychometric properties of an…

Critical thinking is necessary for academic success in higher education. Hence, universities seek various ways to integrate it in the programs to enhance the productivity of their graduates. This study presents the development of a predictive model for critical thinking ability using a combination of background, demographic, and psycho-educational…

The aim of this study was to evaluate the predictive validity of a two-step admissions procedure that included a cognitive ability test followed by multiple mini-interviews (MMIs) used to assess non-cognitive skills, compared to grade-based admissions relative to subsequent drop-out rates and academic achievement after one and two years of study.…

In courses with large enrollment, faculty members sometimes struggle with an understanding of how individual students are engaging in their courses. Information about the level of student engagement that instructors would likely find most useful can be linked to: (1) the learning strategies that students are using; (2) the barriers to learning…

At the University of Louisville, a large, urban institution in the south-east United States, undergraduate engineering students take their mathematics courses from the school of engineering. In the fall of their freshman year, engineering students take "Engineering Analysis I," a calculus-based engineering analysis course. After the…

This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use…

This study investigated how students in an urban 2-year college used self-regulation strategies in a General Chemistry I course and whether their use was correlated with both performance and the ability to correctly predict performance on a course exam. The 142 students enrolled in all 10 sections of the course were asked to complete the Motivated…

We investigated two factors that predict students' achievement and behaviour in undergraduate mathematics: gender and personality. We found that gender predicted students' achievement and behaviour when considered in isolation, but ceased to be predictive when personality profiles were taken into account. Furthermore, personality accounted for…