Learning is facilitated by participation and interaction and can be synchronously or asynchronously in online education. This study investigated the relationship between students' academic success and online interaction and participation and explored their class attendance (synchronous virtual classes and/or watching the recorded virtual classes)…

Using mobile technology and experience sampling in junior high school, real-time motivation and engagement were explored at four-levels: between lessons (up to 2 lessons per day; Level 1), between days (5 days per week; L2), between weeks (4 weeks; L3), and between students (113 students; L4). Findings for a 'random effects' model revealed…

This paper draws together the as yet nascent literature on the development of failure-avoidant patterns of behaviour. These are behaviours intended to minimise risk to self-worth in the event of failure, thereby avoiding the negative impact of poor performance in terms of damage to self-worth. Self-worth protection, self-handicapping, impostor…

Examines M. L. Maehr's Personal Investment Model of motivation. Presents evidence for the usefulness of the theoretical framework and the validity of the Inventory of School Motivation, based on the theory, using data for 2,152 high school students from aboriginal (n=492), migrant (n=487), and Anglo (n=1,173) backgrounds in Australia. (SLD)

The various scholars who contribute in the three broad sections in this volume orient their papers toward revealing the diverse forms and functions of race and education across cultures. They highlight the conditions in analyses of Britain, Australia, and the United States. The rationale behind the structure of the symposium provides a forum in…