Self-control is understood as the ability of the individual to manage his behavior and emotions, thoughtfully react to events that happen around him, and to prevent himself from acting out of undesirable impulses and emotions. This article presents two studies that sought to validate a Russian-language version of the Brief Self-Control Scale that…

The Learning and Engagement Questionnaire (LEQ) measures instructional and environmental variables associated with learner engagement. The present study sought to determine the suitability of the LEQ to measure learner engagement with a sample of Canadian teachers and to further investigate the factorial structure in comparison with the Australian…

Introduction: The four dimensions (2x2) of achievement goal are the latest versión of achievement goal questionnaire to explain reasons or purposes of individuals pursuing their goal. In Thailand the 2x2 framework of achievement goal questionnaire to examine a student's achievement goal in the Thai Language version may not have been sufficiently…

The aim of this study is to adapt self-control and self-management scale (SCMS) developed by Mezo into Turkish and to test it considering gender and academic achievement variables. The scale was translated from English to Turkish for linguistic validity and then this scale was translated into English using back translation. The original and…

While focus on quality in Danish higher education has been growing in recent years, limited attention has been devoted to developing and thoroughly validating instruments that allow collecting data about university students' perceptions of the teaching-learning environment. Based on data from a large sample of Danish university students, a Danish…

Numerous well-validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related…

Numerous well validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related…

The engagement and retention of commencing students is a longstanding issue in higher education, particularly with the implementation of the widening student participation agenda. The early weeks of the first semester are especially critical to student engagement and early attrition. This study investigated the perceived early transition needs of…

The "Revised Learning Process Questionnaire" has been part of the development of a conceptual understanding of how students learn and what motivates them to engage in particular tasks. We obtained responses from 329 student volunteers at a mid-sized public university in the southeast USA. We first investigated whether the psychometric…

Little is known about levels of personal growth attributed by students to typical college life experiences. This paper documents two studies of student self-reported and posttraumatic growth and compares growth levels across populations. Both studies measure student attributions of cause to academic and non-academic experiences, respectively. It…

Multiple dimensions of self-concept, inferred self-concepts based upon responses by peers and by teachers, and academic achievement measures were collected in a sample of 559 fifth grade students. Exploratory/conventional factor analyses of responses to the Self Description Questionnaire (SDQ) clearly identified the eight facets of self-concept…

The Self Description Questionnaire (SDQ) is a multidimensional instrument designed to measure seven facets of self-concept hypothesized in Shavelson's hierarchical model. The SDQ, along with measures of attributions and academic achievement, was administered to primary school students from two quite diverse populations. Separate factor analyses of…

The Self-Regulated Learning Inventory was developed to help researchers and teachers understand the concept of self-regulated learning and to provide a tool for identifying behaviors students need for academic success. Version One of the instrument contained 71 items representing the factors of metacognition, learning strategies, motivation,…

The Student Learning Scales (SLS) were intended to supplement or replace existing college instructor performance scales, by focusing on the actions of learners and by providing students with an instrument for assessing their own learning reactions in a variety of instructional contexts. Factor analyses and validity studies were conducted to…

The Responsibility for Student Achievement Questionnaire (RSA) was designed to measure elementary or secondary school teachers' beliefs regarding their responsibility for their students' academic successes and failures. The 30 items were constructed in the alternative-weighting format; for each item describing student success or failure, the…