Learners' attempts to regulate their own motivation for studying in the face of tedious or difficult tasks is an important aspect of self-regulated learning. Therefore, motivation regulation has received increasing attention over the past few years, resulting in numerous publications using different definitions of the construct, samples,…

Research in cognitive science has highlighted the effectiveness of several learning techniques, and a number of studies have analyzed their prevalence among university students and their relationship with academic achievement. In this study, we surveyed a large, heterogeneous sample of secondary school students to reveal how often they use…

Background and Aims: The hypothesis that study strategies can compensate for less study time in predicting learning outcomes has often been proposed but rarely tested empirically. Methods: In the present study, 231 university students reported their daily perceived time spent on self-study, study strategies (planning, monitoring, concentration and…

The current research investigated the influence of the "Fear of Losing Out" (FoLO) mindset on learning strategy via performance goal orientation and its interaction with social comparison amongst Singaporean college students. In Study 1, a positive relationship between FoLO and performance goal orientations (i.e., avoidance and approach)…

Researchers have pointed out the important role of self-regulation in learning. The self-regulated learning (SRL) process consists of three stages (i.e. forethought, performance, and self-reflection), each of which could involve different strategies for achieving the aim of SRL. To enable researchers and teachers to have a whole picture of how…

It has been suggested that self-organized study groups need to regulate their learning at three levels: the self-, the co-, and the socially shared level. Yet, little is known about how individual learner characteristics influence these regulation processes. In this study, we investigate how students' achievement goals are associated with…

Background: Encouraging students to adopt a mastery goal orientation can help increase learning and motivation. However, the effect of mastery goal orientation interventions specifically in upper-division online elective psychology courses has not been studied. Objective: The purpose of this replication study was to examine the effects of a…

Achievement goal theory emphasizes the importance of achievement goals in learning behavior and performance, particularly in challenging tasks. However, little research has explored how achievement goals contribute to strategy use and integrated writing (IW) performance. The present study examined the relationship between achievement goals (task-,…

Laboratory research has demonstrated that when students are instructed to use retrieval (i.e., recalling from memory information to be learned) rather than rereading (i.e., reading the material repeatedly) they learn better. However, little is known about spontaneous use of retrieval. In the present studies, we designed a scale to measure…

The concept of mastery learning was formally identified and explained by Benjamin Bloom and his colleagues in 1968. Since that time, there have been strong supporters (Guskey, 2010; Hunter, 1982; Meece et al., 2006) and critics (Anderson & Burns, 1987; Arlin & Webster, 1983; Slavin, 1987, 1989) of this strategy and the educational…

This study assessed the effects of an educational intervention grounded in gamified game-based learning on attention, relevance, confidence, satisfaction, intrinsic and extrinsic motivation, as well as academic performance, utilizing the ARCS motivational design model. This study involved 384 undergraduates across three physical activity and sport…

Purpose: This study examines family and peer academic social supports as correlates of academic motivation and first-semester GPA. Design/methodology/approach: Using a correlational design, 468 first-semester college students completed an online survey. Demographic characteristics, high school GPA and first-semester GPA were gathered from…

The purpose of this study was to examine the relationship between differential achievement goals and self-regulated learning, as well as motivational mechanisms' consequences for performance in physical education. This was done by using the 2 × 2 achievement goals framework, and the cyclical model for self-regulated learning. The participants (N =…

This study identified maths motivation profiles in a sample of 878 Chinese secondary school students, and examined the effects of perceived parent/teacher achievement goals on maths motivation profiles and the effects of the latter on academic outcomes. Latent profile analysis conducting on three achievement goals (mastery-approach,…

Self-regulated learning is recognized as a core competence for academic success and life-long formation. The social context in which self-regulated learning develops and takes place is attracting growing interest. Using cross-sectional data from secondary education students (n = 561), we aimed to formulate explanatory arguments regarding the…