Attracting and retaining diverse individuals is a core goal for reform efforts within in Science, Technology, Engineering, and Mathematics (STEM) gateway courses. Evidence-based instructional strategies in STEM, including those that incorporate scientific practices, have demonstrated promising findings regarding student learning gains. Inspired by…

The paper explores and assesses, through quantitative research and data analytics models, as to how socio-demographic profile, work, and family responsibilities may be associated with motivational level and educational attainment or course completion rate of learners enrolled in the undergraduate courses of Indira Gandhi National Open University…

This dissertation consists of two chapters on topics in economics of education. In the first chapter, I develop and estimate an equilibrium model of endogenous instruction and student effort in order to empirically investigate the relationship between instructional choices, classroom composition, and student achievement in elementary school. The…

In research paper we examine that teacher evaluation is conducted to improve the teaching effectiveness of the faculty. However, the evaluation itself has to be effective, which is possible when two issues are first addressed quite skillfully. First is the factors (or criteria) of successful teacher and teaching. And second is 'who will evaluate?'…

Achievement emotions are critical because of their impact on success and failure in important domains such as learning. These emotions may be modified via emotion regulation (ER). The dominant process model of ER (PMER) proposed by J. Gross, however, provides a domain-general account of ER strategies and has not had substantial contact with…

We discuss task-value interventions as one type of relevance intervention and propose a process model of value reappraisal whereby task-value interventions elicit cognitive-affective responses that lead to attitude change and in turn affect academic outcomes. The model incorporates a metacognitive component showing that students can intentionally…

Implementing instructional interventions to accommodate learner differences has received considerable attention. Among these individual difference variables, the empirical evidence regarding the pedagogical value of learning styles has been questioned, but the research on the issue continues. Recent developments in Web-based implementations have…

The current study explored individual differences in ability and motivation factors of retention in first-year college students. We used discrete-time survival mixture analysis to model university retention. Parents' education, gender, American College Test (ACT) scores, conscientiousness, and trait affectivity were explored as predictors of…

In their commentary, D. W. Johnson, Johnson, and Roseth (2012) provided some laudatory statements about our article, but they also expressed a number of concerns. The concerns focus on the following issues: types and definitions of competition, our choice of control group, the nature of performance-approach and performance-avoidance goals, the…

A personalized e-learning service provides learning content to fit learners' individual differences. Learning achievements are influenced by cognitive as well as non-cognitive factors such as mood, motivation, interest, and personal styles. This paper proposes the Learning Caution Indexes (LCI) to detect aberrant learning patterns. The philosophy…

The need has arise for the consideration of individual differences, to include their learning styles, learning orientations, preferences and needs in learning to allow learners engage and be responsible for their own learning, retain information longer, apply the knowledge more effectively, have positive attitudes towards the subject, have more…

This longitudinal study uses an ecological framework to examine school and individual influences on academic achievement among African American and Latino students with and without disabilities who had recently transferred to more inclusive schools. The authors' ecological framework includes four domains: organizational policies and practices,…

A mixed methodological approach was used to examine the effect of a cross-age tutoring writing program among second- and fourth-grade students in a rural elementary school in Delaware. Pre-test and post-test writing prompts were administered and evaluated using the 6+1 traits writing assessment rubric. Students were assessed qualitatively through…

Conscientiousness is often found to predict academic outcomes, but is defined differently by different models of personality. High school students (N = 291) completed a large number of Conscientiousness items from different models and the Big Five Inventory (BFI). Exploratory and confirmatory factor analysis of the items uncovered eight facets:…

The study examined the relationship between the big-five model of personality and the use of self-regulated learning strategies. Measures of self-regulated learning strategies and big-five personality traits were administered to a sample of undergraduate students. Results from canonical correlation analysis indicated an overlap between the…