Learning strategies have been recognized as important predictors of mathematical achievement. In recent studies, it has been found that Asian students use combined learning strategies, primarily including metacognitive strategies, rather than rote memorization. To the best of the authors' knowledge, there is only one prior study including South…

Recent studies in psychology emphasize the pivotal roles of adopting a growth mindset to enhance students' motivation and employing effective memory strategies to improve memory performance. This study evaluated the impact of a metacognitive intervention that combined the promotion of a growth mindset with the teaching of efficient learning…

Homework is a self-regulated activity that constitutes a large proportion of learning time. In mathematics, how long is the optimal homework time for achievement development and how to improve homework time efficiency have long been questions. The study examined how mathematics homework time was related to mathematics achievement among Chinese…

Background: Learning is a self-regulated loop where learning strategies and achievements are interrelated. In reading, although some studies have explored the relationship between different learning strategies (memorization, elaboration and control) and reading achievement, little is known about how they interact over time. Even though the…

This study examined learning strategy use in mathematics among East Asian students in East Asian educational systems. By employing latent class analysis on the Programme for International Student Assessment (PISA) 2012 data, we found four classes of learning strategy types, namely memorization with metacognitive strategies (17.49%), metacognitive…

Research on grit indicates that perseverance positively predicts academic achievement. Yet, the mechanisms through which perseverance might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining possible mediating effects of students' use of self-regulated…

Students can only benefit from teacher feedback if they recognise its value for learning. However, there is still a lack of research to investigate the factors influencing students' perceptions of the value of teacher feedback in the context of learning English as a foreign language. This study investigated the impacts of two significant…

Vocabulary learning that overlooks the discrimination of single sounds in English language learning could lead to communication difficulties, such as the inability to hear and speak English pronunciation. To address this issue, vocalization strategy, in which students listen to the sounds of words and memorize them aloud, is considered a useful…

This study conducted the semi-structured interview to investigate the types of vocabulary learning strategies (VLSs) Chinese English major university students employed and the factors for their VLS use. Chinese EFL learners frequently employed determination and cognitive strategies. They mainly used the mechanical strategies and focused on English…

This study explored the "Beliefs about Vocabulary Learning and Vocabulary Learning Strategies" among Afghan EFL Learners at Shaikh Zayed University, Afghanistan. The aim of the research was to find out the most and least strategies adopted by the learners. A questionnaire developed by Gu (2018), see Appendix, which contains four…

The aim of this study is to identify Vocabulary Learning Strategies (VLS) that seem to be used more frequently by Saudi undergraduate English as a Foreign Language (EFL) students and to discuss the sub-strategies amongst the main five strategies identified by Schmitt's (1997) taxonomy of VLS. The population sample of 94 undergraduates was selected…

Background: Math is a difficult subject with which many upper middle-school students struggle. In addition to knowledge, skills, and motivation, effective learning strategies play an important role in learning math. Aims: This study aimed to examine the effects of comprehension-oriented learning strategies (perceptual and abstract grouping of…

Metacognitive regulation occurs when learners regulate their thinking in order to learn. We asked how introductory and senior-level biology students compare in their use of the metacognitive regulation skill of evaluation, which is the ability to appraise the effectiveness of an individual learning strategy or an overall study plan. We coded…

This study explored the structural relationships among secondary school students' conceptions, self-regulation, and strategies of learning science in mainland China. Three questionnaires, namely conceptions of learning science (COLS), self-regulation of learning science (SROLS), and strategies of learning science (SLS) were developed for…

Metacognition has been shown to lead to deeper, more durable, and more transferable learning (Bransford, Brown, & Cocking, 2000). This article describes a case study in which metacognition was introduced to undergraduate science (chemistry) classrooms. Students came to understand the difference between superficial memorization and real…