While language aptitude and motivation are considered to be important contributors to second language (L2) attainment, two major gaps in the past research have been (1) a lack of nonlinear models stemming from a naive and tacit assumption that learning outcomes are linearly related to their predictors, and (2) a lack of unified and integrative…

This study investigated the effectiveness of adding four self-efficacy features to an online statistics lesson, based on Bandura's four sources of self-efficacy information. In a randomized between-subjects experiment, participants learned statistical rules in an example-based online environment with four self-efficacy features added (treatment…

The purpose of this case study was to understand non-mastery for students in the mBolden Academic Model at Piedmont City Middle School (PCMS). The following research questions guided this study: How does the mBolden Academic Model influence student success at Piedmont City Middle School? Furthermore, this study has answered the following…

Competency-based education (CBE) programs are growing in popularity as an alternative path to a postsecondary degree. Freed from the seat-time constraints of traditional higher education programs, CBE students can progress at their own pace and complete their postsecondary education having gained relevant and demonstrable skills. The CBE model has…

Achievement goal theory (Dweck, 1986) initially characterized mastery goals and performance goals as opposites in a good-bad dualism of student motivation. A later revision (Harackiewicz, Barron, & Elliot, 1998) contended that both goals can provide benefits and be pursued together. Perhaps both frameworks are correct: Their contrasting views…

This study aimed to determine the effect of mastery learning model supported with reflective thinking activities on the fifth grade medical students' academic achievement. Mixed methods approach was applied in two samples (n = 64 and n = 6). Quantitative part of the study was based on a pre-test-post-test control group design with an experiment…

Achievement goal theory and thus, the empirical measures stemming from the research, are currently divided on two conceptual approaches, namely the reason versus aims-based models of achievement goals. The factor structure and predictive utility of goal constructs from the Patterns of Adaptive Learning Strategies (PALS) and the latest two versions…

This paper describes a multistep Enhanced Formative Assessment Program (EFAP) that features a Self-Regulated Learning (SRL) component. The program, which teaches students to become more effective learners, has been applied in a wide range of academic disciplines. In this paper we report on how the EFAP-SRL model can be applied to the area of…

Federal efforts to improve American students' achievement through high-stakes testing have led to significant concerns about the fairness and effectiveness of standardized tests. We attribute these concerns to the use of summative tests to assess academic progress without the benefits of an effective formative model of assessment and instruction,…

This study reports the effects of an integrated instructional program (the Keystone Method) on the students' performance in mathematics and reading, and tracks students' persistence and retention. The subject of the study was a large group of students in remedial mathematics classes at the college, willing to learn but lacking basic educational…

The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) present a framework for understanding how individual college students develop the social identity of being collaborative, relational leaders…

This collection brings together writings on two powerful approaches to education, outcome-based education (OBE) and mastery learning. OBE is about refocusing on the people in the educational system and their success in achieving excellence as learners and teachers. The following papers are included: (1) "Toward a Network Description of…

Outcome-based educational philosophical principles and program characteristics are described, with a focus on changes in the management of time, students, instructional resources, and testing required of both teachers and administrators by such programs. Outcome-based approaches require an instructional management system that is assessment-driven…

This paper presents a discussion of outcome assessment that puts into context how measurement has evolved to its present state. Several types of testing and assessment options are considered against a background of validity. Criterion-referenced measurement is discussed extensively in terms of history, field study, identity problems, intellectual…

The purpose of this study was to determine the extent to which mastery testing contributes to instructional effectiveness and to determine the size of its effects in different outcome areas, such as aptitude and instructional time. A meta-analytic methodology was used to integrate findings from experimental studies. Twenty studies examined…