It is aimed to examine the relationships among seventh-graders' achievement goal orientations and learning strategies and achievement in Social Studies. In this quantitative study with a correlational design, the data were collected from 440 seventh-grade students studying in nine public middle schools selected by convenience sampling. As data…

Achievement motivation as one of the most important parts in learning motivation indicates a concern with success in competition with some standard of excellence. Learners who are highly motivated to learn a language are likely to use a variety of strategies. Besides achievement motivation, goal setting, a very important cognitive mediator between…

Achievement goal orientations and self-regulated learning have become central constructs in education research, with both contributing significantly towards students' academic success. However, very little research has focused on students' social achievement goals, that is their social reasons for wanting to do well in school. The aim of the…

Background: A growing body of research in cognitive psychology and education research is illuminating which study strategies are effective for optimal learning, but little descriptive research focuses on how undergraduate students in STEM courses actually study in real-world settings. Using a practice-based approach informed by situated cognition…

There is growing consensus regarding the effectiveness of active-learning pedagogies in college science courses. Less is known about ways that student-level factors contribute to positive outcomes in these contexts. The present study examines students' (N = 245) trust in the instructor--defined as perceptions of their instructor's understanding,…

Particularly in mathematics, the transition from school to university often appears to be a substantial hurdle in the individual learning biography. Differences between the characters of school mathematics and scientific university mathematics as well as different demands related to the learning cultures in both institutions are discussed as…

The current study investigated the relationship between students' attitudes towards school, values of education, achievement motivation and academic achievement. Accordingly, the study adopted a correlation research design. To achieve the objectives of the study, 362 students using systematic sampling technique were taken from grade 9 students of…

This study, conducted in Israel, examined how learning strategies and motivational orientations contributed to high school students' sense of achievement in a massive open online course. The objective was to integrate an innovative teaching-learning strategy into the educational system that is based on online learning for students in subjects that…

We investigated the extent to which perceived structure and personal achievement goals could explain students' effective learning strategies and affect-related experiences in a sample of Greek adolescent students (N = 606; 45.4% males; mean age: M = 15.05, SD = 1.43). Having controlled for students' social desirability responses, we used…

The present study examined the extent to which middle school students' (N = 90) learning strategies mediated the relationship between their motivational orientations and academic achievement. Survey data revealed that higher degrees of intrinsic motivation predicted the use of both deep and surface learning strategies, whereas higher degrees of…

Previous work examines the relationships between personality traits and intrinsic/extrinsic motivation. We replicate and extend previous work to examine how personality may relate to achievement goals, efficacious beliefs, and mindset about intelligence. Approximately 200 undergraduates responded to the survey with a 150 participants replicating…

This study was designed to forge stronger theoretical and empirical links between achievement goal theory and attribution theory. High school students ("N" = 224) completed a self-report survey that assessed 3 types of achievement goals, 7 types of attributions, and self-efficacy. Results indicated that students' adoption of achievement…

This study advances the understanding of college persistence by examining five dimensions of student learning in relation to second-year persistence. Two of the five dimensions of learning were found to be significant predictors of persistence, and each was moderated by social integration. (Contains 5 tables and 1 figure.)

In developed countries, increasing emphasis is given to lifelong learning and the importance of the role that schools play in preparing pupils to become independent learners equipped with study strategies for learning beyond compulsory education. In the UK although study skills programmes were popular in schools during the 1980s, interest receded…

In order to self-regulate their learning, students need to use different strategies to plan, monitor, and evaluate their learning activities (meta-cognitive strategies), as well as to control their motivation and emotion (volitional strategies). Students' effectiveness in their self-regulated learning process also varies depending on the academic…