According to situated expectancy-value models, motivational variables play an important role in students' engagement in academic mathematics courses and achievement. However, for academic mathematical learning, only a few studies provide information regarding the fluctuation of task values on different occasions (situation-specificity, state) and…

Listening motivation is defined as the desire that an individual feels before or during listening in order to understand. An individual's reluctance towards listening activity indicates her/his lack of motivation. The lack of motivation to listen prevents the effective realization of listening, which has a great share in learning and…

This study examines the selection of online course taking by adult learners. Specifically, this study evaluates the relationship between adult learner characteristics and their choice of online, hybrid, or all in-class programs to identify emerging trends in course-taking preferences. Using survey data from 7,861 adult students age 24 and older…

Using meta-analytic techniques, we examined systematically the evidence linking peer social acceptance to academic achievement. Based on 72 studies that yielded 157 effect sizes, we analyzed relations between social acceptance and academic outcomes (e.g., academic grades, test scores), including the extent to which relations were moderated by sex,…

Globally, collegiate students possess distinct drives, opportunities, and constraints that influence their choices regarding if, when, and where to study abroad. This research explored the study abroad motivations of US students who were studying in other countries as well as international students who were studying in the US. Data was collected…

Individual differences in adaptability, buoyancy, and motivation -- each of which are associated with regulatory processes -- are theorised to influence course satisfaction and test anxiety among student populations; however, the unique contribution of each has yet to be examined. The present study recruited 156 undergraduate students who…

Each learner brings a unique mix of personality traits, preferences, and talents to the educational setting. These factors can influence the extent to which learners are able to effectively deploy skills and strategies to achieve their academic goals. Gaining a deeper awareness of how specific personality traits play a role in the choice and…

This research synthesis examined the impact of grades, comments, and no performance feedback on academic motivation and achievement in elementary and secondary school. Four meta-analyses were conducted, with two each exploring the impact of (a) grades versus no performance feedback and (b) grades versus comments on academic motivation and…

The aim of this study is to determine the relationship between academic boredom with academic self-efficacy and mathematics anxiety of 280 middle school students. Both the descriptive and correlational survey models were used in line with the sub-problems of the study. In this study, Level of Boredom Scale, Sources of Middle School Mathematics…

The aim of this research was to determine whether the attitudes and behaviors of helicopter parents of secondary school students differ according to gender, grade level, family income level, parental education level, and parental income level. The participants of the research consisted of randomly selected 374 girls, 301 boys; 675 students in…

This research used the expectancy-value theory to examine the extent to which three classes of motivation antecedents predicted secondary-school students' expectancies of success in English. To this end, it investigated four general motivation orientations, two school-related achievement motives, as well as autonomous and controlled reasons…

In this study, the e-readiness levels of university students studying in the field of health sciences were examined in terms of different variables. In this context, whether the level of e-readiness differs according to gender, department, class level, type of education, device ownership, working status and economic level has been examined. In…

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…

Individual differences in 'adaptability' -- cognitive, behavioural, and emotional adjustment in the face of change, novelty, and uncertainty -- are theorised to influence students' academic achievement and course satisfaction; although the literature examining these relations in tertiary education is sparse. In the present study, first-year…

Despite vast research on transitioning to higher education and student diversity, little longitudinal evidence exists of how individual differences of first-year students predict their graduation times. The present study explored the relation between first-year students' study profiles and graduation times in two different disciplines, by…