Self-regulatory learning skills are recognized as an essential factor motivating students to learn. The lack of self-regulatory learning skills could reduce students' learning performance. Therefore, engaging students in making learning plans, executing the plans, and reflecting on their learning remains a challenge for teachers. To address this…

Example-generation tasks have been suggested as an effective way to both promote students' learning of mathematics and assess students' understanding of concepts. E-assessment offers the potential to use example-generation tasks with large groups of students, but there has been little research on this approach so far. Across two studies, we…

Our school career culminates in a set of exam results, but if students want to do well, attending lessons is not enough: the implicit expectation is that all students will reinforce learning independently outside of the classroom. Really effective learners employ effective independent study techniques, but when, how and where do they learn to do…

The purpose of this article is to describe a doctoral residency seminar course that is part of a Ph.D. in Curriculum and Instruction degree program. Courses such as these provide new doctoral students with the necessary experiences to help them succeed in the program. This course is a venue for students to discuss the degree program, including…

Student well-being is an increasing area of concern within higher education and one of the biggest causes of attrition. This study sought to investigate the potential for sensory modulation strategies as an approach to support student well-being and engagement in studies through an action research project. Sixteen second-year occupational therapy…

Students' approaches to learning, including "deep," "surface," or "strategic" methods, significantly impact their academic success and skill development. This study investigates the transition in learning approach preferences among marketing majors, comparing junior-level students beginning their upper-division…

Studies have indicated that self-regulated learning is critical for 21st century learners and lifelong learners, and it can also explain students' learning outcomes. In the current learner-centered instruction, especially in online learning environments, self-regulated learning has become a more critical element for students' success. Given the…

Metacognition is the engine of self-regulated learning. At the object level, learners seek information and choose learning tactics and strategies they forecast will develop knowledge. At the meta level, learners gather and analyze data about learning events to draw conclusions, such as: Is this tactic a good fit to conditions? Was it effective?…

This study explores how elementary gifted learners, through the use of fidget strategies, self-regulate levels of attention to increase focus and decrease inattentiveness in the gifted support and general education classrooms. Gifted learners may often be overlooked in areas such as self-regulation and explicitly taught strategies because they…

Personalized problem selection enhances student practice in tutoring systems. Prior research has focused on transparent problem selection that supports learner control but rarely engages learners in selecting practice materials. We explored how different levels of control (i.e., full AI control, shared control, and full learner control), combined…

Research associates self-regulated learning with academic achievement and lifelong learning. Although there is consensus surrounding the need for students to develop self-regulated learning skills, there is a paucity of research exploring how educators can foster student self-regulated learning. This study examines the teaching practices, beliefs…

Self-regulated learning (SRL) is the metacognitive aspect of learning that goes beyond learning content and skills. With SRL, students are aware of their content understanding and learning progress and use advanced thinking skills to create goals and improve their academic achievement. In this action research, SRL strategies were integrated into…

Metacognitive skills are often considered domain-general, therefore they have the potential to transfer across domains, subjects, and tasks. However, transfer of metacognitive skills seldomly occurs spontaneously. Schuster et al., (2020) showed that training can have beneficial effects on spontaneous near and far transfer of metacognitive skills.…

Music surrounds us and students have plenty of experience in passive listening. However, they need to be deliberately taught how to deeply and critically listen to music. The National Core Arts Standards do not specifically measure listening as a skill but to evaluate musical works, critical listening skills are essential. This article outlines…

One of a University's four functions is to extend sustainable training programs that will help address any social issue in the community. This study evaluates the effectiveness of a University extension program. It focuses on the participants' skills acquired from the program and how they influence their job performance and quality of life. This…