Undergraduate science students face immense pressure, both internally and externally, to achieve certain grades. Grade-focused interactions between students and instructors have anecdotally been reported to be increasing. However, no empirical study has yet evaluated students' grade perceptions or the prevalence of these interactions. If we want…

According to self-determination theory, all students benefit from need-supportive teaching (i.e., provision of autonomy support, structure, and involvement). Yet, teachers seem to differentiate between students in their level of need support. This study examined to what extent teacher expectations could explain differences in teacher-reported…

This dissertation examines the Saudi undergraduate educational environment, exploring relationships among teacher support, basic psychological needs satisfaction and frustration, academic motivation, and GPA. The study investigates whether basic psychological needs mediate the relationship between teacher support and academic motivation, utilizing…

Introduction: Studies have investigated the beginning of the decline in motivation during the transition of students to secondary school, with a low point in year 9. However, there are only a few studies that have researched the course of learning and achievement motivation separately for high-tracking school students, although--following the…

The end of first year in secondary mathematics education is an important yet neglected milestone in the literature. It represents a crucial period in a students' mathematical lifetime when they have negotiated the physical, academic and emotional bridges between primary and secondary education, bridges which have been shown to impact considerably…

When students leave the schooling systems prematurely, a common question is: How can students be motivated to remain and be successful in their educational journeys? The qualitative research discussed in this article examined the factors motivating students in a Samoan context. Fifteen primary school students were interviewed about the factors…

This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on…

This study aims to investigate the perception of undergraduate students about their lecturers' behaviours in their learning environment. Behaviour is the explanation of observable outcomes and interaction between students and instructors. Behaviour can be positive, negative, effective or ineffective, and the way in which lecturers behave with…

Implicit theories of intelligence refer to individuals' beliefs about the fundamental nature of intelligence. On one end of this spectrum are entity theorists, who believe intelligence is a static entity that cannot be altered. On the other end are incremental theorists, who believe intelligence can be modified through action. An incremental view…

Academic self-concept (ASC) is a student's self-perceived level of ability in an academic domain and a major factor involved in academic performance. We examined the importance of internal/external sources of evaluation for the structure of L2 and L3 ASCs in two groups of 5th/6th graders learning English and French in Switzerland (mean age: 12.1).…

Contemporary research has reiterated the complexity of motivation as shaped by an array of personal and contextual elements. Drawing on a person-in-context relational view, the present study aims to explore learners' motivational constructions through their ongoing interaction with significant others such as teachers, peers, parents and extended…

Recently, there is a surge of interest in a wide range of learner emotions in the SLA field, underlining a holistic perspective of language learning emotions. The present study examines the relationships between the three prevalent emotions among language learners -- foreign language enjoyment (FLE), foreign language anxiety (FLA), and foreign…

This paper reports a study that investigated the dimensions underneath the construct of foreign language classroom enjoyment and explored the pattern in which these enjoyment dimensions affect foreign language achievement. To this end, 320 first language Chinese senior high school students, who were learning English as a foreign language (EFL),…

This project explores student veterans' perceptions of the strengths they bring to a university and how those strengths affect their academic performances. We employed mixed methods by conducting an online survey and interviews with 115 student veterans in a large southwestern public university. Findings reveal that student veterans perceive that…

This article emphasizes the importance of success criteria as a tool to support students' academic success. Research has consistently shown that strong teacher-student relationships lead to improved academic outcomes, but building strong relationships involves defining their impact on student learning outcomes. Success criteria support personal…