The Motivated Strategies for Learning Questionnaire (MSLQ) is one of the most widely used instruments to measure students' motivation and self-regulated learning. However, the MSLQ was developed and has been predominantly used in the Western context, is a domain-general measure, and is quite lengthy. Hence, adapting the MSLQ to the Chinese…

The designs of many student-facing learning analytics (SFLA) dashboards are insufficiently informed by educational research and lack rigorous evaluation in authentic learning contexts, including during remote laboratory practical work. In this article, we present and evaluate an SFLA dashboard designed using the principles of formative assessment…

Identifying impediments to learning can help both instructors and students. In this study students (N = 222) from across the nation listed concepts from research methods they found the most challenging--"potholes" or impediments to learning, and also rated the difficulty of various concepts from the class. We also measured student…

In higher education, it is essential that students apply what they have learned to solve problems in their community. Meaningful learning is the main means to increase the accumulation of knowledge and achieve the transfer of learning, which is why the present study aimed to: design and evaluate the psychometric properties of a scale that measures…

Student attitudes play an important role in shaping learning experiences. However, few validated instruments exist for measuring student attitude development in a discipline-specific way. In this paper, we present the design, development, and validation of the computing attitudes survey (CAS). The CAS is an extension of the Colorado Learning…

Background: Interest in the role of metacognition has been steadily rising in most forms of education. This study focuses on the construction of a questionnaire for measuring metacognitive knowledge, metacognitive regulation and metacognitive responsiveness among students in higher education and the subsequent process of testing to determine its…

This study encapsulates the development and testing of the Transferable Learning Orientations (TLO) tool. It is a triangulated measure built on select scales from the Motivated Strategies for Learning Questionnaire (MSLQ), together with multiple-choice items adapted from the lifelong learning VALUE rubric, and an open-ended response for each…

The Emotional Regulation Related to Testing Scale (ERT Scale) assesses strategies students use to regulate emotion related to academic testing. It has four dimensions: Cognitive Appraising Processes (CAP), Emotion-Focusing Processes (EFP), Task-Focusing Processes (TFP), and Regaining Task-Focusing Processes (RTFP). The study examined the factor…

This study aimed to develop the Metaconceptual Awareness and Regulation Scale (MARS) -- a self-report instrument for measuring the extent to which students realise, monitor, and evaluate their ideas. MARS consists of 10 items scored on a six-point Likert scale for two factors: metaconceptual awareness and metaconceptual regulation. A pilot study…

The Technology Enhanced Student Centered Learning (TESCL) Model in this study presents the core factors that ensure the quality of learning in a technology-supported environment. Although the model was conceptually constructed using a student-centered learning framework and drawing upon previous studies, it should be validated through real-world…

In this paper, we examine the benefits of employing an inverted or "flipped" class design in a Transition-to-Proof course for second-year mathematics majors. The issues concomitant with such courses, particularly student acquisition of "sociomathematical norms" and self-regulated learning strategies, are discussed along with…

The purpose of this study was to investigate the factor validity of the Motivated Strategies for Learning Questionnaire (MSLQ) in asynchronous online learning environments. In order to check the factor validity, confirmatory factor analysis (CFA) was conducted with 193 cases. Using CFA, it was found that the original measurement model fit for…

This article presents the Instructional Beliefs Model which forwards that teacher behaviors, student characteristics, and course-specific structural issues combine to influence students' instructional beliefs. Through these instructional beliefs, the first-order variables influence student learning outcomes. Three studies were conducted to…

This article reports the adaptation and analysis of Pintrich's Motivated Strategies for Learning Questionnaire (MSLQ) in Hong Kong. First, this study examined the psychometric qualities of the existing Chinese version of MSLQ (MSLQ-CV). Based on this examination, this study developed a revised Chinese version of MSLQ (MSLQ-RCV) for junior…

The purpose of the present study was to assess self-regulation of students with visual impairments across two academic subjects, language and math. The participants were 46 Greek students with visual impairments who completed self-regulation measures across the subject matters of language and math. Initially, the factorial validity of the scale…