Motivation is an inner force that activates and provides direction to our thought, feelings and actions. Two main characteristics of motivation are goal directed behavior and persistence. Motivated people persistently work for the goal until it is achieved. This paper explores the nature of motivation in the context of learning and seeks to relate…

This study explored students' perceptions of self-directed learning (SDL) and collaborative learning (CL) with/without technology in an information and communications technology-supported classroom environment. The factors include SDL, CL, SDL supported by technology, and CL supported by technology. Based on the literature review, this study…

An emerging question in business education is whether all students would benefit from distance learning and if student performance can be predicted prior to enrollment in an online course based on student characteristics. In this paper, the role of student characteristics on academic performance is examined in the context two different online…

The self-determination theory (SDT) distinguishes between intrinsic and extrinsic aspirations or life goals, which tend to fall into two separate constructs. The pursuit of intrinsic goals, relative to extrinsic ones, is associated with numerous cognitive, affective and behavioural outcomes that are considered to be positive for individuals as…

One of the fundamental problems in language testing is the lack of adequate generalizability between what a test is measuring and what fulfills the learners' real world language use needs. It is important to recognize that no matter how precise a test measures a construct, if the way that a construct is defined and the way that test tasks are…

Achievement goal theory and thus, the empirical measures stemming from the research, are currently divided on two conceptual approaches, namely the reason versus aims-based models of achievement goals. The factor structure and predictive utility of goal constructs from the Patterns of Adaptive Learning Strategies (PALS) and the latest two versions…

Orthogonal higher-order factor structure of the Cognitive Assessment System (CAS; Naglieri & Das, 1997a) for the 5-7 and 8-17 age groups in the CAS standardization sample is reported. Following the same procedure as recent studies of other prominent intelligence tests (Dombrowski, Watkins, & Brogan, 2009; Canivez, 2008; Canivez &…

Objective: The objective of this study was to test the factor structure of the parent version of the Columbia Impairment Scale (CIS) in a sample of mothers who brought their children for community mental health (CMH) services (n = 280). Method: Confirmatory factor analysis (CFA) was used to test the fit of the hypothesized four-factor structure…

Assessment of preschool learning behavior has become very popular as a mechanism to inform cognitive development and promote successful interventions. The most widely used measures offer sound predictions but distinguish only a few types of stylistic learning and lack sensitive growth detection. The Learning-to-Learn Scales was designed to…

Currently, there is no standard self-report measure of psychopathy in community-dwelling samples that parallels the most commonly used measure of psychopathy in forensic and clinical samples, the Psychopathy Checklist. A promising instrument is the Self-Report Psychopathy scale (SRP), which was derived from the original version the Psychopathy…

This study describes the development and psychometric properties of the Counseling Supervisor's Behavior Questionnaire, designed to assess the specific behaviors of supervisors, which can be observed by supervisees during supervision sessions. Factor structure, construct and concurrent validity, and internal consistency reliability of the…

Many psychological scales written in the Likert format include reverse worded (RW) items in order to control acquiescence bias. However, studies have shown that RW items often contaminate the factor structure of the scale by creating one or more method factors. The present study examines an alternative scale format, called the Expanded format,…

The current study provided evidence for the factor structure of the Academic Expectation Stress Inventory (AESI) in a sample of 213 Mainland Chinese and 184 South Korean high school students. We examined cross-national invariance of the AESI using multiple-group confirmatory factor analysis across two Asian cultural samples. Results suggested a…

The success of a distance education program can be evaluated according to student satisfaction, aside from comprehensive examinations, projects and presentations. The purpose of this research study is to determine both the relationship between e-course satisfaction and online learning readiness by ascertaining student levels, and the effect of the…

Online learning is becoming more attractive to perspective students because it offers them greater accessibility, convenience and flexibility to study at a reduced cost. While these benefits may attract prospective learners to embark on an online learning environment there remains little empirical evidence relating the skills and traits of…