A significant number of students with learning disabilities encounter challenges in acquiring knowledge, particularly in mathematics. Nonetheless, having a disability or being disadvantaged is not a preference or decision made by these students - or more generally, by these individuals; rather, this label is assigned to them by the prevailing…

Instructional leaders of the school building influence teachers' well-being. While there have been many studies conducted regarding reasons teachers leave the classroom, very few studies focused on the differences between leader behaviors and teacher well-being. The purpose of this research study was to determine if there were statistically…

Researchers developing questionnaire measures of personality, motivation, and self-regulation constructs related to students' achievement and persistence in STEM or other fields rarely have examined whether the items on the measures used are functioning differently across groups, which is necessary for accurate group comparison. The present study…

This study investigated middle school students' behavioural, emotional, cognitive, and agentic engagement in science in relation to self-efficacy and learning environment variables. Learning environment variables addressed in the study were shared control, student negotiation, promoting mutual respect, and teacher feedback. Participants of the…

This study aimed at examining the relationships of self-regulated learning strategies with students' learning motivation and academic achievement in mathematics. The study employed a descriptive research design. The participants were 238 ninth grade students in the Sultanate of Oman. The Motivated Strategies for Learning Questionnaire was used to…

The present work describes the development of a new measure of school counselors' perceived self-efficacy regarding their knowledge of information and processes necessary to effectively guide their students through the college transition process. Researchers developed the School Counselor Efficacy for College Knowledge Questionnaire and examined…

The current study aims to investigate whether there is a meaningful effect of self-efficacy and task value on the achievement approach goals in learning science. In line with this purpose, a correlational method was used in the current study. The participants of this study were 310 middle school students from six public schools (close to each…

Motivation for reading is important to comprehension and has been studied extensively in offline reading contexts. However, little is known about the role of motivation in online reading, a new and increasingly important context for reading, largely because of a lack of valid and reliable instruments to estimate a student's motivation for online…

Action competence consists of the knowledge, willingness, and self-efficacy for contributing to a controversial issue such as sustainable development. As such, action competence in sustainable development (ACiSD) is a desired outcome of education for sustainable development (ESD). Still, the scarce instruments for measuring ACiSD that have been…

The present study explores possible relations between students' epistemic perspective, learning strategies and text comprehension. In Study 1, 79 sixth graders completed paper-and-pencil instruments to measure their epistemic perspective and learning strategies. Students' epistemic perspective was assessed using a scenario-based instrument, the…

This study aimed to investigate the relationships among mastery goal orientations (approach and avoidance), adaptive coping strategy (positive coping), and motivational beliefs (self-efficacy and task value) among middle school students in science. The study group consists of 249 students studying at four middle schools in one of the largest…

Although students who self-assess effectively often learn better, creating effective, low-cost interventions to help them do so is a critical challenge. This study examined the effects of a self-assessment diary intervention on 74 Form 1 (M[subscript age]=12.2 years) students' academic achievement, self-regulation, and motivation. After each…

Motivation for reading is important to comprehension and has been studied extensively in offline reading contexts. However, we know little about the role of motivation in online reading, a new and increasingly important context for reading. This is largely because we lack valid and reliable instruments to estimate a student's motivation for online…

The present study investigated whether self-estimation bias in maths competence was associated with motivational costs or benefits, concurrently and prospectively, and whether these associations depended on students' achievement levels. Participants were 2,807 seventh grade students who were reassessed after 2 years to examine the longitudinal…

Current studies reveal that meta-level variables are very important in learning; however, little research has been devoted to the role of metaconceptual and meta-affective variables on student achievement. With the aim of filling this gap in the literature, the present study investigated the relationship between metavariables (metaconceptual…