This study was situated in the context of the University of California 4-H Positive Youth Development Program. A convenience sample of teen teachers (N = 11) represents variation in age (11-17), gender, ethnicity, and geographic location. All teens delivered the 4-H Mindful Me curriculum from the University of California 4-H Program. Qualitative…

Previous research points to digital attention training as a potential remedy for the growing levels of distraction and emotional distress that adolescents experience. However, no studies with a comparison group have been conducted in high school settings to assess the feasibility and efficacy of digital attention training. Using a two-group,…

Introduction: Prior research consistently provides evidence supporting potential relationships between epistemological beliefs and learning. The current study examines the relationship between epistemological beliefs, academic motivation, and self-regulated learning strategies among different ethnic groups of American adolescents. Method: This…

This qualitative case study describes some of the issues faced by incoming first-generation college students at a private, 4-year institution in the northwest. Using constructs drawn from social cognitive theory and social cognitive career theory, it explores how high-impact practices such as learning communities, writing-intensive courses, and…

We illustrate the application of mixture IRT models to evaluate respondent confusion due to the negative wording of certain items on a social-emotional learning (SEL) assessment. Using actual student self-report ratings on four social-emotional learning scales collected from students in grades 3-12 from CORE Districts in the state of California,…

Education researchers use surveys widely. Yet, critics question respondents' ability to provide high-quality responses. As schools increasingly use student surveys to drive policymaking, respondents' (lack of) motivation to provide quality responses may threaten the wisdom of using surveys for data-based decision-making. To better understand…

This pilot study examined multilingual university students' willingness to engage in voluntary extensive reading (ER) of books after they received training. The research questions were whether training appeared to promote self-efficacy, motivation for the task, use of metacognitive strategies, and independent reading. University freshmen in an ESL…

Teachers are increasingly integrating mobile digital technology into the classroom. The purpose of this study was to assess the effect of incorporating iPads in a secondary-level geometry course on academic achievement, student engagement, self-efficacy, and meta-cognitive self-regulation. Students in the iPad-using classroom experienced lower…