In every learning environment, several factors such as mindfulness, self-regulation, school engagement, and resilience may compel students to move beyond their limits to sustain learning and improve their academic performance. The study, therefore, investigated the predictive roles of academic mindfulness, self-regulated learning, and school…

This study investigated the impact of career preferences on the teaching self-efficacy of preservice accounting teachers. Employing a descriptive census survey, data were collected from 284 final-year preservice accounting teachers at two universities in Ghana. The study utilised an adapted Teacher Sense of Efficacy Scale (TSES) developed by…

Using an integration of the Attention, Relevance, Confidence, and Satisfaction (ARCS) model and the Self-Determination Theory (SDT). This study explored university students' motivation to learn through the use of gamification. A quantitative approach was used to obtain data from 60 students who participated in a gamified course utilizing a…

Revising teacher education frameworks and incorporating contemporary identified teacher attributes into the frameworks helps to ensure formidable initial teacher training. This paper validated teacher engagement efficacy for further consideration. Research findings that link preservice teachers' teaching self-efficacy to their instructional…

Following the outbreak of COVID-19, the adoption of online teaching and learning in universities has witnessed phenomenal growth. Importantly, online learning engagement and satisfaction have consequences on student learning outcomes and behavioural intentions. However, a model that integrates social support, computer/internet self-efficacy and…

This prospective study was designed to investigate the relationship between self-efficacy, autonomous motivation and engagement within a higher education setup. A convenient sample of 512 students participated in the study through the completion of self-reported questionnaires. Data were analysed using descriptive statistics and PLS-SEM. Results…

The authors discuss the results of a study that was conducted on the factors that enhance effective interaction between students and learning contents in a technology-mediated learning environment in a higher education setting. The results revealed that effective student-content interaction is strongly enhanced by expansive learning through its…