This study investigated how achievement goals are combined to affect students' learning. We used a multiple goals perspective, based on mastery (i.e., mastery approach) and performance (including both approach and avoidance components) goals, to examine the achievement goal patterns of 1697 Singapore Secondary 3 students in their math study. Four…

This article presents a socio-cognitive approach to psychoeducational group work in which elements of self-regulatory and self processes are incorporated to facilitate student learning and problem-solving. The role of personal agency beliefs and the use of metacognitive, cognitive, and affective strategies in fostering students with a sense of…

One of the key arguments for problem-based learning as a holistic, learner centred pedagogical method rests on the premise it addresses multiple facets of learner development rather than decontextualised, content related learning outcomes. Fostering meta-cognitive ability in an attempt to develop self regulatory, autonomous learning habits is an…