The primary objective was to investigate the relations between college students' achievement goals and their engagement in self-regulated learning using a person-centered approach. College students (N = 364) completed surveys that assessed mindset, self-efficacy, anxiety, achievement goals, and self-regulated learning. Latent profile analyses…

How can instructors help students adopt effective learning strategies? In this study, students in a large introductory psychology class completed a "learning how to learn" assignment in which they read one of four randomly assigned empirical articles about the utility of a learning strategy (i.e., distributed practice, rereading,…

The aim of this study is to analyze the relationship between (1) willingness to study strategies, (2) causal attributions (to effort, ability and external causes) and (3) student´s perception of self-efficacy about their ability to self-regulate their processes of willingness to study. Method: An instrument built by the researchers called…

Previous research has shown that utility value and expectancy for success, as well as the reasons for academic striving, could partly explain academic engagement. Yet, their joint role in predicting learning strategies and test anxiety has not been thoroughly understood, especially in contexts where pressure for success is high. We examined this…

Academic achievement and the constructs that have been recently proposed as relevant to help students organize their study habits independently and effectively when taking online courses is important in the evaluation of the quality of student performance in higher education. Evaluating learner differences and how these differences affect…

For decades, self-report instruments -- which rely heavily on students' perceptions and beliefs -- have been the dominant way of measuring motivation and strategy use. Event-based measures based on online trace data arguably has the potential to remove analytical restrictions of self-report measures. The purpose of this study is therefore to…

This study examined differences in the psychological constructs of motivation, academic self-efficacy, and learning strategies between higher education students who participated in a work-integrated learning (WIL) programme and those who did not. Undergraduate WIL (n = 1048) and non-WIL (n = 656) students in all years of study and from several…

This study examines different factors' relative importance for students' performance in the transition to university mathematics. Students' characteristics (motivation, actions and beliefs) were measured when entering the university and at the end of the first year. Principal component analysis revealed four important constructs:…

Objective: To examine similarities and differences among college/university students with ADHD, LD, and comorbid ADHD and LD on variables related to academic performance. Method: Students who self-reported ADHD (n = 42), LD (n = 72), or comorbid ADHD and LD (n = 42), completed an online questionnaire which evaluated grades, parental education,…

First-year university students (n = 199) completed an online questionnaire that queried their purchase of paper books and eBooks for university study and personal interest. The questionnaire also required students to rate their learning characteristics including reading strategies, study self-regulation, learning control beliefs and achievement…

We explore how the dynamics of the tutor-tutee relationship influence students' self-reliance and, ultimately, course performance. We examine 333 tutor and tutee pairs at a student success center at a public, comprehensive, university attended by approximately 5,000 undergraduates enrolled in more than 60 courses during spring 2015. The results…

Self-regulated learning skills (such as goal setting, organizing environment and time, seeking help and self-evaluation) are critical for students to be able to successfully and meaningful learn abstract concepts such as reduction, oxidation and electrolysis. The purpose of this research was to examine the relationships between self-regulated…

The purpose of this study was to explore the motivational characteristics and learning behaviors affecting at-risk college students. To explore how motivation and learning behaviors are related to academic achievement, the relationships between (a) self-efficacy; (b) learning and study strategy indicators; and (c) academic outcomes were assessed.…

This study explored the relationship between problematic levels of Internet use and motivation to study in a university sample. One hundred and sixty-two participants were recruited online and completed four questionnaires: Internet Addiction Test, Hospital Anxiety and Depression Scale, Emotional-Social Loneliness Scale, and the Motivated…

Researchers and policy makers have been exploring ways to reduce the digital divide. Parameters commonly used to examine the digital divide worldwide, as well as in this study, are: (a) the digital divide in the accessibility and mobility of the ICT infrastructure and of the content infrastructure (e.g., sites used in school); and (b) the digital…