Previous research has shown that motivation, epistemic beliefs, and perceived social support each have an effect on the way students engage in their learning and can promote a deep approach. The first aim of this study was to measure and compare these effects. Some authors have argued that epistemic beliefs and perceived social support do not have…

The present study investigated whether study engagement is predicted by personal resources (i.e., self-efficacy and psychological flexibility) and achievement goals. A total of 223 French first-year humanities and social sciences students were invited to complete an online questionnaire comprising scales measuring the three predictors. The results…

This cross-sectional mixed methods study investigates how intense and authentic communication shapes learners' enjoyment (FLE), anxiety (FLCA), and boredom (FLCB) in class. Participants were 181 beginning English foreign language learners aged 11 in three secondary schools in France. Statistical analyses revealed that pupils in classes with a…

Discussion of learner autonomy has often been led by educationalists and policy makers. How do learners interpret the notion? This question, as well as addressing how students' understandings compared to those of their instructors' were the questions that the research sought to answer. The research undertook to explore the notion of the autonomous…

The role of individual feedback in (online) learning has been widely studied by researchers, but collective feedback based on quizzes and its impact on various academic outcomes has been overlooked to date. The aim of the present study was to compare the effects of displaying individual or collective feedback during an online course on students'…

Background: Our study focuses on the work engagement in PE of French vocational high school students. Indeed, the work engagement of these students is a major concern of the teaching staff. The majority of these students have not chosen the vocational field to which they are assigned. This non-choice is one of the factors leading to disengagement…

This paper describes an experiential education course designed to enhance student learning while abroad. Studies have shown that students studying abroad need specific interventions in order to profit fully from the immersive experience. The article describes a sequence of task-based interventions designed to prompt students to engage with the…

This document presents the modelling and engagement process that emerge from content creation on a social network device. The latter is used informally and collaboratively to provide a meaningful learning environment and to constitute the distant side of a blended learning. This device puts into perspective the use of social network that can be…

Background: The importance of digital technologies for enhancing learning in formal education settings has been widely acknowledged. In the light of this expectation, it is important to investigate the effects of these technologies on students' learning and development. Purpose: This study explores longitudinal empirical research on digital…

The aim of this study is to test a model of online learners' engagement, which integrates social support (from teachers, peers, and family members) and sense of community as direct and indirect factors, with academic self-efficacy playing a mediating role. Survey results based on a questionnaire administered to 255 students enrolled in an online…

This paper reports on findings derived as part of a two-year project funded by the European Union's Daphne III scheme, involving collaboration between seven partner organisations across six European countries. The project involved an evaluation, using questionnaires and focus groups, of domestic abuse prevention education programmes delivered in…