Previous research investigating the dynamics among the three inter-connecting variables of students' learning (i.e. learning strategies, academic performances and self-efficacy) was focused largely on Western countries. The present study attempted use a mixed approach to extend this line of research to an East Asian country. First, we randomly…

It is well known that university students with ineffective learning strategies and low motivation are at risk for lowered grades and stress. Given the needs of these students, Mount St. Vincent University developed the Student Success Course (SSC), a 14-week intervention that offers instruction in learning strategies, selfmanagement, and…

This study encapsulates the development and testing of the Transferable Learning Orientations (TLO) tool. It is a triangulated measure built on select scales from the Motivated Strategies for Learning Questionnaire (MSLQ), together with multiple-choice items adapted from the lifelong learning VALUE rubric, and an open-ended response for each…

The purpose of this study was to determine the effects of completion of a self-regulated learning course on long-term academic outcomes of undergraduate students from a university program to support underprepared undergraduate students. These students were compared to a group of students from the same program who were carefully selected to be…

Background: A programme of construct validity research is necessary to clarify previous research on self-regulation and to provide a stronger basis for future research. Aim: A multitrait-multimethod (MTMM) analysis was conducted to assess convergent and discriminant validity of three self-regulation measures: the Learning and Study Strategies…