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The Role of Test Hope and Hopelessness in Self-Regulated Learning: Relations between Volitional Strategies, Cognitive Appraisals and Academic Achievement
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Buric, Irena; Soric, Izabela – Learning and Individual Differences, 2012
The aim of this study was to examine the relationships amongst students' test emotions of hope and hopelessness, their antecedents of cognitive control and value appraisals and volitional strategies during learning, as well as their effects on academic achievement in the domain of mathematics, using the control-value theoretical framework. Sample…
Descriptors: Academic Achievement, Student Motivation, Metacognition, Correlation
Individual Differences in Dynamic Measures of Verbal Learning Abilities in Young Twin Pairs and Their Older Siblings
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van Soelen, Inge L. C.; van den Berg, Stephanie M.; Dekker, Peter H.; van Leeuwen, Marieke; Peper, Jiska S.; Hulshoff Pol, Hilleke E.; Boomsma, Dorret I. – Learning and Individual Differences, 2009
We explored the genetic background of individual differences in dynamic measures of verbal learning ability in children, using a Dutch version of the Auditory Verbal Learning Test (AVLT). Nine-year-old twin pairs (N = 112 pairs) were recruited from the Netherlands Twin Register. When possible, an older sibling between 10 and 14 years old…
Descriptors: Twins, Verbal Learning, Genetics, Individual Differences
Wait for It: Delay-Discounting and Academic Performance among an Irish Adolescent Sample
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Freeney, Yseult; O'Connell, Michael – Learning and Individual Differences, 2010
Beyond cognitive ability and family background, are there other significant determinants of educational attainment? From research in psychology, economics, education and criminology, one powerful influence is the ability to delay gratification, operationalised in this paper as "delay-discounting". It is intuitively plausible that the…
Descriptors: Delay of Gratification, Family Characteristics, Educational Attainment, Multivariate Analysis
A Cross-Cultural Study of Chinese and Flemish University Students: Do They Differ in Learning Conceptions and Approaches to Learning?
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Zhu, Chang; Valcke, Martin; Schellens, Tammy – Learning and Individual Differences, 2008
This paper reports findings with regard to learning conceptions and approaches to learning of Flemish and Chinese students. The Conceptions of Learning Inventory (COLI) and the Approaches and Study Skills Inventory for Students (ASSIST) were administered to first-year university students from China (N = 362) and Flanders (N = 360). The 3-factor…
Descriptors: Student Attitudes, Foreign Countries, Study Skills, Interpersonal Competence
Students' Approaches to Learning when Entering Higher Education: Differences between Students with Senior General Secondary and Senior Secondary Educational Backgrounds
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Van Bragt, Cyrille A. C.; Bakx, Anouke W. E. A.; Van der Sanden, Johan M. M.; Croon, Marcel A. – Learning and Individual Differences, 2007
Recently, more students have entered Dutch higher education. This is a consequence of the possibility to offer students to enter higher education, with a certificate from senior secondary education (SSVE). In earlier days most students in higher education had passed senior general secondary education (SGSE), or even pre-university education. It is…
Descriptors: Higher Education, Personality Traits, Foreign Countries, Educational Background