The present study aimed to investigate the relationship among self-construal, achievement goals, and creativity. A total of 464 junior high school students (mean age = 12.81 years; 44.2% male; 51.8% in seventh grade; and 48.2% in eighth grade) completed the Self-Construal Scale, Goal Orientation Scales, Divergent Feeling Scale, and Kirton's…

Three main categories of variables which impact the approach to learning were synthesised, and they are linked to the learning context, the way that students perceive this context and the students' characteristics. Despite the research which emphasised the influence of these variables on approaches to learning in different areas, only a few…

Purpose: Study purposes were to (a) examine achievement goal tendencies and learning mode preferences of adults who were unfamiliar with augmentative and alternative communication (AAC) facilitation, and (b) determine whether age and gender have an effect on these variables. Recruitment of untrained individuals allowed the researchers to simulate…

Computer-mediated learning initiatives have recently increased due to the novel coronavirus pandemic. Implications are thus created for self-regulation, learning and achievement as computer-mediated learners face unique motivational and metacognitive demands. The current research uses a serial mediation approach to test the effect of goal…

In response to the recent call from educational psychology for comprehensive models of academic achievement (Linnenbrink-Garcia and Patall, in: Corno, Anderman (eds) Handbook of educational psychology, Taylor and Francis, New York, 2015. https://doi-org.bibliotheek.ehb.be/10.4324/9780203874790), this study used multiple theories of motivation and instructional…

This study examined the possibility of developing different goals, mastery or competitive, on students and consequently affecting their learning styles. In the 3-week experiment period, a pretest-posttest design was used to the two intact college English classes. The outcomes revealed that the goals of the students could be modified in different…

This study utilises an integrated conceptual model of academic performance which captures a series of psychological factors: cognitive style; self-theories such as self-esteem and self-efficacy; achievement goals such as mastery, performance, performance avoidance and work avoidance; study-processing strategies such as deep and surface learning;…

Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived academic competence on higher education students' achievement goals, learning approach, and academic performance. Results demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic…

Structural equation modelling was used to test a model integrating achievement goal orientation, learning style, self-efficacy and metacognition into a single framework that explained and predicted variation in performance. Self-efficacy was the strongest predictor of performance. Metacognition was a weak predictor of performance. Deep processing…

The aim of this study is to investigate the effectiveness of group work as a strategy for attribution retraining and improving students' motivational styles. Students were first categorised into one of three motivational styles: learned helplessness, self-worth motivation and mastery orientation. In the intervention procedure, selected students…

One important line of inquiry in educational psychology involves the study of change of individuals' cognitive-motivational processes. The conjunctive use of longitudinal data with latent growth curve modeling procedures has, for example, allowed researchers to identify initial levels and to trace trajectories of theoretical variables such as…