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Showing 1 to 15 of 20 results Save | Export
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Cara A. Singh; Krista R. Muis – Educational Psychologist, 2024
The purpose of this paper is to present an integrated theoretical model of socially shared regulation of learning (SSRL), which is an elaboration of Efklides' Motivation and Affect in Self-Regulated Learning model that situates metacognition, affect, and motivation at the socially shared level. Building from existing theoretical and empirical…
Descriptors: Learning Strategies, Metacognition, Learning Motivation, Group Behavior
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Martin Majcík; Katarína Rozvadská; Tereza Vengrinová; Petr Novotný – Studies in the Education of Adults, 2024
The exit examination from upper-secondary school represents an essential part of the educational trajectory. However, the transition to the labour market or higher education can be complicated by failure. The qualitative study deals with repeatedly unsuccessful students who have struggled to pass the Czech exit exam called the Matura examination.…
Descriptors: Exit Examinations, Secondary School Students, Academic Failure, Test Preparation
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Yu, Zhonggen; Sukjairungwattana, Paisan; Xu, Wei – International Journal of Adult Education and Technology, 2022
Serious games have been deemed as an effective tool to engage students with various needs and expectations. Although serious games have emerged as an important assistant in education, sparse studies have systematically reviewed the related studies in the fields of bibliographic knowledge structure and their effects. Through CiteSpace, VOSviewer,…
Descriptors: Educational Games, Outcomes of Education, Learner Engagement, Learning Motivation
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Truzoli, Roberto; Viganò, Caterina; Galmozzi, Paolo Gabriele; Reed, Phil – Journal of Computer Assisted Learning, 2020
The current study explored the relationship between problematic internet use (PIU) and motivation to learn, and examined psychological and social factors mediating this relationship. Two hundred and eighty-five students in an Italian University were recruited for the current study. There was a negative relationship between PIU and motivation to…
Descriptors: Internet, Learning Motivation, College Students, Psychological Patterns
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Broadbent, Jaclyn; Panadero, E.; Lodge, J. M.; Fuller-Tyszkiewicz, M. – Metacognition and Learning, 2023
The Self-Regulation for Learning Online (SRL-O) questionnaire was developed to encompass the breadth of motivational beliefs and learning strategies that are often used in online and/or blended learning contexts. No current measure meets all these needs. This study used two non-duplicate samples to provide evidence of the psychometric properties…
Descriptors: Independent Study, Electronic Learning, Questionnaires, Learning Motivation
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Ben-Eliyahu, Adar – Educational Psychologist, 2019
The aim of this article is to map the academic emotional learning cycle from a theoretical and practical perspective through the lens of self-regulated learning. Focusing on the learner, a further iteration of the emotional dimension of the integrated self-regulated learning model is articulated by considering within-individual components (i.e.,…
Descriptors: Emotional Development, Emotional Intelligence, Psychological Patterns, Learning Processes
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Kossybayeva, Umitzhan; Shaldykova, Bagit; Akhmanova, Danna; Kulanina, Svetlana – Education and Information Technologies, 2022
The study describes an innovative methodology for teaching natural and mathematical sciences in the context of distance learning using modern technological solutions and based on the concepts of active social learning that involves constructivist, problem-oriented, project and research approaches. The proposed methodology was tested on 80 students…
Descriptors: Instructional Improvement, Natural Sciences, Mathematics Instruction, Science Instruction
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Castro Rojas, María Dolores – Educational Gerontology, 2021
This study describes the barriers and supportive factors for learning about and using Information and Communication Technologies (ICT) present during a learning intervention designed to enable older adults to use ICT for fostering healthy aging in terms of promoting functional ability. Forty-one adults, older than 60 years, participated in a…
Descriptors: Barriers, Older Adults, Aging (Individuals), Learning Processes
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MacIntyre, Peter – Studies in Second Language Learning and Teaching, 2020
The dynamics underlying willingness to communicate in a second or third language (L2 for short), operating in real time, are affected by a number of intra- and interpersonal processes. L2 communication is a remarkably fluid process, especially considering the wide range of skill levels observed among L2 learners and speakers. Learners often find…
Descriptors: Second Language Learning, Second Language Instruction, Interpersonal Communication, Self Concept
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Fukuda, Steve T.; Sakata, Hiroshi; Pope, Christopher J. – Innovation in Language Learning and Teaching, 2019
Universities in the EFL context aim to foster graduates who can use English in the workplace. Regardless, university students' insufficient amount of out-of-class study time is a major issue. This problem may stem from learners' lack of learning skills, low levels of learning motivation, and high levels of academic procrastination. Self-coaching…
Descriptors: Universities, English (Second Language), Second Language Learning, Second Language Instruction
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Tze, Virginia M. C.; Daniels, Lia M.; Klassen, Robert M. – Educational Psychology Review, 2016
The experience of academic boredom among students may be universal; in fact, almost all students complain at least occasionally about being bored in class or while studying. Despite the perceived negative influence of boredom on learning, there has been no synthesis of empirical findings underscoring how boredom relates to academic outcomes.…
Descriptors: Psychological Patterns, Interests, Learner Engagement, Academic Achievement
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González, Antonio; Fernández, María-Victoria Carrera; Paoloni, Paola-Verónica – Journal of Research in Science Teaching, 2017
Recent research on achievement in science asserts that motivation, emotion, and metacognition are important driving forces for learning. This study sought to examine the relationships between two physics class emotions (hope and anxiety), their motivational predictors (instrumentality and self-efficacy), and their effects on metacognitive problem…
Descriptors: Psychological Patterns, Anxiety, Physics, Learning Motivation
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Oxford, Rebecca L. – Innovation in Language Learning and Teaching, 2017
Time factors complexly, dynamically interact with each other and with other contextualized variables in language learning. The time-tied nature of language learning is captured in what I call the "time-prism," which is the central symbol of temporality in this paper. The facets of the prism discussed in this article are (1) language…
Descriptors: Second Language Learning, Time Perspective, Personal Autonomy, Sociocultural Patterns
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Wegner, Elisabeth; Nückles, Matthias – Frontline Learning Research, 2015
Conceptions of learning are seen as an important factor in shaping students' patterns of learning. However, conceptions are often implicit and difficult to assess. Metaphors have been proposed as a method to assess conceptions, because metaphors are closely linked to the conceptual system. Therefore, in our study we assessed which conceptions of…
Descriptors: Foreign Countries, College Students, Student Attitudes, Educational Attitudes
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Oxford, Rebecca L. – Applied Language Learning, 2015
Emotion is "the primary human motive" (MacIntyre, 2002, p. 61). The human brain is an emotional brain, creating relationships among thought, emotion, and motivation in a complex dynamic system (Dörnyei, 2009). Emotion "functions as an amplifier, providing the intensity, urgency, and energy to propel our behavior" in…
Descriptors: Emotional Development, Psychiatry, Second Language Learning, Emotional Response
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