Active learning promises improved educational outcomes yet depends on students' sustained motivation to engage in practice. Goal setting can enhance learner engagement. However, past evidence of the effectiveness of setting goals tends to be limited to non-digital learning settings and does not scale well as it requires active teacher or parent…

The goal of this study was to assess developmental differences in adolescents' and emerging adults' attitudes toward solitude using three different methodologies. Participants were N = 1224 adolescents (n = 367, ages 15-18 years, M[subscript age] = 16.13, SD = 0.54; 65.7% female) and emerging adults (n = 857, aged 18-29 years, M[subscript age] =…

Background/purpose: This study investigates Syrian refugee students' post-traumatic growth (PTG) at Jadara University using emotional and metacognitive processes. Traumatic events like relocation and violence can lead to positive psychological transformations. This study examines the impact of emotional management and metacognition on PTG in these…

Callous-unemotional (CU) traits are associated with severe conduct problems (CP) in youth. Causal theories for CU traits focus on emotion processing deficits that interfere with empathy development. However, though CU traits are consistently associated with deficits in affective empathy (i.e., emotional reactivity), the association between CU…

Purpose: This study aims to explore the complexities faced by postgraduate students at Universitas Terbuka (UT) during their thesis writing process in a distance learning environment, focusing on their perspectives, challenges and strategies. Design/methodology/approach: The research employed a mixed-methods approach with a convergent parallel…

Background: Traditional low-intensity speech therapy in children with cleft palate with or without cleft lip (CP ± L), provided twice weekly for 30 min over months or even years, lacks solid scientific evidence and may lead to poor outcomes, treatment fatigue, and high costs. Different authors have proposed the implementation of high-intensity…

This study explores the impact of intensive English programs on the well-being of Chinese EFL learners in Malaysia, using the PERMA model as a framework. The research employs a qualitative case study approach, focusing on learners from Hebei Province to examine how Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment…

In this study, our team observed sixth grade teachers as they taught fractions to students in their mathematics intervention classes to see whether they were including motivational-supportive messages within the framework of Situated Expectancy-Value Theory. Messages in the intervention lessons and teacher transcripts were explored and analyzed,…

This study explores the application of the task-based teaching method in English education, particularly from the perspective of big data. Traditional English teaching models often fail to meet the diverse needs of students, with the task-based approach, despite being student-centered, encountering challenges such as task difficulty control and…

This study investigates how intelligent personal assistants (IPAs, e.g., Google Assistant), AI language learning applications, and peer interactions shape the learning experiences of 201 seventh-grade Korean EFL students. The students participated in a 12-week intervention and were categorized into four groups: Google Assistant, AI app, peer…

Many Autistic adults without intellectual disability experience emotion dysregulation, which is associated with non-suicidal self-injury and suicidal behaviour. Dialectical behaviour therapy has been shown to be feasible, acceptable and potentially effective is supporting Autistic adults without intellectual disability with improved emotion…

In this study, we applied natural language processing (NLP) techniques, within an educational environment, to evaluate their usefulness for automated assessment of students' conceptual understanding from their short answer responses. Assessing understanding provides insight into and feedback on students' conceptual understanding, which is often…

An underexplored question, and one with potentially far-reaching implications for the practice of written corrective feedback (WCF), is whether to mark a wide range of errors (comprehensive feedback) or to focus on a few error types (focused feedback) in learners' L2 writing. Despite limited evidence, it is argued that comprehensive WCF is…

Purpose: Unexpected and sustained manipulations of auditory feedback during speech production result in "reflexive" and "adaptive" responses, which can shed light on feedback and feedforward auditory-motor control processes, respectively. Persons with Parkinson's disease (PwPD) have shown aberrant reflexive and adaptive…

On a revise-and-resubmit assignment in a large introductory History course, students were provided with feedback that was phrased either as questions, statements, or imperatives. This study examines which form was most likely to lead to improvement in the students' writing. Generalized estimating equations (GEE) were used to analyze a data set…