A model of factors affecting independent learners’ engagement with feedback on language learning tasks

In independent learning contexts, the effectiveness of the feedback dialogue between student and tutor or, in the absence of a tutor, the quality of the learning materials, is essential to successful learning. Using the voices of participants as the prime source of data through a combination of data-driven and concept-driven approaches, this investigation attempts to gain deeper insights into the dynamics of the learning process as students express emotional reactions to the learning environment and in particular the written feedback from their tutors and the learning materials. To account for the different ways in which adult learners studying independently engage both cognitively and emotionally with external feedback, we propose a model based on four key drivers: goal relevance, knowledge, self-confidence, and roles. We conclude that only when these key drivers are aligned with each other can learners in independent settings engage with external feedback and learn from it

How might teachers enable self-confidence? A review study

In the context of learner-centred learning and curricular reform, self-confidence is invoked as an important construct. However, there is no easily available research-informed guidance on what self-confidence means for the professional teacher. This study uses the analytic technique of Concept Analysis to review psychology and education literatures to provide a 'take-home' message for teachers. The review identifies conceptual artefacts (ideas, theories, concepts which explain, connect, predict or apply knowledge) that the teacher can appropriate in order to enable learner self-confidence. These conceptual artefacts are classified in three groups: characterising self-confidence; self-judgements of confidence; and factors that influence the development of self-confidence. The review finds self-confidence to be a robust and stable psychological construct, best promoted through teachers' attention to learners' development of knowledge and engagement in socially designed learning activities. It further finds that teachers' attention to activities which involve learners' self-regulation are of importance

Locus of Control & Motivation Strategies for Learning Questionnaire: Predictors of Student Success on the ATI Comprehensive Predictor Exam & NCLEX-RN Examination

ABSTRACT The two purposes of this study were to determine whether locus of control (LOC) was predictive of how a student would perform on the ATI Comprehensive Predictor Exam and the NCLEX-RN, and if the Motivated Strategies for Learning Questionnaire (MSLQ) provided information that would help determine predictors of success on these two exams. The study examined additional variables prominent in the literature including but not limited to, the number of Cs a person earned while in nursing school, and grades in courses such as pharmacology, pathophysiology, and medical/surgical nursing. The influence of a job was also investigated. It was believed that an individual with an internal locus of control (LOC) would be more likely to be successful on the ATI Comprehensive Predictor Exam and the NCLEX-RN. Internal LOC was found to be statistically significant related to the NCLEX-RN. Using logistic regression a student with an internal LOC when entered into the model with the ATI Comprehensive Predictor Exam was 6.7 times more likely to pass the NCLEX-RN. Using regression analysis this was not found to be true in relationship to the ATI Comprehensive Predictor. The model that was the best predictor of a student's success on the ATI exam included the MSLQ subscales of Test Anxiety, Organization, Self-Regulation, Pharmacology course, the first Medical/Surgical class, Job not healthcare related, and the ATI Medical/Surgical Content Mastery Exam. These seven variables were the best at predicting success. A sub-hypothesis related to student performance on the ATI Medical/Surgical Content Mastery Exam believed that a student with an internal LOC would be more successful, this did not prove to be true. The students with an external LOC had pass rate of 50% on the exam at a Level two proficiency compared to 45.28% passing with an internal LOC. The number of students in the sample that were determined to have an external LOC was very small (n=12) while the results in this study were not statistically significant it is possible that a sample with a larger sample of students with an external LOC may produce different results. An additional finding was a student working in a healthcare related job or not working scored 2.278 points higher on the ATI Comprehensive Predictor Exam than those working in a non-healthcare related job. The second hypothesis examined the MSLQ subscales that were predictive of success on the two exams. In terms of the ATI Comprehensive Predictor Exam the subscales that entered into the model were test anxiety, organization, and self-regulation. When determining the MSLQ subscales that were important related to success on the NLCEX, control of learning beliefs and organization were the only two subscales in the model. Those subscales statistically significant in terms of a student achieving Level 2 proficiency on the ATI Medical/Surgical Content Mastery Exam were test anxiety, rehearsal, organization, and peer learning. When evaluating test anxiety it was determined that as the MSLQ test anxiety score increased for the individual, the odds of passing decreased. Of the individuals with a test anxiety subscale score of 2.9 (scale of 1-7) or less all were successful on the NCLEX-RN. Results indicated that of those students with a test anxiety subscale score of 5.0 or higher, ten students failed the ATI Comprehensive Predictor Exam and four students failed the NCLEX-RN. An additional hypothesis stated that a student's results on the ATI Medical/Surgical Content Mastery Exam would be predictive of his or her performance on the ATI Comprehensive Predictor Exam. This hypothesis was found to be true. A student scoring at Level II proficiency (mastery of content per ATI Faculty Resource Guide, 2007) was likely to score 4.391 points higher than a student at Level 1 proficiency. As the level of proficiency increased so did the percentage of passing the NCLEX-RN. A student who scored below level one had a 58.33% pass rate on NCLEX-RN compared to a level two proficiency pass rate of 92.68%. When looking at student grades in the first medical/surgical course only 70.59% of the students obtaining the letter grade of C passed the NCLEX-RN. The percentage improved with the second medical/surgical course, 80.77% of students with a C passed. Of those students earning a C in pharmacology only 75% of the students passed the NCLEX-RN

Self-Efficacy and Self-Regulation as Predictors of Academic Motivation among Undergraduate Students in the United States

Problem Some undergraduate students demonstrate lack of academic motivation which negatively affects engagement and perseverance in higher education (Busse & Walter, 2017; Rizkallah & Seitz, 2017; Dresel & Grassinger, 2013). Amotivated students are more likely to drop out of school and disengage from learning activities or underachieve (Wang & Pomerantz, 2009). Although the lack of academic motivation is correlated with deficiency in self-regulation and self-efficacy, relatively little studies have been conducted to examine the impact of these factors on academic motivation particularly in the U.S. This study constructed a hypothesized model to investigate the role of self-regulation and self-efficacy in academic motivation. Method The sample consisted of 349 undergraduate students enrolled in U.S. universities. Participants were recruited via the online-tool QuestionPro. The students completed the Academic Motivation Scale (AMS) and Motivated Strategies for Learning Questionnaire (MSLQ) online providing input about their academic motivation, self-regulation, and self-efficacy. Structural equation modeling was used to evaluate the impact of self-regulation and self-efficacy on academic motivation. Results Analysis of the data indicated that the initial model did not fit the data. The Chi-square value was 271.569, df = 40, p = .000, and poor fit indices were found (GFI = .875, NFI = .874, CFI = .889, RMSEA = .129. SRMR= .090). Therefore, an exploratory analysis was conducted, and modifications made based on modification indices and theory in order to improve the fit indices. The adjusted model showed acceptable fit between the theoretical covariance matrix and the empirical covariance matrix (GFI = .918, NFI = .913, CFI = .928, RMSEA = .108, and SRMR = .072) indicating that the data fit the hypothesized model. The overall adjusted model explained 41% of the variance of academic motivation, in which self-efficacy (β = .45; p \u3c .01) was a better predictor of academic motivation than self-regulation (β = .24; p \u3c .01). There was significant correlation between self-regulation and self-efficacy (r = .69, p \u3c .01) Conclusion Self-regulation and self-efficacy can predict students’ academic motivation. Self-efficacy was the best predictor of academic motivation. Students who reported high beliefs in their capabilities and control over their effort showed high levels of intrinsic motivation. In addition, advanced levels of metacognitive strategies, time and study environment, and effort regulation predict high levels of academic motivation. Further research should be conducted to determine other factors that may contribute to students’ academic motivation. This study offers recommendations for future research and professional practice

Pain-related fear: Metacognitive and health belief predictors of cogniphobia

Individuals who have an unreasonable fear of headache pain or painful re-injury during cognitive exertion are said to suffer from a pain-related fear referred to as cogniphobia. Specifically, individuals high in cogniphobia avoid cognitive tasks in an attempt to reduce the risk of initiating or exacerbating headache-related pain. While health beliefs concerning pain-related fear have been examined through the concept of kinesiophobia, defined as the unreasonable fear of pain or painful re-injury during physical movement, little research has been done through a cognitive framework. The health anxiety beliefs, metacognitive factors, and negative thinking patterns related to cogniphobia remain unclear. This study presents an analysis of predictors of the development of cogniphobia and an analysis of the effects of self-reported traumatic brain injury (TBI) history on cogniphobia in two studies. Study One investigated these hypotheses in data from 620 participants from an internet sample. Study Two utilized data from a sample of 251 college students. An independent samples t-test was used to determine group differences between those with a self-reported history of TBI and those without on cogniphobia scores in both Study One and Two. Multiple regression analysis was used to examine the significance of metacognitive factors, health locus of control, and pain catastrophizing in predicting cogniphobia scores. These results highlight the role of TBI history on cogniphobia scores as well as the different health beliefs and pain attitudes that significantly impact pain-related fear. Additional implications for future clinical practice and research are discussed

Using Gamification to Motivate Students with Dyslexia

The concept of gamification is receiving increasing attention, particularly for its potential to motivate students. However, to date the majority of studies in the context of education have predominantly focused on University students. This paper explores how gamification could potentially benefit a specific student population, children with dyslexia who are transitioning from primary to secondary school. Two teachers from specialist dyslexia teaching centres used classDojo, a gamification platform, during their teaching sessions for one term. We detail how the teachers appropriated the platform in different ways and how the students discussed classDojo in terms of motivation. These findings have subsequently informed a set of provisional implications for gamification distilling opportunities for future pedagogical uses, gamification design for special education and methodological approaches to how gamification is studied

A theory of effective computer-based instruction for adults

Computer-based instruction (CBI) was considered the technological phenomenon to revolutionize education and training. Today, the Internet and computer technology are reported to have significantly altered the education landscape (Johnson & Aragon, 2002). The rapid advances in technology, the need for lifelong learning, and the growth of non-traditional students have encouraged the use of the computer as a method of instructional delivery. Evaluating the effectiveness of CBI as a whole technology is very difficult. The inability to measure effectiveness is attributable in part to the fact that CBI is not just one component, but a complex range of services and activities carried out for instructional and learning purposes (Gibbons & Fairweather, 2000). This study presents a theory of critical components that impact the effectiveness of computer-based instruction for adults. The theory was developed to provide a framework for research to explain or predict effective learning by adults using a desktop computer. The five conclusions drawn from this research are: (1) the characteristics of self-directedness and computer self-efficacy of adult learners play an important role in designing CBI for adults; (2) learning goal level impacts instructional design strategy and instructional control component of CBI design; (3) external support and instructional support are needed to provide a positive CBI experience; (4) CBI design is interwoven with the units of self-directedness, computer self-efficacy, learning goal level, instructional design, and external support; and (5) the theory draws together the isolated variables researchers consider important in the adult learning process and aligns them to provide effective CBI

The Structural Model of Educational Self-regulation Based on Learning Strategies and Attributional Styles by the Mediator of Achievement Motivation Among Secondary High School Students in Sari in 2017-2018

Background: Achievement motivation is one of the critical variables that predict educational achievement and success in the future. Therefore, the identification of effective factors upon achievement motivation may be one of the basic subjects in education. The present study aimed to evaluate the structural model of educational self-regulation based on learning strategies by the mediator of achievement motivation among students.Methods: The present study was correlation research with structural equation modeling (SEM). The statistical universe of this study consisted of all boy and girl students at secondary high schools in 2017-2018. The multistep random cluster sampling selected 375 (215 girls and 160 boys). Data gathered by the Bouffard educational self-regulation questionnaire, learning strategies questionnaire, attributional style questionnaire, and Herman’s achievement motivation questionnaire. Data analysis gathered by path analysis and structural equations with Lisrel 8.80 software.Results: The research results indicated the direct effects of learning strategies and attributional styles upon achievement motivation (P < 0.05). Also, model fitting indicated indirect effects of learning strategies and attributional styles by achievement motivation upon students learning self-regulation (P < 0.01).Conclusion: Research results indicate that self-regulation learning strategies are educational. The teaching of these strategies is effective in increasing internal attribution style for positive events and decreasing this style for adverse events among students

A Pilot Study on Influencing Student Success in Online Courses

Since 2012, the enrollment in online courses has grown steadily each year (Seaman et al., 2018). With the COVID 19 pandemic’s implementation of lock-downs and online learning in 2020, more students than ever before are shifting to online college courses. Even as students and workers go back out into the world, taking online college courses continues to be a viable option for traditional and non-traditional college undergraduates. There has been increased interest in the scientific community in online courses and undergraduate students’ ability to be successful in remote learning situations. Research has been conducted on the qualities needed to achieve higher performance in online courses in order to facilitate better learning experiences for both students and teachers. With the wealth of information available, there still remains limited research on how to influence online academic achievement in college undergraduates when specific qualities are not already present for the student

Pedagogical design in built environment distance education: a critical appraisal of students' learning strategies at postgraduate level

Because of changing patterns of demand and advances in supporting technologies, distance education is a growing market in the higher education sector. Assuring and maintaining its quality is an important issue for those who deliver it. This requires the development of pedagogical design. The knowledge of how student learn is the basis to develop the theories of teaching. However, distance students' learning activities are invisible to the instructors and researchers, particularly those based in a comprehensive learning environment, such as a University. This has caused difficulties in improving pedagogy in distance education. This study aims to contribute new knowledge to deal with this dilemma: it is limited in scope to postgraduate level and the selected educational field is Built Environment studies. To do this requires a deep understanding of what distance education is, what main theories of pedagogy have been developed and applied, and how students learn within a distance learning environment in the selected field. By answering these questions, the key issues of understanding the distance learning experience can be identified, explored and tested. To achieve these objectives, a mixed methods strategy has been designed. The key elements of the distance learning experience are considered, starting with an instrumental case study and continuing with a questionnaire survey. The case study provided in-depth knowledge on how students learn in the distance learning environment. Based on the case study, it was proposed that metacognition is the key to distance learning success, and an understanding of how students use learning strategy is the way to obtain the required knowledge for pedagogical development in this particular educational field. The outcomes of the case study produced a model of the distance learning experience and further research focused on the issue of learning strategies. A questionnaire survey produced 151 valid responses. The findings include both qualitative and quantitative data in regard to what and how learning strategies were developed by the participants. Through cluster analysis of learning strategies, evaluation of the correlations of relevant learning experience, comparing the means of the main factors, and comprehensive analysis, the outcomes of this thesis provide new knowledge of learning strategies for distance education. In addition, based on the discussions around the purpose and effectiveness of learning strategy, student demands for relevant knowledge and the influences of multiple factors, this thesis argues that developed metacognitive capability can, in fact, be a positive advantage of distance learners over their conventional counterparts, provoking a change in perspective on distance learning and recommendations for pedagogical change