THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE, SELF-DIRECTED LEARNING READINESS AND ACHIEVEMENT

The aim of this study was to understand the influence of emotional intelligence and self-directed learning readiness on achievement and the influence of emotional intelligence on self-directed learning readiness of students who are in their first or second-year education in a foundation university in Ankara. The scales used are self-directed learning readiness scale and Schutte’s (2001) emotional intelligence. It was found that emotional intelligence and self-directed learning readiness were strongly correlated. Also emotional intelligence predicted self-directed learning readiness with very little support from gender. There was no relation between self-directed learning and GPA as well as emotional intelligence and GPA. Being from different departments did not have an influence on GPA

Examining the Relationship between EFL Students' OSEL and Their Achievement

Background: The purpose of this study is to examine the correlation between EFL student’s online self-regulated (OSEL) and the achievements of senior high school students in Malang, Indonesia. The subject of this study were 136 EFL students of a senior high school in Malang, Indonesia with the use of two instruments: the online self-regulated learning questionnaire (containing five dimensions of OSEL; Goal Making, Environmental Construct, Task Approach & Time Management, Help-Seek, Self - Evaluation) and the mid-term test scores. Methodology: The Pearson product-moment correlation is used to analyze the data and further verifies that students OSEL strongly correlates to their achievements while undertaking online learning. Findings: It was reported that the higher the OSEL, the better they achieve. For example, students who have high achievement test scores agree that finding someone knowledgeable in online learning is an excellent solution to solve online learning difficulties. However, since technical and individual obstacles that students encounter could be the challenge, the role of teachers are essential in helping students overcoming them. Conclusion: The results of this correlation provide prediction towards pedagogical implications related to successful teaching-learning process, teacher professionalism, and maintaining a high quality school

THE DEVELOPMENT OF A QUESTIONNAIRE ON METACOGNITION FOR STUDENTS IN SECONDARY SCHOOL

Interest in the role of metacognition has been steadily rising in most forms of education. The present paper focuses on the construction of a questionnaire for measuring metacognitive knowledge, metacognitive regulation and metacognitive responsiveness among Secondary school students and the subsequent process of testing to determine its validity. The questionnaire was administered to 4119 students, (230 school classes) in various types of schools in Palermo, Italy. The general aim of the study was to reveal the effects of teaching specific learning strategies to students on their metacognitive knowledge, their use of metacognitive skills, and their success. The data gathered were analyzed by means of a generalization study and a decision study

Self-Regulation and Academic Motivation as Predictors of Academic Achievement of Undergraduate Students in an Online Learning Environment

Problem Online learning is a form of distance education that occurs via the Internet (Adams, 2004; Carliner, 1999). The success of online learning depends on student-related factors such as acceptance, willingness, and motivation (Almaiah et al., 2019; Almaiah et al., 2020). When online learning systems are not utilized, students cannot realize the concomitant benefit of improved performance. Online learning has many positives, but it does present a problem when it comes to academic success. Motivation and self-regulation are two of the key factors for successful online learning given that students are subject to minimal supervision or guidance from teachers in an online environment. Lack of motivation and low levels of self-regulation can decrease students’ academic outcomes. It is, therefore, important to understand to what extent self-regulation and motivation impact academic success in an online learning environment, to better develop strategies to improve motivation, enhance self-regulation, and address the shortcomings they present to online learning. The focus of this study is the relationship between students’ self-regulation, academic motivation, and academic achievement in an online learning environment (Alafghani & Purwandari, 2019; Bandura, 1991; Panadero, 2017; Yusuf, 2011). Method A non-experimental quantitative research design was used to investigate the relationship between self-regulation, academic motivation, and academic achievement of undergraduate students in an online learning environment. QuestionPro hosted the survey. The data were collected using self-report questionnaires, and the sample population consisted of 300 undergraduate students taking online courses in the United States. The Online Self-Regulated Learning Questionnaire (OSLQ) and Academic Motivation Scale (AMS) were used to measure self-regulation and academic motivation, respectively. Structural Equation Modeling (SEM) was used to analyze the data, and Multigroup Structural Equation Modeling (MSEM) was used to understand gender differences between the variables. To achieve a valid interpretation of data, the data was collected, screened, and analyzed using SPSS and AMOS software. Results In the current study, 41% of participants were seniors, 60% were taking four or fewer online courses, and 68% had a GPA above 3.0. Results of this study indicated that the self-regulation of undergraduate students in an online learning environment were at moderate levels. The subscale reported a high level of help-seeking and environment structuring. Task strategies, time management, goal setting, and self-evaluations were at a moderate level. Academic motivation, intrinsic motivation, and extrinsic motivation scales and subscales were at moderate levels. However, extrinsic motivation identified (ExMD) reported a high level. Amotivation was at the lowest level of academic motivation. There was no correlation between self-regulation and academic motivation in the academic achievement of undergraduate students in an online learning environment. However, self-regulation and academic motivation showed a positive and statistically significant correlation and the final model accounted for approximately 3% of the variance of academic achievement. The analysis revealed no gender differences between male and female undergraduate students in an online learning environment regarding their self-regulation, academic motivation, and academic achievement. Conclusions The findings support the current research and forms the basis for future research studies of students’ academic motivation, self-regulation, and academic performance in the online environment. Future research should conduct longitudinal studies to track students’ self-regulation skills, motivation, and academic achievement in an online learning environment to better understand their development and impact on academic outcomes. Such research should also investigate the role of individual differences, such as personality traits and prior academic achievement, in the relationship between self-regulation, academic motivation, and academic achievement in online learning environments

Application of Knowledge-based Short Videos in University Students’ Learning: Examination and Enhancement of Motivation, Goals, Strategies, and Achievements

In today’s world of accessible knowledge education, knowledge-based short videos have become a favored learning tool for many learners. However, the effectiveness of this learning method remains unclear, and research in the field of short video learning is still in its early stages and needs further exploration. This study surveyed 202 university students and conducted case analyses on 4 students to investigate the effects of self-determined motivation, goal orientation, self-regulated learning strategies, and cognitive academic achievements in the context of learning through knowledge-based short videos. The results indicate that students who use short videos for learning demonstrate a moderate level of self-determined motivation, while their goal orientation, self-regulated learning strategies, and cognitive academic achievements require improvement. Senior students exhibited better self-determined motivation and cognitive academic achievements compared to junior students. Additionally, an increase in self-determined motivation, self-regulated learning strategies, and cognitive academic achievements was observed with increased time spent watching short videos. It was found that a moderate viewing time of about 2 hours per day is associated with certain learning benefits, while excessive viewing time may result in the opposite effect. Based on these findings, the study concludes with learning recommendations aimed at optimizing the application of short video learning tools and providing insights for future research in this area

A Study of Emotions and Attitudes of Non-English Majors toward Online Writing Assessment System

This paper takes non-English majors as the research participants to explore the characteristics of their emotions and attitudes, the influencing factors, their coping strategies, and the impact of the above aspects on their English writing learning during the online English writing assessment. Through conducting semi-structured interviews, the study found that: first, when non-English majors use online English writing assessment, their emotions and attitudes are affected by multiple subjective and objective factors, and are mainly positive; Second, the strategies used by non-English majors are mostly aimed at the lexical and grammatical errors in the text, and cover the skills of English writing; Third, the above aspects have played a certain role in promoting students’ English learning and improving their English learning and application ability

An Investigation into Academic Self-efficacy, Peer Influence and Examination Anxiety as Correlates of Academic Achievement Drive of Library and Information Science Students

In any institution of learning, the true prove of any student’s performance is the level of academic achievement grade which may be a product of many independent variables. On the other hand, an impaired academic achievement motivation more often than not may portend danger on the learning outcome and intellectual well being of such student(s). This study therefore investigated the relationship between academic self-efficacy, peer group and examination anxiety with academic achievement drive of library and information science students. The study used descriptive survey research design and guided by three research questions as well as three formulated and tested hypothesis. Data were collected through four validated instruments from 399 library and information science students randomly selected from universities in Nigeria. Data collected were analyzed using Multiple Regression Analysis (MRA) and Pearson Product Moment Correlation (PPMC) at P\u3e0.05 level of significance. The outcome of the study revealed that the independent variables (academic self-efficacy, peer influence and examination anxiety) have statistical significant influence on academic achievement drive of library and information science students. To this end, it was recommended among other things, that students should believe in their ability to excel, should as a matter of necessity take their studies seriously, form good study habit and set for themselves SMART goals that can spur them into developing positive academic achievement drive for academic excellence

Identifying characteristics that lead to better academic performance for international students in U.S. colleges

A large proportion of students in the United States is international students. Thus, educational leaders need to facilitate the learning process for this population. This study investigated the characteristics of international students that affect their academic performance. The purpose of this study was to determine how individual characteristics of international students affect the learning strategies they choose and how it affects their academic performance. For this purpose, the survey was designed according to the literature, which measures characteristic variables based on VIA character strengths (Peterson & Seligman, 2004), learning strategies (MSLQ) developed by Pintrich et al. (1991), and academic performance of international students in the United States. It was hypothesized that a stronger character correlates with learning strategies and academic performance. The findings revealed a positive correlation between each of the character strengths variables (love of learning, social intelligence, self-regulation, and perseverance) and the learning strategies. Also, each of the character strengths variables correlated positively with academic performance. The multiple regression analysis revealed that character strengths and learning strategies could predict academic performance, but demographic characteristics could not predict academic performance

Exploration of factors affecting changes in student learning behavior: A systematic literature review

The general learning behavior has a major impact on the psychological and mental adjustment of students to learn. Therefore, this study reviews relevant studies on the factors causing changes in student learning behavior. The review used PRISMA, so several stages were carried out to filter and collect relevant information. The results of the synthesis revealed 19 broad factors influencing student learning behavior. Furthermore, these factors can be seen in more detail in four main groupings: i) Student learning behavior in the classroom; ii) Student learning behavior outside the classroom; iii) Student learning motivation; and iv) Student learning behavior results. Student learning behavior in the classroom is influenced by motivation, reflection, learning satisfaction, and learning activities. Meanwhile, student learning behavior outside the classroom is influenced by technology, independent learning abilities, learning resources, learning environment, and students’ internal conditions. The final result showed that students with a positive learning environment consistently acquire good knowledge in achieving learning objectives. There are many challenges in forming good student learning behavior. Therefore, this study benefits the education experts, counselors, teachers, parents, and the learning environment by increasing student motivation and satisfaction in learning to minimize the negative impact of changes in student learning behavior