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Showing 1 to 15 of 33 results Save | Export
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Costley, Jamie; Lange, Christopher – International Review of Research in Open and Distributed Learning, 2018
Semi-formal learning is used to describe learning that is directed towards the goals of a formal learning institution but outside of the learning structure of a specific class. Students studying online may form semi-formal groups to increase their knowledge of the content by interacting with other learners taking the same class. This study of…
Descriptors: Online Courses, Educational Technology, Technology Uses in Education, College Students
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Jackson, Caesar R. – AERA Open, 2018
This study investigated the validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ) for minority students enrolled in STEM courses at a historically black college/university (HBCU). Confirmatory factor analysis was used to test the third-order factor structure and to respecify the model. An adequate fit to the study…
Descriptors: Questionnaires, Learning Strategies, STEM Education, Black Colleges
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Hayward, Lorna; Ventura, Susan; Schuldt, Hilary; Donlan, Pamela – College Teaching, 2018
Faculty engage in "pedagogical solitude," in which they plan, teach, and assess their work alone. To optimize teaching environments and learning outcomes, students can serve as "student pedagogical teams" (SPT) and provide feedback on instructor performance, course structure, and content. Using self-determination theory, this…
Descriptors: Learning Strategies, Questionnaires, Self Determination, Metacognition
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Thomas, Christopher L.; Cassady, Jerrell C.; Finch, W. Holmes – Journal of Psychoeducational Assessment, 2018
The purpose of the current examination was to preliminarily suggest severity standards for the recently revised Cognitive Test Anxiety Scale-Second Edition (CTAS-2). Participants responded to the CTAS-2, Motivated Strategies for Learning Questionnaire (MSLQ), and FRIEDBEN Test Anxiety Scale. Using both latent class and cluster analyses, we were…
Descriptors: Cognitive Tests, Test Anxiety, Cutting Scores, Multivariate Analysis
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Peck, Larry; Stefaniak, Jill E.; Shah, Smruti J. – Quarterly Review of Distance Education, 2018
This study surveyed 113 undergraduate and graduate distance education students at 2 U.S. universities using the Motivated Strategies for Learning Questionnaire (MSLQ). The MSLQ is an 81-item, self-report instrument designed to measure study participants' motivational orientations and their use of different learning strategies. The motivational…
Descriptors: Correlation, Distance Education, Learning Strategies, Questionnaires
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Fukuda, Akiko – Journal of Pan-Pacific Association of Applied Linguistics, 2018
The purpose of this study was to explore the relationship between learners' self-regulated language learning and proficiency and to examine the differences in characteristics of self-regulated learning (SRL) between low- and high-proficiency learners. SRL is a learning process throughout setting goals, monitoring tasks, and reflecting on…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Metacognition
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Heller, Monica L.; Cassady, Jerrell C. – Journal of The First-Year Experience & Students in Transition, 2017
The current study explored the impact of internal and external barriers (e.g., academic anxiety, employment) that place subgroups of college students at risk for academic failure in the first year. The mitigating potential of academic resource management strategies (e.g., time-study environment) was also examined. In a sample of 885 first-semester…
Descriptors: Community Colleges, Two Year College Students, College Freshmen, Barriers
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Heller, Monica L.; Cassady, Jerrell C. – Journal of College Student Retention: Research, Theory & Practice, 2017
The current study explored the differential influences that behavioral learning strategies (i.e., cognitive-metacognitive, resource management), motivational profiles, and academic anxiety appraisals have on college-level learners in two unique learning contexts. Using multivariate analysis of variance and discriminant analysis, the study first…
Descriptors: Community Colleges, Two Year College Students, College Students, Universities
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Nold, Herbert – International Journal of Teaching and Learning in Higher Education, 2017
Numerous studies and United States Department of Education reports indicate that university graduates lack critical thinking and problem solving skills that are needed for success in both the classroom and the modern workplace. Success in the classroom and workplace is a function of many attributes that change with the situation, but the ability…
Descriptors: Critical Thinking, Teaching Methods, Action Research, Research Projects
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List, Alexandra; Nadasen, Denise – Community College Journal of Research and Practice, 2017
Motivation and self-regulation were examined in a sample of community college transfer students enrolled in a 4-year, online university. The relation between motivation and self-regulation and students' performance was examined, as was the association between these learner characteristics (i.e., motivation and self-regulation) and sociodemographic…
Descriptors: College Transfer Students, Two Year Colleges, Two Year College Students, Community Colleges
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Bradley, Rachel L.; Browne, Blaine L.; Kelley, Heather M. – College Student Journal, 2017
This paper examined self-efficacy and self-regulatory skills and their influence on achievement in an online learning environment. This study utilized the Online Academic Success Indicators Scale (OASIS). The results of the scale were compared to previous tests measuring the predictive nature of self-efficacy and self-regulatory skills on academic…
Descriptors: Self Efficacy, Electronic Learning, Online Courses, Undergraduate Students
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Muwonge, Charles Magoba; Schiefele, Ulrich; Ssenyonga, Joseph; Kibedi, Henry – Journal of Science Teacher Education, 2017
Grounded in the expectancy-value and hope theories, the present study was conducted to examine the extent to which self-efficacy, task value, and academic hope predict persistence among science teacher-trainees in Uganda. The sample consisted of 278 undergraduate science teacher-trainees selected from a large public university in northern Uganda.…
Descriptors: Science Teachers, Trainees, Self Efficacy, Science Instruction
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Tetteh, Godson Ayertei – Journal of International Education in Business, 2016
Purpose: This paper aims to clarify the relationship between the student's study time and the learning process in the higher education system by adapting the total quality management (TQM) principles-process approach. Contrary to Deming's (1982) constancy of purpose to improve the learning process, some students in higher education postpone their…
Descriptors: Foreign Countries, Undergraduate Students, Business Administration Education, Business Schools
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Musick, David W.; Ray, Richard H. – Journal of Education and Training Studies, 2016
A medical school conducted a summer pre-matriculation program. The program provided basic sciences content comparable to first year medical student instruction along with clinical and other learning experiences. The study purpose was to examine self-confidence levels and reasoning skills of a single cohort of students. We examined the association…
Descriptors: Medical Schools, Medical Students, Summer Programs, Pilot Projects
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Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan – European Journal of Engineering Education, 2016
Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly…
Descriptors: Technology Uses in Education, Comprehension, Academic Achievement, Cooperative Learning
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