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Peer mentoring has shown beneficial effects in facilitating academic and social integration among first-year students in higher education. Previous research is, however, limited by the exclusion of a comparison group, to examine whether the integration process still occurs among non-mentored students, independently of peer mentoring. By using Tinto´s theoretical framework, we examine the effects of a formal peer mentoring program, comparing these effects on integration with non-mentored students. Data was gathered from focus group interviews and analyzed using thematic analysis. Our findings show that peer mentoring supports the integration process among first-year students, although the results suggest that it is not a necessary condition to ensure that integration occurs. Future studies should further extend the research to also include an evaluation of other activities taking place at the institution, to expand the knowledge of which measures facilitates the integration process. [ABSTRACT FROM AUTHOR]

Background: Mobile‐assisted language learning (MALL) has long been advocated to promote students' language study outcomes. However, little is known about how using instant messaging applications (an example of MALL) affect student motivation, language anxiety, and actual achievement. Objectives: To help close this gap, we have conducted a quasi‐experimental study, in which we have used self‐determination theory to test a mediational process model, in an effort to understand the psychological mechanisms that underlie the effect of instant messaging applications on student outcomes. Methods: Two groups of Saudi undergraduate students (N = 447) were recruited to participate in the study. Participants under the experimental condition were invited to engage in language‐related tasks with their teacher outside of class through the WhatsApp application, whereas participants under the control condition received standard teaching. We applied partial least square structural equation modelling (PLS‐SEM) to test our model. Results and Conclusions: The results of the PLS‐SEM showed that the total effects of using instant messaging applications on autonomous motivation and L2 achievement were significant but that language anxiety was influenced only indirectly and negatively through language achievement. Also, the PLS‐SEM showed that our results have strong predcitive power indicating support for external validity. Implications: Our results show that instant messaging applications can be used to facilitate interest and achievement and to decrease anxiety. Furthermore, we are contributing to L2 methodological literature by using applications of PLS‐SEM in experimental designs that can help researchers and practitioners of motivational processes. Lay Description: What is already known about this topic: Using WhatsApp and more broadly instant messaging applications are conceived to be motivating in language teaching contextStudies indicate students are inclined toward using these applications in language learningResearch shows that using WhatsApp is easy to apply for language teaching purposes What this paper adds: The study examined the effect of using WhatsApp on language learners' motivation, achievement, and language anxietyA pre‐ and post‐test approach with experimental and control condition has been used to evaluate the effect more accuratelyThe study employs Self‐determination Theory as a theoretical framework for testing a motivational process modelResults show that using WhatsApp predicted the outcomes directly and indirectly Implications for practice and/or policy: WhatsApp can significantly encourage university students to better learning of the language skills especially in times where face‐to‐face communication is limitedWhatsApp is conditioned by the guidance of instructors, their ongoing formative and summative assessmentWhatsApp appears to allow students enjoy their learning process due to the opportunities for collaborative work and constant exchange of content [ABSTRACT FROM AUTHOR]

Inadequate academic functioning among students might be a main cause of the considerable dropout rates, and well-being and achievement problems in higher education. Few studies address the role of motivation for academic functioning. Thus, using Self-Determination Theory, the main goal of this study was to investigate motivational determinants of academic functioning among 406 biology students (mode age 21-25, 69.5% females) from nine higher education institutions in Norway. Data were collected using an online survey and analyzed using Structural Equation Modeling. Results show that teacherś autonomy-support positively predicts autonomous motivation and perceived competence among the students. In turn, autonomous motivation and competence positively predicts vitality, and negatively predicts dropout intentions. Achievement was only predicted by perceived competence. We recommend that instructors adopt an autonomy-supportive teaching style, for example by providing a meaningful rationale when introducing teaching and learning activities, for students to feel more competent and autonomous in their motivation. [ABSTRACT FROM AUTHOR]

The main aim of this study is to test the validity of the Motivation, Engagement, and Thriving in User Experience (METUX) model (Peters et al., 2018) in higher education. We propose a process model in which we investigate how the need-satisfaction of digital learning tools within the interface sphere and task sphere accounts for engagement, learning, and well-being. A total of 426 higher education students drawn from two subsamples participated in this cross-sectional study. A structural equation model shows that interface autonomy and competence satisfaction positively predict task autonomy and competence. Task competence, in turn, negatively predicts focused attention and positively predicts perceived usability and well-being. Task autonomy positively predicts perceived usability and reward. Based on our results, we provide some initial support for the METUX model in higher education. However, more validation work is needed to improve the scale that measures need-satisfaction in the interface and task spheres. Moreover, we find no support for the effect of task sphere on learning. Further investigations are needed into how METUX can be used in domain- and situation-specific contexts to account for increases in engagement, learning, and well-being. Finally, future studies need to include all aspects of the METUX model in order to fully test its validity. [ABSTRACT FROM AUTHOR]

From the lens of Self‐Determination Theory, this study investigated the effects of a mobile application tool for identifying species on biology students' achievement and well‐being. It was hypothesized that the mobile application, compared to a textbook, would enhance feelings of competence and autonomy and, in turn, intrinsic motivation, positive affect and achievement, because the mobile application's built‐in functions provide students with choice and volition, informational feedback, and optimal challenges. Fifty‐eight second‐year students were randomly assigned to use either the mobile application or a textbook for a learning task. Well‐being was assessed before and after the learning task, and intrinsic motivation, perceived competence, perceived autonomy and achievement were assessed after the task. Results indicated that the mobile application, relative to the textbook, produced higher levels of students' perceived competence, perceived autonomy and intrinsic motivation. Further, the mobile application had indirect effects on positive affect through autonomy, competence and intrinsic motivation, and on achievement through competence. [ABSTRACT FROM AUTHOR]

We investigate a model based on Self-Determination Theory (SDT) to predict academic achievement and dropout intentions among biology students in higher education in Norway. Students (n = 754) from a representative national sample participated in this cross-sectional study. The results align with our hypotheses and SDT assumptions. The model explains a substantial amount of the variance in academic achievement and dropout intentions. Specifically, autonomous motivation and perceived competence positively predict academic achievement and negatively predict dropout intentions. Controlled motivation is unrelated to academic achievement and is a positive predictor of dropout intentions. Furthermore, significant indirect effects show that need-supportive teachers and students' intrinsic aspirations positively predict academic achievement and negatively predict dropout intentions, via autonomous motivation and perceived competence. We recommend teachers to support students' need for autonomy, competence and relatedness, by providing choice and volition to facilitate autonomous motivation, and give students effectance-relevant feedback and optimal challenges to increase perceived competence. [ABSTRACT FROM AUTHOR]

Background: Understanding student motivational factors such as test anxiety and science confidence is important for increasing retention in science, technology, engineering, and math (STEM), especially for underrepresented students, such as women. We investigated motivational metrics in over 400 introductory biology students in Norway, a country lauded for its gender equality. Specifically, we measured test anxiety and science confidence and combined students' survey responses with their performance in the class. Results: We found that female students expressed more test anxiety than did their male counterparts, and the anxiety they experienced negatively predicted their performance in class. By contrast, the anxiety male students experienced did not predict their performance. Conversely, men had higher confidence than women, and confidence interacted with gender, so that the difference between its impact on men's and women's performance was marginally significant. Conclusions: Our findings have implications for STEM instructors, in Norway and beyond: specifically, to counter gender-based performance gaps in STEM courses, minimize the effects of test anxiety. [ABSTRACT FROM AUTHOR]