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Academic procrastination refers to individuals' unnecessary postponement of their coursework and is harmful for academic performance. When situated in self-placed and remote learning environments, students' tendency to procrastinate increases. Therefore, understanding why students procrastinate and identifying who is more likely to delay unnecessarily in online learning environments is an important area to study. The goal of this study was to respond to this call by examining the structural relations between conscientiousness, prior online learning experience, achievement emotions and academic procrastination in online learning environments using structural equation modelling. In particular, two main facets of conscientiousness--proactive and inhibitive--were examined in order to understand which facet was more responsible for procrastination, how each facet was related to procrastination and to determine which facet of conscientiousness should be the primary target for intervention in future experimental research. A total of 746 students from 49 secondary and postsecondary schools participated in the current study. The results showed that the proactive aspect of conscientiousness was negatively related to academic procrastination through the pathway of enjoyment. The inhibitive aspect of conscientiousness was negatively related to academic procrastination through the pathways of negative emotions. Although prior online learning experience did not have a significant and direct association with academic procrastination, it was indirectly related to students' tendency to put off coursework through the pathways of enjoyment and negative emotions. Of all the paths, negative emotions had the strongest associations with academic procrastination in online learning environments. The findings of indirect effects suggest that students with low conscientiousness, the inhibitive aspect in particular, and few prior online learning experiences are more likely to procrastinate in online classes possibly owing to the suboptimal emotional experiences aroused during their learning processes.

This study examined changes in teachers' perceptions of external barriers, internal barriers, and their integration of digital educational resources across two years through variable-centered and person-centered approaches. Participants included 301 in-service middle and high school teachers from 18 schools in the United States. The results of variable-centered approaches showed some significant changes in external barriers and teacher behavior but not in internal barriers. However, person-centered approaches revealed that perceived changes in external barriers significantly predicted nuanced changes in the patterns of teachers' educational digital resource integration and their beliefs about technology. As teachers perceived a stronger technology vision and commitment to professional development in their school environments, their personal practices and beliefs shifted together.

The purpose of this study was to examine how pre-service teachers' competence beliefs, value beliefs, pedagogical beliefs, and their intention to integrate technology were related to one another. The sample was composed of 137 pre-service teachers from 22 schools in Taiwan. Using path modeling, the current study found that there was an interaction between competence and pedagogical beliefs. The relations between pedagogical beliefs and teachers' intention to integrate technology were only significant when competence beliefs were low. These findings highlight the interdependent nature of teacher beliefs and suggest that pedagogical beliefs are not necessarily an internal barrier for teachers' technology integration as long as competence beliefs are high.

Students' academic motivation is malleable in nature and can change over time. Variable-centered research can detect general changes in motivational variables. Recent studies have shown that learning behaviors are driven by a combination of motivations, resulting in distinct motivational profiles. Person-centered studies can detect nuanced changes in students' motivation profile memberships. Examining the nature of profile shifts could be the key to support long-term development of academic motivation. The purpose of this study was to investigate how high-school students' academic motivational profiles changed across 2 academic years and how school belongingness and achievement feedback influenced their motivation profile memberships. Latent transition analysis of responses from 1,670 high-school students revealed 6 motivational profiles: "amotivated," "externally regulated," "balanced demotivated," "moderately motivated," "balanced motivated," and "autonomously motivated." Pairwise logistic regression results showed that high-school students' sense of school belongingness and their prior achievement level significantly predicted their motivation profile membership in the 2nd year, controlling for their 1st-year membership.

The purpose of this study is to examine the relationship between competence beliefs, value beliefs, pedagogical beliefs and teachers' technology integration. The sample includes two hundred and five in-service teachers from 121 schools in Taiwan. Using the latent moderated structural equations approach, this study finds that there is a synergistic interaction between competence beliefs and traditional pedagogical beliefs. The negative effect of traditional pedagogical beliefs on technology integration is amplified when competence beliefs is at an extremely low level. On the contrary, the maladaptive nature of traditional pedagogical beliefs is neutralized when the level of competence beliefs increases. Value beliefs in terms of perceived interest and usefulness significantly predicted technology integration. However, when controlling for the effects of these beliefs, constructivist pedagogical beliefs and perceived cost are not significant predictors. These findings revealed that the additive effect model commonly seen in the literature is short of capturing the complexity of teacher beliefs about technology integration. Stakeholders are suggested to devote their resources to foster competence and value beliefs about technology integration instead of pedagogical beliefs.

In this study, researchers designed and implemented a 1-year professional development (PD) program that focused on supporting teachers in evaluating and selecting digital learning contents. Participants in this investigation included 109 teachers who consented to the study amongst a total of 171 teachers from five school districts across central Ohio. In addition to their participation in the PD program, they completed surveys, interviews, and self-reflections in this mixed-method study. The results revealed that teachers' perceived TPACK increased over time throughout the PD program, suggesting that training teachers to evaluate digital contents can be an effective PD model to improve teachers' capacity in learning technology integration. The PD program was especially effective for teachers with less prior experience in technology integration or related training. Mathematics teachers, in comparison to teachers from other disciplines, began with low TPACK; however, these initial differences gradually diminished over the course of the PD program. In terms of their motivation in digital content evaluation, teachers' expectancy for success increased significantly while their task values remained medium high. The qualitative analyses provided additional insights and revealed design suggestions for success in future PDs.

Research has focused on the significance of social presence in online learning. However, peer interaction does not always result in positive emotions and feelings; it can trigger tension, distress, and anger within a learning community. Therefore, conflictual presence, as a carrier of negative valence within presence, is also a critical element when it becomes inimical to online discussions. Drawing upon the socially situated identity theory and using discourse analysis, this study presents an authentic case where conflictual presence, social presence, and identity negotiation were intertwined throughout the entire life of an online learning community. Findings reveal that students craft their discourses to fashion themselves as a certain kind of facilitator and participant. Implicit and explicit identity negotiation is ubiquitous in discursive interactions and can lead to tension and conflictual socio-relations at times.

The purpose of this study is to examine the relationship between competence beliefs, value beliefs, pedagogical beliefs and teachers' technology integration. The sample includes two hundred and five in‐service teachers from 121 schools in Taiwan. Using the latent moderated structural equations approach, this study finds that there is a synergistic interaction between competence beliefs and traditional pedagogical beliefs. The negative effect of traditional pedagogical beliefs on technology integration is amplified when competence beliefs is at an extremely low level. On the contrary, the maladaptive nature of traditional pedagogical beliefs is neutralized when the level of competence beliefs increases. Value beliefs in terms of perceived interest and usefulness significantly predicted technology integration. However, when controlling for the effects of these beliefs, constructivist pedagogical beliefs and perceived cost are not significant predictors. These findings revealed that the additive effect model commonly seen in the literature is short of capturing the complexity of teacher beliefs about technology integration. Stakeholders are suggested to devote their resources to foster competence and value beliefs about technology integration instead of pedagogical beliefs. Practitioner NotesWhat is already known about this topic: Teacher beliefs demonstrate an additive relationship with technology integration.Competence beliefs, value beliefs and pedagogical beliefs are significantly associated with teacher technology integration.What this paper adds: Teacher beliefs demonstrate a multiplicative relationship with technology integration.Competence beliefs serve as a buffer between traditional pedagogical beliefs and technology integration.Perceptions of cost and constructivist pedagogical beliefs are not significant predictors of teachers' intention to integrate technology.Implications for practice and policy: Teachers' beliefs about their capability, interest and the usefulness of integrating technology, not pedagogical beliefs, are suggested to be the reasonable targets for future intervention work.Stakeholders may consider devoting their resources to first support teachers who have strong traditional pedagogical beliefs, low competence beliefs and low values beliefs about technology integration. [ABSTRACT FROM AUTHOR]