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Teaching "out-of-field" is a present obstacle in mathematics education in many countries, and developing professional learning programs aimed at upskilling non-specialist teachers is urgent. A teacher study group was established wherein two non-specialist teachers of mathematics (Years 7-10; aged 12-16) engaged with algebra to develop a deeper understanding of the subject and its teaching. The study group lasted one school year, during which the teachers actively participated in the learning. Multiple data sources were collected, including reflection forms, open-ended questionnaires, and a storytelling form. Analysis of the teachers' solutions to a sample of algebra problems and self-reports suggests that the study group enabled teachers to acquire new knowledge/skills in mathematics pedagogy, gain a new understanding of how student thinking and understanding develop, adapt new classroom instruction strategies, develop ability/confidence in problem-solving, and develop new knowledge/ability in algebra. The study findings contribute to our understanding of supporting non-specialist mathematics teachers' professional development.

Employment of appropriate study strategies is crucial for academic success. Previous findings on whether use of specific strategies is related to academic performance in real educational settings were inconsistent, and their participant samples were largely restricted to undergraduate students. The current study recruited a large sample (i.e., 4,331 participants) of elementary school students to explore the association between use of specific strategies and academic performance by using multilevel linear regression models, in which two potential confounding variables (i.e., SES and gender) are controlled for. The results showed that after controlling for SES, gender and other study strategies, use of spaced study, rereading and help-seeking positively related to academic performance in elementary school students. However, use of self-testing, highlighting/underlining, note-taking, summarizing, making diagrams, making study plans and studying with friends did not positively correlate with academic performance in elementary school children. Instructors and parents are suggested to encourage children to study by using the effective study strategies, and teach them how to maximize the benefits of these strategies.

An in-depth understanding of student experiences and evaluations of learning analytics dashboards (LADs) is needed to develop supportive learning analytics tools. This study investigates how students (N = 140) evaluated two student-facing LADs as a support for academic path-level self-regulated learning (SRL) through the concrete processes of planning and monitoring studies. Aim of the study was to gain new understanding about student perspectives for LAD use on academic path-level context. The study specifically focused on the student evaluations of the dashboard support and challenges, and the differences of student evaluations based on their self-efficacy beliefs and resource management strategies. The findings revealed that students evaluated dashboard use helpful for their study planning and monitoring, while the challenge aspects mostly included further information needs and development ideas. Students with higher self-efficacy evaluated the dashboards as more helpful for study planning than those with lower self-efficacy, and students with lower help-seeking skills evaluated the dashboards as more helpful for study monitoring than those with higher help-seeking skills. The results indicate that the design of LAD can help students to focus on different aspects of study planning and monitoring and that students with different beliefs and capabilities might benefit from different LAD designs and use practices. The study provides theory-informed approach for investigating LAD use in academic path-level context and extends current understanding of students as users of LADs.

Preparing for high-stakes licensure exams can be daunting for teacher candidates and particularly intimidating for aspiring teachers who speak English as a second language, those with exceptionalities, and members of historically marginalized communities (Petchauer, 2015; Nettles et al., 2011; Tyler, 2011). University-based teacher educators are well positioned to support teacher candidate populations enrolled in or seeking to enroll in teacher education programs. This study explored preservice teachers' experiences engaging in study groups within a supportive learning community. The study groups were facilitated by university-based teacher educators leveraging socio-cognitive strategies to help preservice teachers navigate a high-stake licensure exam. The findings show students who engaged in these study group sessions reported higher affect levels, found the study group structure relevant, and articulated specific strategies for navigating the test in the future.

High requirements for professional training of Defence Specialists were and remain the main guarantee of successful functioning of any military structure. Continuous improvement of the educational process in higher military educational institutions is the basis for its transformation to the conditions of the current situation in the world. In the paper, the authors offer an option to determine the number of classroom hours. This project describes approaches to creating a new, modern system of classroom hours, which ensures the continuity of improving the level of professional competence of higher military educational institutions using the nonlinear mathematical model of Weibull-Gnedenko. Organisational and methodological problems were analysed. Because of the analysis of methodological literature, the points of view of teachers and methodologists are compared on the modern methodological work, and a mathematical model was used that established the relationship between the training level of students and the number of academic hours. The proposed model divides the educational process into initial and main periods. The learning process strengthens in the main period. There is a slowdown at the beginning and end.

Although research on motivational regulation, as an important subprocess of self-regulated learning, has increased considerably in the past two decades, previous findings stem mainly from cross-sectional data and between-person analyses. The aim of this research was to explore the longitudinal associations between self-efficacy for motivational regulation, use of motivational regulation strategies, and satisfaction with academic studies in university students (N = 574). We conducted a four-wave study at one-semester intervals and used random intercept cross-lagged panel models (RI-CLPMs) to distinguish between-person associations (regarding stable interindividual differences) from within-person associations (regarding processes of intraindividual change) of the variables. At the between-person level, higher self-efficacy for motivational regulation was associated with more frequent use of motivational regulation strategies. Additionally, both motivational regulation constructs were positively associated with satisfaction with study content and satisfaction with coping with study-related stress. At the within-person level, we found significant negative cross-lagged effects of self-efficacy for motivational regulation on strategy use, but not vice versa. Furthermore, we found significant positive cross-lagged effects of self-efficacy for motivational regulation on both satisfaction dimensions, but not vice versa. With regard to the cross-lagged effects between strategy use and both satisfaction dimensions, the respective reciprocal associations were not statistically significant. These findings provide initial evidence for the relevance of changes in self-efficacy for motivational regulation in predicting changes in the frequency of motivational regulation strategy use and in satisfaction with academic studies. Furthermore, they accentuate the importance of disentangling between-person from within-person associations in research on self-regulated learning.

This research aimed to examine the meanings attributed to the concept of studying in line with the opinions of university students. As one of the qualitative research methods, phenomenology design was used. Convenience sampling technique was used to determine the study group. 353 senior university students, studying at Inonu University in the 2020-2021 academic year, were included in the study. Data were obtained with a form containing an explanation about the research and metaphor that was sent to the students electronically. The content analysis technique was used in the deciphering of the data obtained in the study. Results showed that the university students produced 191 different metaphors about the concept of lesson studying. When the metaphors created by university students were categorized thematically, 14 different categories were identified. In terms of frequency, metaphor concepts are grouped under categories such as being painful, enlightening the future, being a basic need, being dependent on labor, being instructive, addictive, obtaining a product, being a task, entertaining, being the key to success, being comforting, beneficial, being continuous and valuable. It was found that almost twenty-five percent of university students perceive studying as torment and torture. At the end of the research, suggestions were made on the subject in line with the findings.

Using a randomized control trial design, this study examines the extent to which a comprehensive college transition program (CCTP) shapes students' time-use during their first 3 years in college. The CCTP provides comprehensive student-centered support as well as a generous scholarship. We compare students who had access to the CCTP with those who only received the scholarship. Findings indicate that both student groups spent similar amounts of time working for pay, studying, and on social media, and time-use had no differential bearing on college GPA by treatment status. In an exploratory analysis of program components, we find correlational evidence that academic-related interactions with faculty are positively associated with hours spent studying. We consistently find that the strongest predictor of time-use in college is how students spend their time in high school, suggesting that interventions aimed at shaping students' time-use may be most effective if they are targeted at students' precollege years.

The importance of psychological factors is manifested in the ability of students to acquire knowledge, gaining skills, perception of educational information, attitude to others, mutual understanding with people around. Taking this into consideration, the purpose of the academic paper is to study the basic aspects of the development of teachers' professional competence in the context of transformational processes in education. Such methods as: theoretical analysis, description, comparison, synthesis, grouping, measurement, observation and experiment, have been used in order to achieve the purpose and objectives outlined in the academic paper. It has been established that the motivation of students to carry out educational and professional activities is a set of psychological factors, through the influence of which the interconnection between the motivation and desire of the student to study is conducted. In the course of the investigation, it has been found that the influence of psychological factors is quite effective in the case of motivating students to study. It has been proven that increasing the motivation of students to study is possible through: a common learning environment in the students' collective; students' participation in discussions, conferences, competitions; work in groups; application of innovative technological methods of studying educational material.

The purpose of this study is to examine the experiences of students who are actively engaged in sports. The study seeks an answer to the following questions: "To what extent do students who engage with sports maintain a balance between their school life and sports life? The study is based on a qualitative study focusing on the lived experiences of sports athletes. The data collection process consists of interviews and written reflections. During the analysis of the narrative stories, two themes were identified relating to the experience of being a student-athlete: Maintaining a balance between sports life and school life was the main theme that emerged in the study. This was followed by the second theme of support and mentorship of teachers, family, and friends.

Examination weeks are the peaks of an academic year. The paper-and-pen test determines whether the learners are able to attain the specific educational standards set by the pedagogical curriculum they follow. The study wants to determine the pre-examination study preparation and its effect on the summative test score in general mathematics of grade 11 senior high school students of Dr. Carlos S. Lanting College. This study centers on two factors, the frequency and strategy of the student used on their pre-examination preparation. The descriptive and quantitative method of research is used in this study. As a results and conclusions in terms of pre- examination frequency, majority of the grade 11 senior high school students allotted one day (69.30%) before the examination 30 minutes to one hour (52.60%) as review time. The most preferred pre-examination study strategy of the respondents is rereading their textbooks and/or lecture notes (3.37 frequently). There is no significant positive correlation between the pre-examination study frequency and the summative test results, there is a significant positive correlation between Tracks and the summative test results and between the study strategy (rereading textbooks/lecture notes, and seeking assistance to parents) and the summative test results of the Grade 11 senior high school students of Dr. Carlos S. Lanting College. Lastly, avoid cramming, students spend at least three days of review before the examination for a better learning in a well managed time and engage their selves to the most significant favored review strategies that will give an impressive test results.

This study examined the effects of shadow education on high school students' creative thinking and academic achievement in mathematics. Data from the Seoul Education Longitudinal Study were used for the analyses, including descriptive statistics, path analyses, and multiple group analyses. The results reveal that shadow education negatively influenced students' creative thinking in the long term, but positively affected academic achievement in mathematics in the short term. Furthermore, students who increased their hours of participation in the following year were more likely to present stronger effects of shadow education on creative thinking and weaker effects of shadow education on academic achievement. In considering the findings, mathematics educators, parents, and policymakers should not neglect shadow education when developing educational plans.

This article presents a case-study of two distance learning courses, in order to address the question of universal adoption of mobile devices and applications by students, and the impact of these devices in personal learning environments (PLEs). First, a critical discussion of the value of these concepts in the current technological context was carried out, followed by an analysis of their impact on educational use, based on data collected in online courses on physics and statistics at Universidade Aberta, the Portuguese Open University. The results indicated that all students have adopted mobile learning, and the make-up of an individual's PLE depends more on the learning resources available rather than on gender or age. These findings can help provide more efficient ways to implement learning by connecting current social needs to learners' mobile PLEs, particularly when flexibility of time and space are of utmost importance. Further studies at the Portuguese Open University will address a larger and more balanced sample of students across more course units.

Human Anatomy and Physiology I is a rigorous course where developing strong study habits poses a challenge that many students have difficulty overcoming. In an attempt to help students better prepare for exams and improve their overall performance, we introduced incentives for participating in study groups. Here we examine the possible impact these study groups had on exam and course grades of students who participated in study groups versus those who did not, as well as the students' overall attitudes on incorporating these groups into their study habits. Students reported that participation in study groups was a positive experience that helped keep them on track with their material as well as aiding them in preparing for exams. Our goal was to help students develop good study habits that will set them on a path to success in their subsequent coursework. In addition, we anticipated that students would recognize the value of working in groups and strengthen their learning networks and sense of learning community.

Students taking developmental mathematics often struggle with dedicating adequate time to engage with material outside of class. The institution in this study requires participation in out-of-class support and has utilized a variety of models of support. The goal of these support programs is to increase the pass rates for students and aid in the development of study skills that can be transferred to other coursework. The purpose of this study was to compare the academic attainment and study skill development for developmental mathematics students participating in a structured peer study group compared to students who did not participate.

Mathematics and English are essential subjects of the education system globally, as they provide skills for everyday human life. Mathematics and English are core subjects in the senior secondary education program in Botswana. The performance of students in Botswana in mathematics and English over the years has been poor. Most students travel long distances to school and have to return home every day. The distance to school and the hours after school for studying may contribute to the poor performance of students in these subjects. This quantitative study determined the influence of the distance to school and after school study hours on the performance of senior secondary students in mathematics and English in Botswana. Data were collected through a survey of a random sample of 168 students learning mathematics and English in senior secondary schools in Botswana. Findings of analyses of variance indicated that study hours after school and the distance to school have a significant influence on the performance of students in mathematics, whereas no influence was determined on student performance in English. Further, Post Hoc analysis determined that the long travelling distance and low number of hours of after school study had a sizeable adverse influence on student performance in mathematics. To improve student performance in mathematics, it was recommended that stakeholders should ensure that students stay closer to school and had better, more reliable transport. The former can be achieved by increasing the amount of hostel accommodation in schools.

This study was conducted to meta-analytically investigate the influence of teaching vs. no teaching expectancy on the learning effects of teaching after preparatory learning. A meta-analysis of 39 studies revealed that a weighted mean effect size for the effect of teaching after studying with or without teaching expectancy vs. merely studying without teaching expectancy on one's learning was g = 0.27, 95% CI [0.15, 0.39]. Most importantly, teaching vs. no teaching expectancy significantly moderated the learning effect of teaching: The learning benefit of teaching after studying with teaching expectancy was nearly medium, g = 0.48, 95% CI [0.34, 0.63], whereas that of teaching after studying without teaching expectancy did not significantly differ from zero, g = - 0.02, 95% CI [- 0.14, 0.11]. This moderator effect was independent of the effects of two possible confounding factors: comparison treatment (the use of a sophisticated or unsophisticated learning strategy) and teaching mode (teaching in written or unwritten mode). An additional meta-analysis of 14 studies also found that the effect of teaching after studying with teaching expectancy vs. merely studying with teaching expectancy on one's learning was significantly greater than zero, g = 0.38, 95% CI [0.17, 0.60], ruling out the possibility that the effectiveness of learning by teaching after studying with teaching expectancy is entirely attributable to the learning effects of preparing to teach (i.e., merely studying with teaching expectancy). These findings suggest that preparing to teach catalyzes learning by teaching.

While most of the research on gender and subject level differences has been conducted with same group of students studying different subjects, these differences have been comparatively less examined at college/ university level among postgraduate students enrolled in different study domains. This paper presents the results of the multivariate analysis of covariance of motivation beliefs of the 368 postgraduate students in five different subject areas at a public university in Lahore Pakistan. A Questionnaire was developed by adapting scales from Motivated Strategies for Learning Questionnaire (MSLQ), to measure the motivational beliefs of students. The results of the study indicated that males and females have different levels of motivational beliefs with females being more test anxious and extrinsically motivated than males. These beliefs also varied across different disciplines of study and significant department wise differences were revealed in the motivational components of task value and test anxiety.

This study examines gross anatomy students' perception of lecture and the value of lecture based on student performance. Following a single lecture, students (n=85) completed a questionnaire asking about their perceptions of lecture using a 1(low) -- 10(high) rating scale and a five question, multiple-choice quiz. Students later answered these questions on the block exam. Students rated how much they learned during traditional lecture (m=5.24 ± 1.7), how much lectures guided their study (m=6.78 ± 2.1), and importance of lecture attendance (m=6.48 ± 2.2). Recall on the post-lecture quiz was poor (52.47% ± 26.5) but significantly improved on the exam (85.65% ± 21.7); z= -6.91, p<0.0001. This indicates that students who attended the lecture place intermediate to high value on some aspects of lecture, but do not immediately recall lecture information. This implies a disconnect between students perceptions of lecture and the benefits they may actually receive from lecture attendance.

The Program for International Student Assessment (PISA) by the OECD measures student study time during formal school periods and during periods of out-of-school-time (OST). The purpose of these items is to account for differences in country to country achievement levels. However, analyses of the impact of additional study time on student achievement have produced conflicting results across countries. While more time given to a school subject within formal school is positively related to achievement in that topic, more time spent on OST is negatively related to average achievement between and within countries. The paper proposes a reconceptualization of OST and achievement by integrating theoretical frameworks of study time, student abilities, and student feelings of efficacy. The results of a descriptive and conceptual analysis of a set of new survey items in the 2015 PISA for 22 countries shows that students benefit from additional study time by having increased feelings of efficacy in a school subject (such as science) but not in measurable levels of achievement. While country to country levels OST participation rates are different, the patterns of relationships between OST participation, student achievement, and attitudes are similar.

Science education as a part of STEM education is becoming important not only for the future success of the individual but also for the economic development of the nation. This study explores the global pattern of extended education and its impact on learning outcomes in the area of science. First, the study found substantial national differences in access to afterschool science programs. Children and youth in developing countries generally lack opportunities to learn science after school, which was found to predict PISA 2015 science achievement in this study. The study suggests that inequality in extended education among countries requires urgent attention, as does inequality within countries. Second, the study found a negative relationship between additional study time for science and PISA science performance at the national level. Regarding this finding, it is speculated that the content of learning during additional study time differs from that of higher-order learning experiences measured by the PISA science test. The result may also be explained by the argument that the purpose of additional afterschool study is usually remedial lessons and/or test preparation. This cross-national research will provide insights to policy makers who intend to find global patterns in extended education, develop policy direction at the global level, and offer advice to national governments.

Just as social media created a new language that causes a rift in understanding between many adults and adolescents, so too has the use of technology in classrooms. The author, Ana Homayoun, an educational consultant, spends much of her time helping young people harness the power of technology to improve their organization and time-management skills. Homayoun realized through her work with students and teachers that although teachers went to great lengths to make sure students knew how to use programs to help with note taking and information retention, such as Notability and Microsoft One Note, they had not done anything to help students come up with strategies for organizing files and managing workflow. This article discusses study and workflow strategies for helping students get more organized through the use of written planners and digital folders.

Decades of research produced inconsistent findings on whether study time can lead to achievement gains in mathematics. Data generated by more than six thousand students from three different countries who solved more than 1.1 million problem sets using a dedicated mathematics software are analyzed regarding the effect of study time on students' achievements in mathematics. Results showed that more study time led to higher performance scores in mathematics. Further analyses revealed that low-performing students in the first school year (2017-2018) who increased their study time in the following year (2018-2019) revealed greatest gains in performance in the same school year (2018-2019) and even in the year after (2019-2020). Finally, results replicated previous observations of robust performance scores within students over the three school years, with performance scores in 2017-2018 predicting those of 2018-2019 which predicted those of 2019-2020. These results support the idea that students, in particular low-performing students, can boost their academic abilities to upper levels when increasing their study time.

Learners' monitoring judgments during reading are based on a variety of cues, and the roles of task features in promoting and constraining judgment accuracy are beginning to be understood. This work examined task and item characteristics influencing adults' monitoring of performance during reading and study tasks. In Study 1a, adults (N = 242) read an expository text, provided text ratings, completed comprehension items, and provided confidence judgments during testing. Readers' text complexity ratings predicted their item-level confidence, while their ratings of interest and cohesion predicted their bias scores. In Study 1b, the roles of linguistic features in predicting item-level monitoring estimates were examined using the comprehension items (item n = 23) from Study 1a. Selected item features, including length, ease, density, concreteness, and meaningfulness, were examined. Item ease significantly predicted item-level bias, while ease, density, concreteness, and meaningfulness predicted item-level confidence. Study 2 (N = 68) applied similar procedures to examine the effect of item feedback on the contributions of item features to learners' monitoring. Participants were randomly assigned to one of two item feedback conditions. Item density emerged as a significant predictor of item-level confidence, but only for those who first received item-by-item correctness feedback followed by massed feedback. Implications for future research are discussed.

Background: Many students use laptops in the classroom to take notes; however, even when laptops are used for the sole purpose of taking notes they can negatively impact academic performance. Objective: The current study examined state-dependent effects, and the potential for a match in note taking and quiz taking methods to improve quiz performance. Method: Participants were placed into a congruent (take notes by hand and complete the quiz by hand or take notes using a laptop and complete an online quiz) or an incongruent condition (take notes by hand and take an online quiz or take notes using a laptop and complete the quiz by hand). Results: The results revealed that participants who took notes by hand performed better on the quiz overall, and better on conceptual questions, then students who took notes using a laptop. We failed to find evidence for state-dependent effects. Conclusions: The current study suggests that taking notes by hand may improve how students encode material, and result in higher quality external storage used by students when studying for quizzes. Teaching Implications: Reinforcing the notion that taking notes by hand may benefit quiz performance for lecture-style information and could improve student performance in class.

The purpose of this research was to examine the relationship among the general, academic procrastination behavior of music teacher candidates, attitudes of test anxieties in terms of gender, grade levels and weekly study hours. The study was designed as relational correlational survey method. The sample of the study consisted of totally 73 teacher candidates who attended to 1st and 4th grades of Music Education Department in Education Faculty of Adnan Menderes University during the fall semester of 2016-2017 academic year. In the study, three kinds of data collecting instruments were used: General Procrastination Scale which was developed by Lay (1986) and The Turkish reliability and reality studies were done by Balkis (2003), Academic Procrastination Scale which was developed by Çakici (2003) and Westside Examination Anxiety Scale which was developed by Driscoll (2009) and Turkish validity and reliability studies were conducted by Totan & Yavuz (2009). Results showed that men had more academic procrastination and lower text anxiety scores than women. Seniors were more likely to display both general and academic procrastination behaviours than freshmen. Significant and moderate positive correlations were found between academic procrastination and general procrastination tendencies (r=0.50, p<0.05); and also between academic procrastination and test anxiety (r=0.56; p<0.05).General procrastination tendency and test anxiety together predicted nearly half (45%) of academic procrastination tendency.

This study aimed at assessing the level and determinants of students' vulnerability to attrition in Arba Minch University, Southern Ethiopia using a random sample of 547 students. The study revealed that, out of 547 sample students, 207 (38%) students were found highly vulnerable to attrition, 51 (9%) students were moderately vulnerable and the remaining 289 (53%) were not vulnerable. From highly vulnerable categories of students, 132 (64%) were female, while 75 (36%) were male students. With respect to place of origin, out of 207 highly vulnerable students, 119 (57%) of students were from rural areas where as 88 (43%) of students were from urban areas. In addition, 40% of students who were placed to a study program without their interest were highly vulnerable. The study also revealed that first year students are more likely vulnerable to attrition than second and third year students. Logistic regression result revealed that gender, students' satisfaction, study hours, monthly income and faculty of study significantly affect students' vulnerability to attrition. So, to reduce the number of unfinished degrees and reduce vulnerability to attrition, leaders of higher institution should give due attention to students' program placement, tutorials for female students and provision of better student services.

During the past decade, web-based distance education has created a profound impact on education and learning. It has increased access and expanded educational opportunities of many students. The National Center for Educational Statistics reported that over 50% of post-secondary institutions now offer a number of web-based courses. Peterson's Guide to Distance Learning programs reported that over 75 programs in criminal justice or criminology. Although increasing number of courses are being offered through the web-based distance modality, it is however important to determine the perceptions of students to its use. The study therefore attempted to determine the perceptions on web-based distance education by students in the justice studies department at a Historically Black University. The Chi Square and correlational analysis revealed that age-group, gender, year in school and study time were statistically significant. A binomial regression with student's major as the outcome was most robust with an R-Square of 0.522. Gender, study time and year in university were statistically significant at the 0.05 level and having done a web-based distance course. There was therefore a statistically significant variation in the perceptions of the students in justice studies towards web-based distance education.

The testing effect--the power of retrieval practice to enhance long-term knowledge retention more than restudying does--is a well-known phenomenon in learning. However, retrieval practice is hardly appreciated by students and underutilized when studying. One of the reasons is that learners usually do not experience immediate benefits of such practice which often present only after a delay. We therefore conducted 2 experiments to examine whether students choose retrieval practice more often as their learning strategy after having experienced its benefits. In Experiment 1, students received individual feedback about the extent to which their 7-day delayed test scores after retrieval practice differed from their test scores after restudy. Those students who had actually experienced the benefits of retrieval practice appreciated the strategy more and used it more often after receiving feedback. In Experiment 2, we compared the short-term and long-term effects on retrieval practice use of individual performance feedback and general instruction about the testing effect. Although both interventions enhanced its use in the short term, only the individual feedback led to enhanced use in the long term by those who had actually experienced its benefits, demonstrating the superiority of the individual feedback in terms of its ability to promote retrieval practice use.

Academic procrastination is understood as the postponement of academic tasks despite the possibility of negative consequences, with an estimated 46% of undergraduate students and 60% of graduate students regularly engaging in this behavior. The purpose of the present study was to contrast procrastination behavior on specific academic tasks (writing term papers, studying for exams, keeping up with weekly readings) between undergraduate (n = 354) and graduate students (n = 816), as well as examine the perceived reasons for this procrastination behavior. MANOVA results showed that undergraduate students reported greater perceived prevalence of procrastination than graduate students with respect to studying. Principal component analyses further revealed different components for undergraduate and graduate students, including fear of failure and task aversiveness for undergraduate students, and fear of failure and lack of assertiveness for graduate students.

This study investigated students' use of the central library of the University of the Punjab in Lahore, Pakistan, including the effect of various demographic and academic characteristics on the utilization of library services. The study also examined library users' methods of finding information sources and their perceived importance of the academic library as a place. A validated, self-administered questionnaire was distributed to 400 library users in eight different library locations. Of 400 questionnaires, 317 responses were submitted, for a response rate of 79 percent. The findings indicated that students frequently visit the library for an academic reading environment and a quiet zone for individual study. Overall, many factors influence library use, including both demographic and academic characteristics. Respondents perceive the value of the library as a place for learning, deep thinking, and information-seeking, and they regard the library's collection as important. The university library could apply these insights to strengthen library services and provide more places for learning and study. This article's findings will also prove useful to other Pakistani regional academic libraries considering use patterns and future areas for service development.

The aim of this research was to study the dynamics of fourth graders' perceived social support for schoolwork and to examine how this support contributes to their study engagement. Social support was hypothesised to be positively associated with higher levels of study engagement. Moreover, social support from teachers and guardians was hypothesised to be associated with social support for schoolwork among peers. Differences between genders were studied in relation to perceived social support and study engagement. Structural equation modelling was used to test the hypotheses with cross-sectional survey data from 2400 fourth grade students from Finland. They were 10 years of age on average. The results indicate that social support from teachers and among peers has stronger effects on study engagement compared to support from guardians. Moreover, it was found that social support from teachers and guardians is associated with the social support that students share among their peers. Girls were found to be more engaged in studying and to experience more social support from teachers and among peers compared to boys. The perceived social support from teachers was found to be partly determined by the class group to which the student belongs. These results suggest that by providing emotional and informational support for their students, teachers might be able to promote students' study engagement, as well as such peer interaction that further enhances the students' study engagement.

Many students use ineffective learning strategies. They tend to start too late and learn in a superficial way, without integrating different parts of the study materials. To help students in "Psychological Assessment in Youth" overcome these problems, we designed online study-aids to spread their learning over the semester (distributed practice) and provide them with self-test questions (practice testing). Study-aids covered the last week's course readings and consisted of 10 to 15 questions presented in several stimulating closed formats (e.g., connecting one theory with another, or filling out norm scores in a bell curve). Participation was voluntary and promoted using an incentive system. The study-aids were evaluated in two cohorts of students (2018: N = 94; 2019: N = 84). Participation was good: 79% of the students completed the study-aids (range 69-85%). Satisfaction was high: most students indicated that the study-aids supported their studies well (89%). Exam performance improved significantly upon introduction of the study-aids (comparison cohort 2017: N = 69), although more so for the midterm exam (r = 0.47) than for the final exam (r = 0.17). These findings suggest that online study-aids can stimulate effective learning by helping students distribute and self-test their learning.

Retrieval practice enhances the learning of educational materials, and prior work has shown that practicing retrieval can enhance learning as much as or more than creating concept maps. Few studies have combined retrieval practice with other learning activities, and no prior work has explored whether concept mapping and retrieval practice might produce especially robust effects when the two activities are combined. In two experiments, students studied educational texts and practiced retrieval (by freely recalling the texts), created concept maps, or completed both activities. In the combined-activity condition, students studied and created concept maps prior to practicing retrieval. On a 1-week delayed assessment, practicing retrieval enhanced learning relative to creating concept maps. Surprisingly, combining concept mapping and retrieval practice failed to produce any benefit over retrieval practice without concept mapping, even though students in the combined condition spent substantially more time engaged with the materials than did students in single-activity conditions.

Encoding variability refers to the situation in which repeated items are processed in different ways on each presentation. Superior memory performance resulting from encoding variability is sometimes argued to underlie important phenomena in human memory such as the spacing effect. However, the memory benefits of encoding variability are often elusive. Here we investigated encoding variability in ten experiments in which participants studied words with the same or different orienting tasks across repetitions. We have found the benefits of variable encoding to depend on the number of learning cycles and the retrieval demands at test. These results are interpreted in light of a distinction between different components of memory representations established at study, suggesting that encoding variability promoted via different orienting tasks--as implemented in the present study--fosters more elaborate encoding of semantic features. This augmented semantic component benefits memory performance only when a memory test is used that taps predominantly semantic features of memory representations, minimizing the role of contextual and relational factors.

The main objective of the paper is to investigate the determinant factors affecting the academic performance of regular undergraduate students of Arba Minch university (AMU) chamo campus students. To meet the objective, the Pearson product moment correlation statistical tool and econometrics data analysis (OLS regression) method were used with the aim of establishing the relationship between factors related to student's background and family background on academic performance of regular undergraduate students at Arba Minch university chamo campus students. The findings proved the existence of significant relationship between gender difference, university entrance exam, studying hours and academic performance (CGPA). The findings also revealed that there was a significant relationship between students former academic back ground,studying hours, and student's behavior on taking of alcoholic drug and chat on academic performance of students. On the basis of the findings, the researcher recommended that emphasis should be taken to improve the academic performance of female students, working at the ground with high school students earlier before they joined in to university and Providing Psychotherapy and supporting alcoholic drug and khat taker students to end the use such drug and Khat will bring more fruit to improve students' academic performance.

Research has revealed the positive effects of flipped classroom approaches on students' learning engagement and performance compared with conventional lecture-based classrooms. However, because of a lack of out-of-class learning support, many students fail to comprehensively prepare the provided lecture materials before class. One promising solution to this problem is recommendation systems in the educational area, which have been instrumental in helping learners identify useful and relevant lecture materials that satisfy their learning needs. Thus, in this study, we propose a summarized lecture material recommendation system, which is integrated into an e-book reading system as an enhancement of the flipped classroom approach. This system helps students identify pages that contain essential knowledge that must be thoroughly studied before class. The proposed system was constructed on the basis of our previous work. In this study, a quasi-experiment was conducted in a graduate course that implemented the flipped classroom model: experimental group students learned with the proposed system, whereas the control group students had no access to the additional features. The findings of this study suggest that students who learn with the proposed recommendation system significantly outperform those who learn without the system in a flipped classroom in terms of their learning outcomes and engagement in preclass preparation.

Retrieval enhances subsequent memory more than restudy (i.e., the testing effect), demonstrating the encoding (or reencoding) effects of retrieval. It is important to delineate the nature of the encoding effects of retrieval especially in comparison to traditional encoding processes. The current study examined if the level of retrieval, analogous to the level of processing during encoding, has an effect on subsequent memory. In 4 experiments, participants studied short lists of words, each followed by a retrieval or restudy trial. A final free recall test was given at the end of the experiment. The level of retrieval was manipulated by asking participants to retrieve words with a semantic or phonemic cue in the retrieval trial. In order to isolate the effects of retrieval per se, the semantic or phonemic cue was also presented in the restudy trial. Experiment 1 manipulated levels of retrieval (and restudy) between subjects while Experiment 2 manipulated levels within subjects. Experiment 3 sought to enhance the levels effect by adding an overt levels judgment, and Experiment 4 sought to rule out an alternative account of the equality of the testing effects across levels by increasing the list length. In all 4 experiments, a robust testing effect was obtained but it was not moderated by level of retrieval, a result supported by a small-scale meta-analysis, which demonstrated an overall effect of levels and testing condition, but no interaction.

Sleep right after studying new material is more conducive to memory than a period of wakefulness. Another way to counteract forgetting is to practice retrieval: taking a test strengthens memory more effectively than restudying the material. The current work aims at investigating the interaction between sleep and testing by asking if testing adds to, neutralizes, or decreases the effect of sleep on memory? We tested this in one pilot and one experiment by manipulating the timing of the practice test as well as whether practice was followed by sleep or wakefulness when learning foreign language vocabulary. Taking a delayed practice test significantly reduces forgetting for both the sleep and the wakefulness group. An immediate practice test, in contrast, had no such effect; here we find the standard beneficial sleep effect. However, the immediate practice test leads to higher recall in the final test in comparison to a delayed practice test, but only for the sleep group. Practical recommendations imply two things: first, if students study in the evening, they should test themselves immediately after learning. Second, if students study during the day the practice test should be delayed in order to reinforce memory and reduce forgetting of the material.

Currently, limited data are available on student retention rates and attrition factors in online physical education (OLPE) courses. Several early OLPE studies as well as the 2007 NASPE Initial Guidelines for Online Physical Education have suggested that certain prescreening efforts be in place prior to student enrollment in OLPE; however, at present no such empirically sound and theoretically based screening instruments exist. The purpose of the study is to identify online student cognitive characteristics and environmental factors associated with success and/or failure within college online health-related fitness (HRF) courses. Students (N = 821) enrolled in a 16-week online HRF course at a university during the Fall 2017 participated in the study. Data were collected at the beginning of the course with two previously validated research instruments, the Educational Success Prediction Instrument Version-2 (ESPRI-V2) and the Distance Learning Survey (DLS). Results reveled a relationship between course completion and six variables: GPA, class standing, hours worked outside of school, achievement, organization and study environment). The full model containing all predictors was statistically significant (X[superscript 2] (6, N = 821) = 94.296, p <0.001), indicating that the model was able to distinguish between students who completed and did not complete the online course. This analysis provides an initial understanding of the unique student characteristics affecting OLPE course completion.

With an increase in technology to mediate learning and a shift to more student-centred approaches, open-ended online assignment tasks are becoming more common in higher education. Open-ended tasks offer opportunities for students to develop their own interpretations of the requirements, and online technologies offer greater flexibility and afford new types of interactions with teachers and other students. This paper presents a study of students' task interpretation and self-set goals in the context of five open-ended online assignment tasks. The findings presented in this paper demonstrate the importance of a high-quality task understanding for goal setting and suggest practical implications for task design and support.

Research on student engagement, study engagement and academic entitlement has followed separate paths. This research examined how the concepts relate to each other among traditional and non-traditional Finnish business students (N = 476). A cluster analysis indicated that students form two clusters. Part-time students, students over the age of 25, students with more than 5 years of work experience and students taking open university courses or studying for a master's degree were more likely to belong to the more engagement-oriented cluster than their comparison groups. Although respondents' student engagement and study engagement scales correlated moderately, only the cognitive engagement dimension of student engagement had a strong correlation with study engagement subscales, indicating that student engagement is a much wider, if somewhat a fuzzy, construct than study engagement. Further analysis showed significant differences between the study and student engagement levels of traditional and non-traditional students.

Sufficient engagement in studying promotes students' academic performance and ability to compete in the job market. In this study, we explore the role of future focus and dispositional awe in stimulating college students' study engagement. To examine our hypotheses, we conducted a questionnaire survey with 237 students from a national college in China. The results indicate that future focus is positively related to study engagement and that self-esteem mediates this relationship. Moreover, the mediating effect of self-esteem is moderated by dispositional awe such that the mediation relationship is weaker when the level of awe is higher. Implications and directions for future research are discussed.

Self-assessment has been portrayed as a way to promote lifelong learning in higher education. While most of the previous literature builds on the idea of self-assessment as a formative tool for learning, some scholars have suggested using it in a summative way. In the present study, we have empirically compared formative and summative models for self-assessment, based on different educational purposes (N = 299). Latent profile analysis was used to observe student subgroups in terms of deep and surface approaches to learning. The results show that the student profiles varied between the self-assessment models. The students taking part in the summative self-assessment group were overrepresented amongst the profile with high level of deep approach to learning. Also, summative self-assessment was related to an increased level of self-efficacy. The study implies that summative self-assessment can be used to foster students' studying; however, this requires a context where aligning self-assessment with future-driven pedagogical purposes is possible.

Quantitative Reasoning for Professionals is a two-semester general education sequence that teaches basic and intermediate algebra through the lens of quantitative reasoning. In this course sequence, we emphasize communication and inference-making while teaching practical algebra skills for students in programs such as business, nursing, and social work. Students placing into this course sequence are statistically at-risk to drop out of college, and our experience indicates that lacking college-readiness skills are a primary factor in this risk. We created a mastery grading system that was specifically designed to promote skills and habits of mind that are associated with retention. With a view toward our pre-professional student audience, we framed these outcomes in the context of a "professional mindset." In this paper, we present the specifics of the professional mindset outcome and the context that led to its definition. We describe the specifics of our grading system and informally report on its failures and successes in promoting a professional mindset in our students.