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This qualitative study aimed to examine the perceptions of students participating in hybrid overseas courses through Zoom application and in-house face to face abroad regarding the development of language skills, digital literacies, cultural adaptation, confidence, and motivation. 96 students engaging in such courses were selected from a pool of 300 individuals using multiple-stage random sampling, with the effect and size of this selection process calculated using G*Power. The researcher utilized semi-structured interview questions, segmented into five distinct components, to delve into participants' perceptions. These interview items were theoretically crafted by the researcher to align with the context of Thai students. Before conducting the interviews, three experts in language education and educational technology evaluated the interview items using the Index of Item Objective Congruence (IOC). Subsequently, the researcher transcribed the interview recordings, facilitating the conversion of raw data into coherent, aggregated units (Coffey & Atkinson, 1996). This transcribed data underwent a coding process and was subsequently organized into overarching themes. The findings unveiled that the participants perceived their engagement in the hybrid courses as significantly beneficial. They considered these programs instrumental in fostering language development, enhancing digital literacy, facilitating adaptation to diverse cultures, and cultivating increased confidence and motivation.

Metacognitive skills are important because they help people develop an understanding of effective strategies. This skill also helps improve one's critical thinking and creative thinking so as to be able to overcome problems in everyday life. The purpose of this research is to train students' metacognitive skills through biology learning using the EAQD-PC learning model (acronym of exploring, analyzing, questioning, defining--peer coaching) which is integrated learning journals (LJ). This research was conducted at the University of Muhammadiyah Bone, South Sulawesi, Indonesia. Using a quantitative research design, 43 students were taught by EAQD-PC-LJ. Metacognitive skills were tested with an essay test three times. Previous essay tests were validated by expert raters and tested on previous batches of students to measure empirical validity and reliability. All tests are valid and reliable. The results of the treatment showed an improvement in students' metacognitive skills through three tests. The findings of this study prove that EAQD-PC-LJ is effectively used to improve students' metacognitive skills through the learning process. Learning journals have an important role as a tool to train students' mastery of concepts and knowledge.

Volunteers are noteworthy youth development professionals in the 4-H program whose training translates into practices that promote positive outcomes among young people they serve. This study explored how contextual and programmatic factors were associated with volunteers' practices of the essential elements with youth. Programmatic influences included breadth of volunteer training, tenure in 4-H whereas gender and age were contextual factors. Results supported associations between breadth of volunteer training and the essential element of mastery; this effect was not found with other essential elements. Also, volunteers' tenure in the 4-H program moderated the relationship between breadth of training and practices promoting mastery, with stronger association between training breadth and mastery for less seasoned volunteers. Moreover, among volunteers reporting greater breadth of trainings in the past year, men reported greater levels of facilitating independence than women, an effect not found across the whole sample. Our findings suggest mastery as a relevant essential element retained in training and applied in 4-H volunteers' practice. Implications are discussed regarding volunteer training content and promotion of responsibilities for both new and seasoned volunteers, as well as consideration for possible effects of differences in gender role expectations influencing the practice of promoting certain essential elements.

Developmental mathematics courses play a critical role in ensuring that students have the foundational mathematical skills necessary to succeed in higher educational mathematics coursework. With the introduction of the corequisite format in recent educational reforms, there has been a growing trend towards transferring developmental mathematics courses to computerized adaptive learning platforms such as computer aided instruction (CAI) and mastery-based learning for developmental math content. While this trend has led to increased accessibility and flexibility for students, it has also raised concerns about the effectiveness in supporting students' acquisition of essential mathematical knowledge, particularly for the students categorized as needing developmental mathematics. In this article, the authors advocate for the use of computerized platforms alongside alternative teaching methods rather than as a substitute for in-person instruction and interaction.

Students are required to master effective sentences to support their writing skills. However, students often struggle with comprehending and constructing effective sentences due to their limited proficiency and competence. This research examines the comprehension of effective sentences through grammaticality judgment tests and its implications for writing instruction. This research employs mixed methods. Two hundred three first-semester students from Universitas Muhammadiyah Malang were selected for research using purposive sampling. Data was collected using grammaticality judgment tests and semi-structured interviews. Data analysis was carried out quantitatively using the Mann-Whitney U Test and qualitatively to describe patterns of findings. The results showed that 57% of students comprehended quite well, and 25% comprehended. Learners' comprehension of effective sentences is predominantly concerned with language efficiency rather than grammatical structure and lack of explicit linguistic knowledge. Effective sentences, especially parallelism, clarity, and explicit linguistic knowledge, are partially understood. The Mann-Whitney U Test shows that first- and second-language students comprehend effective sentences identically. Furthermore, male and female learners are dissimilar in their ability to comprehend effective sentences. Writing learning can emphasise mastery of effective sentences, explicit language knowledge, and collaborative writing based on language acquisition order and student gender. These findings can be applied to writing instruction by improving students' mastery of effective sentences in collaborative writing.

For this study, a training module is designed as an integral component of a professional educational program to include an educational workshop situated in a university classroom, educational research work, and a reflexive activity. A didactic model consisting of five structural and functional blocks, namely, normative-target, conceptual, substantive, technological, and effective evaluative sub-modules were shared during the implementation stage. Results show that professional foreign language competence is a complex component of personal professional development as it has multidirectional components for the implementation of various speech and non-speech actions to achieve both certain personal and communicative goals.

A mixed-methods study was used to determine if an online, mastery-based learning resource was successful in improving content knowledge and retention of critical elements and developmental stages of 16 fundamental movement skills (FMS); a secondary purpose was to determine participant perceptions of their experience with the online resource. Participants (N = 323; motor development (MD) = 94; movement education (ME) = 124; elementary physical education (EPE) = 105) were Teacher Candidates (TCs) in a Physical Education Teacher Education (PETE) Program. Pre- and post-survey data, and pre-, post-, and retention test scores were used to evaluate the program's effectiveness. Paired samples t-tests indicated higher post-test scores for MD ([delta]37.23, p < 0.001, d = 2.32) and ME ([delta]32.12, p < 0.001, d = 1.72). Results from a one-way ANOVA indicated significant improvement and retention of test scores over time, F(3, 331) = 27.761, p < 0.001, [eta-squared] = 0.963. Perceptions of PETE TCs reported positive reactions to the use of the online modules to improve their ability to analyze FMS. Based on these findings, the authors propose that implementing an online, mastery-based resource to analyze FMS may be a positive learning experience for TCs and could lead to long-term content knowledge acquisition of critical elements of FMS.

Background: A large number of studies have established that reading for comprehension in South African schools is comparably poor relative to other Southern African states. Some of these studies confirm that learners' competency in reading in English is lacking when contextualised in a learning environment. Various systemic evaluations were conducted intended to establish the gap in the literacy and numeracy of learners as the average achieved in Grade 3 for reading with comprehension was only 39%. Furthermore, a recent study found that only 19% of South Africa's Grade 4 learners can read for meaning. Objective: To investigate whose reading translates to mastery in English First Additional Language (EFAL) in the intermediate phase. Method: An interpretive paradigm, using a qualitative approach was used. Four teachers from two schools were purposively selected for this study. The research involved the participation of 234 learners in Grade 4 and 152 learners in Grade 5 totaling 386 participants. Results: Teachers in the intermediate phase possess pedagogical content knowledge (PCK) which is strengthened by the subject matter knowledge in the teaching of reading in EFAL. While teachers demonstrate PCK, there is a necessity for enhancing the aspect of imparting knowledge of reading for meaning to learners. Conclusion: Teachers were knowledgeable in demonstrating diverse skills in the teaching of reading for meaning. Contribution: This study generates specific strategies for teachers to exhibit their PCK in developing and improving reading for meaning.

Gamifying educational practices is a trend in the field of education, especially in universities. Knowing which dimensions are significant in active gamified methodologies allows understanding the extent to which a dimension depends on another if there is a correlation between them. Through the GAMEX (gameful experience in gamification) scale, which measures gamified experiences ("Journal of Interactive Marketing," Elsevier 43:98-115, 2018), the aims of this study were to: 1) explore, using the structural equations model, the viability of the GAMEX model formulated to analyse the gamified experience level of university students; and 2) determine the influence of the GAMEX variables on the students' degree of mastery in gamified experiences. The sample was constituted by 405 university students. A structural equation modeling (SEM) analysis was carried from a PLS (partial least squares) approach, using SmartPLS software. The results show the reliability of the different constructs considered in the proposed model. The items presented acceptable reliability levels and strong consistency with the dimensions of the model. The model emphasises the multidimensional character of gamified experience and supports the students' mastery over the different gamified experiences.

Flashcard is viewed as one of the interesting and effective teaching media to teach English in general and vocabulary in particular. To enrich students' vocabulary, flashcards can be used as a personal dictionary for students or as an instrument to play a game applied as a strategy that facilitates active and fun learning. This study aims to solve problems students often face in learning English vocabulary and proves the effectiveness of using flashcards in increasing students' vocabulary mastery. This study employed an action research design, in which a flashcard was employed as the media of team game tournament activities applied as the learning strategy of cooperative learning. This research involved 28 fifth graders at SDN 23 Pangkalpinang. The results show that flashcard use increased students' vocabulary mastery. The mean score obtained by the students in the pre-test is 53.2. It increased to 79.1 in the post-test of the first cycle and to 85.7 in the post-test of the second cycle.

The study was aimed to examine the use of Mobile Assisted Language Learning (MALL) through Cake application in improving speaking skill of grade 6 Bhutanese ESL students and to find out students' learning satisfaction about the use of MALL through Cake. A quasi-experimental research design was incorporated by selecting one section of 30 participants from two sections through a simple random sampling. The quantitative data gathered using pretest, posttest and questionnaire were analyzed and interpreted applying inferential statistics t-test with p < 0.05 level of significance, mean, and standard deviation. Likewise, qualitative data through focus group interview were condensed, coded and analyzed by a theme-based approach. The results based on the pretest and posttest showed that the students' posttest mean score of 13.50 was higher than the pretest mean score of 7.77 with a mean score difference of 5.73. Further, the significant p value was 0.01 which indicated that MALL through Cake was effective in teaching English Speaking. Besides, the findings of questionnaire and focus group interview showed that the students developed much better in speaking skill which was interpreted as a high level of satisfaction; therefore, the use of MALL through Cake application was an effective tool to teach English speaking skill.

The ACRL "Framework for Information Literacy" revolutionized information literacy instruction. It asks librarians to instill in students the higher-level skills to navigate the information landscape. Literature establishes the value of shared faculty ownership of information literacy threshold concepts, but it also documents the potential pitfalls of faculty involvement (Franklin, 2013; Julien & Given, 2002; Lechtenberg & Donovan, 2022; Perez-Stable et al., 2020). This article explores one successful partnership, concluding that instructor-librarian collaboration forged around shared histories and structured by codeveloped objectives positively influences students' receptivity to information literacy concepts. As demonstrated by surveys of those enrolled in the course, students' self-awareness of their own mastery increased as they applied threshold skills learned in class. Although data do not allow us to correlate academic achievement to students' survey responses, aggregate results in both academic work and survey responses suggest that these insights led to greater independence for many students.

As the trend for English as a medium of instruction (EMI) increases, teacher self-efficacy to teach the contents of their teaching materials in an EMI context has become one of the major challenges. This study investigated the self-efficacy of Indonesian non-ELT pre-service teachers to teach in an EMI context. Two Indonesian non-ELT pre-service teachers, in charge of teaching biology and chemistry in English, in a secondary school in Thailand were interviewed to gain an indepth information about their experiences. The data from their teaching reflections and interviews were analyzed using thematic analysis. The study shows that both participants perceived that their self-efficacy to teach in EMI context was quite high despite various obstacles during their teaching practicum. Furthermore, four sources of efficacy information appeared to influence the Indonesian non-ELT pre-service teachers' self-efficacy to teach in the Thailand EMI context. Mastery experience (the personal experience of success) was the most influential source of efficacy information, followed by the other instances of self-efficacy sources including social persuasion, emotional state, and vicarious experience. The implication derived from this study is that the teacher training institutions in Indonesia need to facilitate the pre-service teachers to help them perceive their self-efficacy to teach in EMI context.

Students' perception of teachers' mindset beliefs (TMB) is associated with their school engagement (SSE). Based on SSE's contextual-personal interplay, perceived classroom goal structures (CGS) and students' mindset beliefs (SMB) were considered. Data from 1071 high school students were analyzed. The results show that CGS significantly mediated the negative connection between perceived headteachers' fixed mindset beliefs and SSE. Students who perceived headteachers to endorse more fixed mindset beliefs aligned with classroom performance goal structure (PGS) rather than mastery goal structure (MGS) environments, predicted fewer engagements. SMB played a moderated role. The effect of MGS on SSE was much stronger for students with low fixed mindset beliefs, whereas the effect of PGS on SSE was significant only for students with high fixed mindset beliefs. These findings corroborate SSE's development-in-sociocultural-context theory, indicating the value of inculcating growth mindset among teachers, and the fitness of classroom-student motivational systems to improve adolescents' engagement.

The objective of this study was to examine the development of derivational morphological structures in the productive language of Kuwaiti Arabic (KA)-speaking children. Participants were 512 typically developing Kuwaiti children aged 3;0 years to 7;11 years (243 boys and 269 girls). Five age groups at 1-year intervals were tested; each group was divided into four sub-groups at 3-month intervals. The children were examined using a tool designed to assess structures specific to the KA dialect, and they were assessed by trained research assistants at their nurseries and public schools. There were clear developmental trajectories in the derivational morphological structures studied in KA-speaking children across the five age groups. Results showed that KA-speaking children have not reached mastery level in most of the structures examined in this study. Among the two types of derivations examined, nominal derivations emerged later than verb derivations. Error analysis showed that most errors were morphological, affecting mainly the root. The results of this study enhance our knowledge of early language development in Arabic by showing that nominal derivations develop later than verb derivations. The results are discussed in light of previous cross-linguistic studies, which also found a similar trajectory in terms of morphological development. Further, Arabic morphological theory, as well as implications for practice and the need for further research, is discussed.

Motivation is a key factor for child development, but very few studies have examined child and family predictors of both child task and perceived motivation. Thus, the three aims of this 6-month longitudinal study in preschoolers with global developmental delays (GDD) were to explore: 1) differences between task and perceived motivation in cognitive domain; 2) differences among three domains of perceived motivation: cognitive, gross motor, and social; and 3) early child and family predictors of cognitive task motivation and the three domains of perceived motivation 6 months later. Results indicated that preschoolers with GDD showed higher cognitive task motivation than cognitive perceived motivation, and lower perceived cognitive motivation than the other two perceived motivation domains. Different child and family factors predicted cognitive task motivation and the three domains of perceived motivation. Practitioners should educate caregivers on how to observe children's motivation to enhance children's active participation.

The present study investigated multilevel models posited to predict student approaches to homework. Participants were 1,072 middle school students in China. Results revealed that deep and surface approaches were positively associated with performance-approach. Furthermore, deep approach to homework was associated negatively with homework cost, yet positively with mastery-approach, homework expectancy, and prior knowledge. Surface approach to homework was associated positively with homework cost and parent education, yet negatively with homework expectancy and mastery-approach. Females were less likely to use surface approach to homework than males. At the class level, surface approach to homework was negatively associated with parent education. Implications for homework practice and future investigation are discussed in terms of these results.

Mastery-based assignments typically provide students with multiple opportunities to improve their performance, but getting students to take advantage of these opportunities is difficult. We report on the implementation of a two-part series of nudges designed to improve students' engagement with and performance on mastery-based assignments in high-enrollment, introductory undergraduate courses. Students received one or two email-based nudges for each assignment, providing both decision information and decision assistance. Delivered via email by a digital coaching system that provides tailored support to students, we evaluated the effectiveness of viewing versus not viewing these personalized nudges across introductory courses in mathematics, computer science and engineering over five terms at our large, research-intensive university. We used multilevel modelling with a sample of 30,693 assignment scores nested within 79 assignments and 5349 undergraduate students to explore the relationship between students' viewing the nudges and their scores while controlling for performance in other courses and students' baseline proclivities to read email from the coaching system. We find that viewing versus not viewing nudges is significantly related to improved outcomes. Viewing the first of the two-part nudge series is associated with a 3% increase in scores on average. Importantly, we found a significant interaction with prior academic performance such that students with the lowest average academic performance across all courses are predicted to benefit the most--up to 9%--from nudging. Positive impacts are observed in most courses where nudges were implemented and are found to be most impactful for later versus earlier assignments within a term. We discuss the implications of these results for supporting students' decision-making within mastery-based assignment schemes and suggest future research for tailored nudges to support student success.

One important line of inquiry in educational psychology involves the study of change of individuals' cognitive-motivational processes. The conjunctive use of longitudinal data with latent growth curve modeling procedures has, for example, allowed researchers to identify initial levels and to trace trajectories of theoretical variables such as self-efficacy over time. The study reported in this article proposed a conceptual model that depicted relations between a deep-learning approach, mastery goals and self-efficacy over time. A final sample of 195 second-year university students (100 females, 95 males) took part in this three-wave panel study. We used various inventories to test the initial states and rates of change of the three aforementioned constructs. As an a posteriori analysis, we included prior academic achievement as a possible predictor of change. The results ascertained from our analyses indicate an increase in growth of a deep-learning approach, mastery goals and self-efficacy across the two-year period. Importantly, a posteriori results accentuated the role of prior academic achievement as a predictor of the initial level of personal self-efficacy.

This study aims to see how contextual support, personal mastery, self-efficacy, outcome expectation, and passion influence potential career choices in project management. The demand for project management practitioners is increasing, yet the younger generations are not particularly interested in pursuing this career. A quantitative study was conducted by collecting data from 346 university students and entry-level employees in project management using an online survey. Analyses using SEM have showed that personal mastery positively influences self-efficacy and outcome expectations. Both outcome expectations and passion positively influence career interests. There is no direct relationship between self-efficacy and career interests. The practical implication of this study is to have a better understanding on what influences people in pursuing a career, specifically in project management.

Computer programming is a skill of increasing importance in scientific and technological fields. However, in introductory computer science (CS1) courses in higher education, approximately one in every three students fails. A common reason is that students are overwhelmed by an accelerated and inflexible pace of learning that jeopardizes success. Accordingly, in the computer science education literature it has been suggested that the pedagogical philosophy of 'mastery learning,' which supports students progressing at their own pace, can improve academic outcomes of CS1 courses. Nevertheless, few extended mastery learning implementations in CS1 have been documented in the literature, and there is a lack of guidance and best practices to foster its adoption. In this paper, we present a four-year action research study in which a modular mastery-based CS1 course was designed, evaluated and improved in successive iterations with cohorts of engineering freshmen in a Latin American research university (N = 959). In the first year of the intervention, only 19.3% of students passed the course in their first semester attempting it. In successive iterations, the instructional design, teaching and learning activities, course content, and course management were iteratively improved such that by the fourth year of offering 77.1% of students passed the course in their first semester. Over this period, course attrition was reduced from 25.0% to 3.8% of the cohort, and students' mean time spent in the course decreased from 23.2 weeks (SD = 7.38) to 14.9 (SD = 3.64). Results indicate that modularization for mastery learning is a viable approach for improving academic results in a CS1 course. Practical considerations towards successful implementation of this approach are presented and discussed.

This systematic meta-analytic review investigated the relations between achievement goals and internalizing symptoms and disorders, namely, anxiety and depression. The number of samples for each focal relationship ranged from 3 to 36. The results indicated significant effect sizes for the relations between mastery-approach goals and anxiety (r = - 0.10) and depression (r = - 0.18), as well as performance-avoidance goals and anxiety (r = 0.25) and depression (r = 0.16). A significant effect size was also found for the relation between performance-approach goals and anxiety (r = 0.15), and a non-significant effect size was observed for the relation between performance-approach goals and depression (r = 0.05). Mastery-avoidance goals were not significantly related to either anxiety (r = 0.08) or depression (r = - 0.13). Several moderators representing the conceptualization of achievement goals (e.g., theoretical model), sample characteristics (e.g., education level), and methodology- and publication-based characteristics (e.g., year of publication) were significant, and suggested avenues for future research. These findings herein have implications for intervention programs that could focus on reducing the links between achievement goals and internalizing problems.

There is increasing urgency to broaden access to inclusive and culturally sustaining K-12 civic education. Civic education can foster young people's development of their civic identity, which can support a functioning American democracy. Civic education often includes opportunities for learners to develop civic knowledge, skills, and dispositions, but not all learners may see themselves represented in traditional forms of civic education. In this essay, we propose reframing approaches to developing knowledge, skills, and dispositions by focusing on how they can be brought together to support the development of civic identity. First, we describe relevant literature on civic education. We then explain how three aspects of civic education inform learners' development of a civic identity: personal identity and values, mastery of civic knowledge, and creative capacity for civic action. We close with recommendations for how to support civic identity development in K-12 education.

Authors evaluated the Student Behavior Checklist-Brief (SBC-B) to test whether teacher-reports of student learning approach (i.e., learned helplessness [LH] and mastery orientation [MO]) were invariant across academic subjects. The current sample includes ethnically diverse seventh and eighth grade students (N = 145; 53 percent male) and six teams of five teachers for the core academic subjects. Authors conducted confirmatory factor analyses and measurement invariance tests on ratings for each of the subject-specific SBC-B measures and total SBC-B ratings that were not subject-specific. Results supported full measurement invariance across academic subjects. This evidence supporting the SBC-B's psychometric properties across subjects increases confidence in using the measure in research and clinical settings to identify youth with tendencies toward LH or MO and explore how LH/MO relate to academic functioning and experiences of internalizing symptoms.

In classroom assessments, examinees can often answer test items multiple times, resulting in sequential multiple-attempt data. Sequential diagnostic classification models (DCMs) have been developed for such data. As student learning processes may be aligned with a hierarchy of measured traits, this study aimed to develop a sequential hierarchical DCM (sequential HDCM), which combines a sequential DCM with the HDCM, and investigate classification accuracy of the model in the presence of hierarchies when multiple attempts are allowed in dynamic assessment. We investigated the model's impact on classification accuracy when hierarchical structures are correctly specified, misspecified, or overspecified. The results indicate that (1) a sequential HDCM accurately classified students as masters and nonmasters when the data had a hierarchical structure; (2) a sequential HDCM produced similar or slightly higher classification accuracy than nonhierarchical sequential LCDM when the data had hierarchical structures; and (3) the misspecification of the hierarchical structure of the data resulted in lower classification accuracy when the misspecified model had fewer attribute profiles than the true model. We discuss limitations and make recommendations on using the proposed model in practice. This study provides practitioners with information about the possibilities for psychometric modeling of dynamic classroom assessment data.

Conducting is a multifaceted and essential skill set expected of musicians from many specializations, but certainly for music educators who often fill ensemble leadership roles. For most undergraduate music majors, introductory conducting courses are their first experiences with conducting. Attending to all fundamental components of the undergraduate conducting curriculum, including effective score study strategies, mastery of technical skills in meter and patterns, and expressive and functional gestures, is a daunting task for undergraduates to achieve within the scope of one introductory course. In this review, I examine conducting scholarship regarding pedagogical practice and principles related explicitly to wind band conducting. Topics investigated included (a) score study, (b) gesture and expressivity, (c) conducting curriculum, (d) the dichotomy of "music educator" vs. "conductor as a performer," and (e) the underrepresentation of minority groups on the podium. Implications for continued research and future practices of wind band conducting are shared.

Cognitive diagnosis models (CDMs) are the assessment tools that provide valuable formative feedback about skill mastery at both the individual and population level. Recent work has explored the performance of CDMs with small sample sizes but has focused solely on the estimates of individual profiles. The current research focuses on obtaining accurate estimates of skill mastery at the population level. We introduce a novel algorithm (bagging algorithm for deterministic inputs noisy "and" gate) that is inspired by ensemble learning methods in the machine learning literature and produces more stable and accurate estimates of the population skill mastery profile distribution for small sample sizes. Using both simulated data and real data from the Examination for the Certificate of Proficiency in English, we demonstrate that the proposed method outperforms other methods on several metrics in a wide variety of scenarios.

In this convergent mixed methods design study, single-subject and qualitative data were collected concurrently to provide an in-depth picture of the impact of a modified schema-based instructional intervention. The intervention was delivered using instructional trials embedded across general education math lessons and a modified concrete-semi-concrete-abstract instructional sequence. This study investigated the impact of the intervention on the word-problem-solving, strategy use, and concept acquisition of three students with extensive support needs. The paraprofessional-delivered intervention was implemented in elementary general education mathematics classrooms using embedded instruction and focused on teaching students to solve addition and subtraction word-problems. Single-subject data indicated that all three students learned to solve word-problems given concrete materials but needed more time to master the use of semi concrete supports. Qualitative data indicated that students used taught and untaught strategies to solve word-problems, and mastered addition word-problems before subtraction when they were taught simultaneously. Data were integrated in narrative format to explore how strategy use and concept acquisition related to student word-problem-solving performance. Limitations and implications for research are discussed.

The undergraduate college years are a critical time when students are beginning to think seriously about their career interests, and it is critical that students have a positive outlook for their mathematical learning if they are going to pursue math-related STEM majors. The current research with 748 undergraduate math students found that the more they endorsed a fixed mindset, the more they were likely to experience math anxiety, a relationship partially explained by their adoption of mastery-avoidance and performance-avoidance goals. Furthermore, the degree of this mediation effect did not differ for men and women. While women were not more likely to hold a fixed mindset for their math intelligence, they did report higher scores for math anxiety in comparison to men. In addition, if students felt that when they were growing up, their parents were uncomfortable helping them with math homework, it also led to students' math anxiety, and this was partially explained by influencing students' fixed mindset beliefs about their math intelligence.

Background: Mastery and performance goals are typically measured as trait-like abstract goals. However, in their daily academic pursuits, students pursue more concrete goals. The pursuit of these goals is replete with obstacles that can lead to an action crisis. Aims: We examined how mastery and performance goals affect progress, effort and well-being during academic goal pursuit. We also asked whether these goals moderated relations between an action crisis and goal pursuit. Sample: 154 Israeli students (average age = 23.59 years, SD = 2.17; 62% female) preparing for an exam. Methods: In this daily diary study, participants first reported the date of their most stressful exam, two related goals, and their trait-like achievement goals (mastery, performance). They then completed daily questionnaires assessing their progress, effort, well-being and action crisis on the 10 days leading up to the exam. Results: Multilevel modelling showed mastery goals positively predicted daily goal effort and progress and negatively predicted daily action crises, while performance goals positively predicted daily negative affect and action crises. An action crisis was negatively correlated with next-day goal progress and positive affect among students with high-performance goals. In students with low-performance goals, an action crisis positively predicted next-day positive affect. Finally, for students high on mastery goals, an action crisis was unrelated to negative affect on the same day. Conclusions: Different trait-like achievement goals can be mapped onto a common personal goal and affect its pursuit differently. Mastery goals predict optimal goal pursuit, and performance goals are associated with non-optimal goal pursuit.

Background: Socio-economic status is one of the most important factors shaping students' motivation and achievement but has seldom been explored in relation to achievement goals. Aims: This study aimed to investigate whether mastery-approach goals explain the link between SES and key learning-related outcomes ("mediation") and whether SES modifies the relationship between mastery-approach goals and these outcomes ("moderation"). Sample: Data came from 595,444 students nested in 21,322 schools across 77 countries. Methods: Data were analysed using multilevel-moderated mediation analyses. Results: We found significant mediation and moderation. In terms of mediation, mastery-approach goals mediated the association between family SES and learning-related outcomes. However, a different pattern emerged for school SES, as students in higher SES schools had lower mastery-approach goals. In terms of moderation, we found that family SES strengthened the association between mastery-approach goals and learning-related outcomes. However, the association between mastery-approach goals and learning-related outcomes was weaker in higher SES schools. Conclusion: Theoretical and practical implications for the achievement goal approach to achievement motivation are discussed.

The study aimed to investigate the implementation of Competency-Based Language Teaching assessment and proficiency in English speaking skills. The study adopted a mixed methods approach and descriptive survey design. A random sample of 97 grade four English teachers and 56 grade four students were selected. The study utilized various methods to collect data, including a questionnaire, observation, interview, and oral test. The study employed both quantitative and qualitative data analysis methods. The result showed that there was limited implementation of Competency-Based Language Teaching assessment in speaking skills. The findings also showed that the teachers' awareness of the purpose of the speaking skills assessment in Competency-Based Language Teaching was below average. The study also found that students scored below satisfactory in speaking skills competencies, indicating that they did not achieve the intended level of mastery. Teachers' awareness of the assessment's aim must be ensured to guarantee the implementation of the Competency-Based Language Teaching assessment. Competency-Based Language Teaching assessment also should ensure the achievement of learners' speaking competency. The number of schools selected as the sample was only four for the questionnaire and achievement test. The study recommends that teachers implement Competency-Based Language Teaching assessments practically in spoken language instruction, be aware of the purpose of Competency-Based Language Teaching assessments in speaking skills, and promote learners based on the mastery of competency at each level.

Peer relationships play important roles in middle-school students' individual development. Peer support is indispensable in computer-supported learning contexts. This study is designed to explore the connection between perceived peer support and deeper learning, while examining the mediating role of computer self-efficacy and perceived classroom mastery goal structure. 412 middle school students in northwest China were sampled by constructing the structural equation model (SEM) in this study. The results displayed that perceived peer support had no direct positive predictive effect on deeper learning. Computer self-efficacy completely mediated in perceived peer support and deeper learning. Perceived classroom mastery goal structure completely mediated in perceived peer support and deeper learning. Computer self-efficacy and perceived classroom mastery goal structure played a chain mediating effect in perceived peer support and deeper learning. These findings not only deepen our comprehend of the internal mechanism about peer relationships in promoting deeper learning, but also provide constructive suggestions on how to maintain positive peer relationships among students in computer-supported teaching situations, so as to improve students' digital literacy and skills from the dimension of satisfying their social emotional needs.

This project report describes using MasteryPaths in the Canvas Virtual Learning Environment as a method of helping improve the information literacy (IL) competence for undergraduate science students studying in their first year at university. The MasteryPaths incorporated a series of formative quiz assessments on referencing and finding and evaluating information, which depending on the students' initial score directed them to further enrichment or support materials. Four degree courses (Biology, Forensics, Biomedicine and Sport) each included the MasteryPaths in a first-year module in 2020/21, which were available in Canvas following face-to-face IL sessions. Focus groups were conducted with students, and interviews were carried out with two module leaders to explore perceptions of the MasteryPaths design and effectiveness for IL skills. The article provides insight into how online, self-paced, IL formative quiz assessments can be developed in a way to motivate and engage students in their learning.

The arrival of the metaverse, as a new generation of information technology, will bring great changes to people's production, life, and learning. The educational metaverse is regarded as a new form of educational development, which will bring a transformative impact on educational teaching activities. In this context, this study has developed a general architecture of educational metaverse system, which includes the physical layer, software layer, data layer, and application layer, based on the technical, theoretical, and architectural support and its digital ecology of educational metaverse system construction. The study has tried to construct a physiology virtual experimental teaching system and taken the rabbit's exercise of respiration regulation experiment as an example to start the research on the educational metaverse in physiology experimental teaching. Participants of the study were 120 students from the 2019 clinical medicine class at School A. By analyzing the learning outcome of students in the virtual experiment course of the educational metaverse, it is concluded that educational metaverse can promote both teaching and learning in the process of experimental teaching; this research has explored the path for the new form of Internet education, which is of great significance for promoting the efficient construction of new education infrastructure and the innovative development of education modernization.

The purpose of this study is to compare the use of elaborated and metacognitive feedback strategies in interactive instructional videos in terms of undergraduate students' engagement and metacognitive awareness levels. This study also aims to investigate undergraduate students' evaluations of elaborated and metacognitive feedback in these instructional videos based on qualitative data. This study used a basic randomized post-test-only experimental design comparing two treatments supported by qualitative data. The participants were 52 preservice teachers who registered for an undergraduate educational technology course offered by a faculty of education. They were randomly assigned to the metacognitive and the elaborated feedback groups. The data were collected with the Short Form of the User Engagement Scale and the Metacognitive Awareness Inventory. In addition, qualitative data were collected through interviews and used to examine students' evaluations of the elaborated and metacognitive feedback used in the interactive instructional videos. The results showed that there was no statistically significant difference between the two types of feedback in terms of students' engagement and metacognitive awareness levels. The qualitative findings indicated that while the two types of feedback did not provide a significant superiority over each other, students viewed the two types of feedback as serving different purposes. Our findings suggest that customizing the type of feedback based on students' answers and subject mastery level, or a thoughtful integration of both types of feedback, could enhance the learning experience in interactive instructional videos.

The Compulsory Education Course Standards for Mathematics 2022 have highlighted the educational objectives of junior secondary mathematics by emphasizing the development of mathematical competence and practical learning. Model consciousness, as one of the fundamental mathematical competencies to be developed at the junior secondary level, can facilitate students' comprehension of the universal application of mathematics. Teachers of mathematics in junior high school should construct effective classroom activities based on the cognitive qualities of their students in order to enhance their mathematical model consciousness and comprehension of the substance of mathematics knowledge. This paper is a lesson study of the education of Congruent Triangles, and its purpose is to investigate strategies for fostering mathematical model consciousness among junior high school pupils.

Internal and external assessment instruments, such as the Vanuatu Standard Test of Achievements (VANSTA) and the Pacific Island Literacy and Numeracy Assessment (PILNA), reveal that mathematics achievements in the Republic of Vanuatu remain below the minimum standard. This study drew on the constructivist grounded theory approach to explore teachers' perspectives of the learning and teaching processes in mathematics education in the Republic of Vanuatu. Specifically, the focus was on the 'I do-we do-you do' approach of teaching, which is common in mathematics education in the country. Teachers' opinions about the current situation of mathematics education and possibilities for improving it were extracted using semi-structured interviews with 22 teachers from two randomly selected urban schools. Based on the constructivist grounded theory analysis, four major interlink themes were found. Overall, the findings show that mathematics achievements in the country can be improved through proven discovery-learning strategies for stimulating students' mathematical thinking in the 21st century, such as the 'try-understand-apply-mastered' (TUAM) discovery learning process.

While doctoral leadership programs have widely adopted Improvement Science (IS) as a signature pedagogy, few studies have examined how to best equip doctoral students with the knowledge and research skills they need to utilize IS in practice. More specifically, research is needed to determine the most effective and meaningful pedagogy for preparing doctoral students to understand, analyze, and apply statistical theory and quantitative research designs in coursework and as part of the IS Dissertation in Practice. This essay focuses on the systematic, iterative, and reflective approach of one faculty member to develop and refine a Doctor of Education program's primary applied quantitative methods course to help students across three cohorts develop the theoretical and practical knowledge and skills they need to lead change.

Self-assessment is a formative process where students evaluate the quality of their own work. This paper describes a strategy for using student created rubrics as self-assessment tools to increase student engagement. Initially, the instructor models how to identify criteria for mastery in an assignment. This is followed by students in small groups identifying criteria for mastery in their assignment. These criteria can be used to create either an analytic or holistic rubric. Students use this rubric first to practice the assessment process through peer-review, followed by self-assessing their own work. Students can also choose to conference with their instructor to discuss their feedback as well as reflect on the quality of their work. The student will then apply this feedback to their work prior to final submission.

Due to numerous reforms, modern teaching now asks for the role of the teacher to be redefined as well. One of the teacher's many tasks is to master the competencies which would enable them to encourage and stimulate their learners. In this article, authors report on a research conducted at Preschool Teachers' Training College in Kikinda, which aimed to contribute to a reflexive analysis of the role of the teacher in the context of contemporary teaching process. The goal of the research was to answer the question of which teachers' activities and strategies students at Preschool Teachers' Training College in Kikinda think best encourage the learning process. This question is also th research problem. Purposive and convenience sampling was used, and the sample consisted of students of Preschool Teachers' Training College (N=133). The instrument used in the research was the Excellent Faculty Member questionnaire by Jenrette and Napoli, 1994 (in Suzic, 2005, p. 861). The results obtained, frequency distribution and the mean of respondents' estimates reveal high scores on all the items. The highest rated items indicate that respondents have a high opinion on teachers' mastery of subject matter (M=3.857) and teachers' organization (M=3.857), but also on teachers giving feedback (M=3.805), listening to them carefully (M=3.789), respecting them (M=3.782) and maintaining high professional standards (M=3.767). The lowest rated item is related to teachers setting themselves challenging goals (M=3.436). Conclusions indicate that students find it motivating for learning when teachers exhibit mastery of subject matter, when their work organization is good, when they provide students with feedback, acknowledge and respect them while keeping in mind the students' abilities, skills, and previous knowledge, as well as when they are well prepared for the class and when they innovate the teaching contents. The students emphasized the importance of a positive emotional climate in the classroom to which humour, teacher-student relationship and challenging tasks and goals greatly contribute. [Paper presented at "Contemporary Education 2022" (Online, Apr 2, 2022).]

The learning model should be able to improve student's learning abilities. The Brain-Based Whole Learning (BBWL) model is one of the alternative learning models that can improve students' retention achievement, supported by scientific literacy and concept mastery. This study aims to determine the effect of the BBWL model on students' scientific literacy, concept mastery, and retention. This research method was quasi-experimental, with a sample of four classes taken randomly. The total sample was 132 students in grade XI Science Specialization in Madrasah Aliyah Bengkulu who enrolled in Biology. The data were analyzed using the ANOVA test after the assumption test was carried out, namely the normality and data homogeneity test. The results showed an effect of the BBWL model on students' scientific literacy skills, concept mastery, and retention. There is a significant difference between the BBWL model with BBL, WBT, and control. Based on the study results, it can be concluded that the BBWL model can improve students' retention achievement by supporting the result of good scientific literacy and concept mastery.

Specifications grading is a relatively recent approach to assessing student learning. In this approach, students make progress toward completion of a course by demonstrating mastery of specific skills or material. The assessment tools are short, frequent exercises that can be attempted multiple times until mastered. This contrasts with the traditional, exam-based assessment of student learning. There are multiple benefits to the specifications grading-based strategy, including reduced test anxiety, better knowledge retention, and increased flexibility. In this study, specifications grading was implemented into an upper-level biochemistry course at a private, liberal arts university. The student cohort consisted almost exclusively of junior and senior biochemistry, biology, and chemistry majors. Students earned points for demonstrating mastery on each of 12 short quizzes in addition to points earned from laboratory exercises and on the cumulative final exam. Student attitudes were assessed using three surveys that were administered at the beginning, middle, and end of the course. The survey results indicated that the students had overall favorable opinions of the specifications grading approach and its use in this course. A comparison of student performance on the quizzes to their performance on the final exam showed that the students learned and retained the course material. Combining the survey and performance data, we demonstrated that the students' perceptions of their learning correlated well with their performances on the specifications grading tools. Together, these results indicated that specifications grading is an effective approach to assessing student learning and to maintaining student enthusiasm in an upper-level biochemistry course.