Search Results (116)

Guided by self-determination theory (SDT), this study aimed to examine the impact of All Stars Moving Together (ASMT), an 8-week school–university service learning program, on elementary children’s physical activity (PA), school-time behavior, and motivation. A concurrent theory-based mixed-methods study with 21 fourth graders from an under-resourced community (age 9–10) wore Moki PA trackers to capture step count and minutes of moderate-to-vigorous PA (MVPA) during school-time. Linear and generalized mixed-effects models examined school-day type on PA and benchmarks for meeting school-based PA (3000 steps; 20 min of MVPA). Self-efficacy and enjoyment were assessed using pictorial scales, and the focus groups explored program experiences thematically using the SDT framework. School day type showed significant main effects for steps (F (5, 642) = 170, p < 0.001) and MVPA (F (5, 581) = 105, p < 0.001), where school days with ASMT added an average of 2000–2400 steps and 10–12 min of MVPA compared to school days with no PA. Enjoyment of PA significantly increased (p = 0.006, d = 0.75). Thematic analysis revealed relatedness (support from peers, college students), competence (self-efficacy, positive feelings, perceived motor competence improvements), and autonomy through preferences and self-regulation of PA. ASMT significantly increased school-time PA and children’s enjoyment while fostering competence and relatedness among elementary children. Full article

Although general growth mindset interventions have been found to improve learning outcomes, relatively little research focused on effects of specific growth mindset interventions. However, domain-specific growth mindset beliefs may be a more accurate predictor of performance within that same domain. The current study investigated the effect of a specific growth mindset intervention designed to enhance self-regulated learning on learners’ adoption of retrieval practice while studying image–name pairs. The impact of this targeted approach was compared to the effects of a broader, general growth mindset intervention, which emphasized the brain’s malleability. Participants were 178 first-year university students, who were randomly assigned to three groups: a general growth mindset group (n = 58), a specific growth mindset group (n = 64), and a control group (n = 56). All groups were informed about the benefits of retrieval practice after the intervention. Our results showed that higher education students can benefit from mindset interventions in terms of their growth mindset beliefs. However, no effects on the use of retrieval practice were found, possibly due to the high difficulty of the learning material. Future research could explore the difficulty of learning materials when investigating the effect of mindset interventions on students’ use retrieval practice during self-regulated learning. Full article

Aims: This study explored university students’ adversity quotient and its relationship with students’ achievement motivation and self-regulated learning strategies in the Chinese context. Methods: A total of 319 Chinese university students responded to a questionnaire that measures the adversity quotient (control, ownership, reach, endurance, and transcendence), achievement motivation (motive to success and motive to avoid failure), and self-regulated learning strategies (general strategies for learning and clarification strategies for learning). Confirmatory factor analysis and structural equation modeling were employed to analyze the data. Results: The results indicated that (1) control and ownership directly and positively correlated with self-regulated learning strategies; (2) control and endurance positively correlated with self-regulated learning strategies mediated by their motive to achieve success; (3) reach negatively correlated with students learning strategies through the motive to achieve success; and (4) control, ownership, and endurance negatively correlated with the motive to avoid failure while reach was positively correlated with it. Conclusions: This study shows that developing university students’ adversity quotient is essential. It implies that achievement motivation can be one possible mechanism underlying relationships between the adversity quotient and self-regulated learning strategies. Full article

In the age of digital transformation, where students increasingly rely on technology for learning and communication, concerns arise regarding its potential association with academic outcomes. This study quantifies the relationship between Digital Behaviour (DB) and Academic Behaviour (AB) among engineering undergraduates at Misurata, Al-Asmarya Islamic, and Al-Marqab universities in Libya. DB is conceptualised as a spectrum ranging from excessive, compulsive device use (addictive behaviour) to purposeful academic technology use (digital immersion). Using a descriptive-analytical design, a convenience sample of 300 undergraduate engineering students completed a validated 20-item questionnaire (Cronbach’s α = 0.711–0.899 for subscales). Data were analysed using descriptive statistics, Pearson correlation, simple regression, and analysis of variance (ANOVA) in the Statistical Package for the Social Sciences (SPSS) v23. The analysis identified a weak but statistically significant positive correlation between students’ DB and their AB (r = +0.19, p = 0.002). Notably, AB scores increased in the senior study years, while digital engagement remained consistently high across all years, suggesting an evolving capacity among students to regulate their digital habits. ANOVA results revealed significant differences in AB by year of study, while gender showed no significant overall association. These findings contradict the conventional assumption that heavy digital use uniformly diminishes academic outcomes; instead, in digitally immersed learning environments, strategic DB may coexist with or support academic performance. The study concludes that DB is not inherently detrimental to AB and may provide benefits when managed effectively, especially among more advanced engineering students. It recommends early educational interventions that promote digital self-regulation and the strategic use of technology for academic purposes. Full article

Based on flipped learning, digital competence, and inclusive instructional design, this study employs a mixed-method approach (quantitative and qualitative) to evaluate the pilot and involves academics from six European universities. Teacher participants co-designed and implemented flexible learning scenarios using the FLeD tool, which integrates pedagogical patterns, scaffolding strategies, and playful features. Using a mixed-methods research approach, this study collected and analyzed data from 34 teachers and indirectly over 800 students. Results revealed enhanced student engagement, self-regulated learning, and pedagogical innovation. While educators reported increased awareness of inclusive teaching and benefited from collaborative design, challenges related to tool usability, time constraints, and the implementation of inclusivity also emerged. The findings support the effectiveness of structured digital tools in promoting pedagogical transformation in online, face-to-face, and hybrid learning. This study contributes to the discussion on the digitalization of higher education by illustrating how research-informed design can enable educators to develop engaging and flexible inclusive learning environments in line with the evolving needs of learners and the opportunities presented by technology. Full article

This study investigates the development of cognitive, emotional, and social skills in pre-service teachers through extracurricular activities, addressing 21st century challenges in preparing educators for diverse learning environments. It was hypothesized that extracurricular activities would positively influence cognitive skills (self-efficacy, self-regulation), emotional dimensions (professional interest), social competencies (teacher–student relationships), and academic achievement. This study employed predictive correlational methodology based on an integrated theoretical framework combining Social Cognitive Theory, Self-Determination Theory, Self-Regulation Theory, and Interpersonal Relationships Theory within formal–informal learning contexts. A psychometrically robust instrument (“Scale on the Contribution of Extracurricular Activities to Professional Development”) was developed and validated through exploratory and confirmatory factor analyses, yielding a five-factor structure with strong reliability indicators (Cronbach’s α = 0.91–0.93; CR = 0.816–0.912; AVE = 0.521–0.612). Data from 775 pre-service teachers (71.1% female) across multiple disciplines at a Turkish university were analyzed using structural equation modeling (χ²/df = 2.855, RMSEA = 0.049, CFI = 0.93, TLI = 0.92). Results showed that extracurricular participation significantly influenced self-efficacy (β = 0.849), professional interest (β = 0.418), self-regulation (β = 0.191), teacher–student relationships (β = 0.137), and academic achievement (β = 0.167). Notably, an unexpected negative relationship emerged between self-efficacy and academic achievement (β = −0.152). The model demonstrated strong explanatory power for self-efficacy (R² = 72.8%), professional interest (R² = 78.7%), self-regulation (R² = 77.2%), and teacher–student relationships (R² = 63.1%) while explaining only 1.8% of academic achievement variance. This pattern reveals distinct developmental pathways for professional versus academic competencies, leading to a comprehensive practical implications framework supporting multidimensional assessment approaches in teacher education. These findings emphasize the strategic importance of extracurricular activities in teacher education programs and highlight the need for holistic approaches beyond traditional academic metrics, contributing to Sustainable Development Goal 4 by providing empirical evidence for integrating experiential learning opportunities that serve both academic researchers and educational practitioners seeking evidence-based approaches to teacher preparation. Full article

In higher education, the emotional intelligence (EI) of university professors, defined as the ability to perceive, understand, manage and utilize emotions effectively, is increasingly recognized as a pivotal factor in enhancing students’ academic achievement and psychological well-being. However, the scarcity of studies directly linking professors’ EI to students’ well-being highlights a critical research gap. This systematic review investigates how professors’ emotional competencies influence student outcomes—such as academic performance, engagement, motivation, and mental health—and identifies the factors that mediate or moderate these effects. Findings indicate that professors’ EI, particularly empathy, emotional regulation, and interpersonal skills, significantly enhances student engagement, motivation, and academic satisfaction, with indirect effects on psychological well-being. Cultural context, teaching modality (e.g., online vs. in-person), and professors’ age and experience moderate these effects and influence effect sizes. Qualitative synthesis further highlighted contextual gaps in the literature. The limited focus on well-being and outcomes and reliance on self-report measures underscore the need for longitudinal, culturally diverse studies and performance-based EI assessments. The value of this research lies in its potential to inform evidence-based educational practices and institutional policies. By elucidating the role of professors’ EI, the review lays the groundwork for developing faculty training programs aimed at strengthening emotional competencies and fostering inclusive, supportive learning environments that promote student growth and resilience. This is especially relevant given the growing prevalence of stress, anxiety, and disengagement among university students, exacerbated by post-pandemic challenges and academic pressures. Understanding the impact of EI can inform culturally responsive interventions, improve student retention, and enhance institutional effectiveness, thereby addressing a pressing need in contemporary higher education. In today’s rapidly evolving technological, social, and cultural landscape, universities have both the opportunity and the responsibility to act as catalysts for the creation of an educational culture that promotes social well-being. This requires adopting educational and organizational models that prioritize human care and the quality of interpersonal relationships. To be effective, these priorities must be integrated into all university operations, from governance to student support and talent development. Full article

The transition towards adulthood represents a complex period in which the development of personal identity culminates in young adults, whilst, at the same time, many undertake university studies in order to access the job market. The aim of the present study was to analyse the associations between self-concept, motivation, and learning strategies in the Spanish university context using structural equations to examine sex as a modifying factor. A descriptive, cross-sectional, and ex post facto study was conducted with a representative sample of 2736 students. The results revealed a positive association between academic self-concept and the three basic psychological needs, with the needs of autonomy and competence being of particular importance amongst the males. It was determined that the satisfaction of all of the needs favoured the development of learning strategies in both genders, with the exception of the need for relatedness, which was not relevant. Finally, it was demonstrated that the females employed better elaboration strategies, whilst the males were better able to regulate effort. It can, therefore, be concluded that the promotion of self-determined motivation favours the development of a positive self-image and learning strategies, with it being crucial for students to be intrinsically motivated. This may help university students avoid dropping out from degree courses. Full article

Contemporary educational literature suggests that academic emotions and emotion regulation should be explored in tandem, while academic motivation has been discussed both as a self-regulation metacognitive construct and as a construct inherently tied to motivation. The present study uses a person-centered approach to explore profiles of university students based on academic emotions, emotion regulation, academic self-regulation, and approaches to learning. In addition, the impact of students’ profiles on academic performance (GPA) is investigated. The sample consists of 509 university students studying at a Greek university social science department. Cluster techniques and multivariate analysis of variance are used to identify the profiles and test for differences among them. Students were grouped in clusters that revealed both consistent and dissonant patterns of scores on the relevant variables. Analysis reveals three distinct profiles: (a) the “Anxious, effectively-engaged, and organized learners”, (b) the “Deep, Happy, and intrinsically motivated learners” and (c) the “Disengaged, Bored, and Suppressing Learners”. These profiles open new insights into educational literature, revealing links among learning, emotional, and motivational factors. Practical implications and directions for future research are discussed. Full article

Effective break taking during study sessions is crucial for maintaining performance, especially in self-regulated learning settings where students plan their own tasks. However, research on break taking in these contexts is limited. This study investigates the effect of self-regulated, Pomodoro, and Flowtime breaks on subjective study experiences, task completion, and flow. Ninety-four university students participated in an online intervention that provided instruction on how to take breaks in a 2 h authentic study session. In the self-regulated break condition (n = 25), students decided when and how long to take breaks. In the Pomodoro condition (n = 36), students took 5 min breaks after every 25 min of studying. In the Flowtime group (n = 33), participants decided when to take breaks; however, the break duration was determined based on prior study duration. Results showed that Pomodoro breaks led to a faster increase in fatigue, and Pomodoro and Flowtime breaks led to a faster decrease in motivation compared with self-regulated breaks; however, these differences did not result in overall differences in fatigue or motivation levels between conditions. Similarly, no differences were found in productivity levels, task completion, and flow. Future research should further examine these techniques by including variables like personality and mental effort. Full article

The present study addresses the need for valid and reliable tools to assess employability thinking among young people in training. In a labor market increasingly shaped by transversal skill demands, the objective was to construct and validate a scale adapted for secondary and post-secondary non-tertiary students. Grounded in strategic frameworks such as the Europe 2020 Strategy, the European Skills Agenda, and relevant Spanish legislation, an abbreviated version of the Graduate Skills and Attributes Scale (GSAS) was administered to a representative sample of 949 Andalusian students enrolled in compulsory secondary education, baccalaureate, or vocational training. A cross-sectional and exploratory research design was adopted, with all procedures conducted in accordance with ethical and legal standards and approved by the University of Granada’s ethics committee. Exploratory and confirmatory factor analyses were performed, leading to a refined 28-item version of the instrument. Items were grouped into four well-defined factors: ethical self-regulation and achievement orientation, effective communication and collaborative working, proactivity and commitment to learning, and analytical thinking and information handling. The factors demonstrated high internal consistency and structural validity. These findings indicate that the scale is a clear and effective tool for assessing employability-related competencies and may assist in the design of educational interventions aimed at improving students’ professional development. Full article

Background: MSLQ is a self-report instrument that measures motivational orientations and learning strategies of college students and is widely used to measure self-regulated learning. MSLQ has not been translated into Spanish and validated in the Spanish-speaking Latin American population. Objective: The objective of the study is to adapt, validate, and perform a factorial reduction of 9 out of 15 scales of the MSLQ instrument and correlate the scales with the grade point average (GPA) of a sample of health sciences university students. Methods: Nine scales (48 items) of the MSLQ were translated into Spanish and adapted to the Mexican population. Students were invited directly in their classrooms and filled out an electronic questionnaire with personal variables and these nine scales of the MSLQ instrument. We performed exploratory and confirmatory factor analysis (EFA and CFA) and based on the EFA a reduced version of the instrument was proposed. Results: A total of 439 students were included. The CFA showed unacceptable fit parameters with the original scale, therefore an item reduction and rearrangement were performed according to the EFA, and this yielded a reduced version with six scales and 25 items which showed acceptable fit parameters. This new reduced version rearranged the items of the effort regulation scale (ERE) into two different scales newly created in this version: time regulation (TRE) and self-regulation (SRE). The scales that disappeared in the reduced version were: intrinsic goal orientation (IGO), meta-cognitive self-regulation (MSR), and elaboration (ELA). Conclusions: The reduced version showed acceptable fit parameters that included the creation of two new scales (TRE and SRE). In addition, two scales were reduced (TVA and CTH), three scales were modified (MSE, TSE and ERE), two were unmodified (RHE and ORG), and two scales were eliminated (IGO and ELA). Full article

Background: Difficulties in emotion regulation are associated with a range of emotional disorders, such as anxiety disorders and depression. However, the mechanisms that underpin this relationship are still unclear. Moreover, little is known about emotion regulation in university students with specific learning disorder (SLD). This study examined emotion regulation and its role as mediator in the relationship between anxiety and depressive symptoms in a group of university students with and without SLD. Methods: One hundred and twenty-nine Italian university students between 18 and 31 years of age were enrolled. Fifty students had a diagnosis of SLD and seventy-nine were typically developing students (TD). The data were obtained from a cross-sectional study conducted as part of a broader research project investigating the well-being of university students. Participants completed questionnaires for emotion regulation (DERS), anxiety (BAI), and depression (BDI). Results: In comparison to the group without SLD, the participants with SLD self-reported more frequent emotional regulation problems and more symptoms of anxiety and depression. SLD students also reported more difficulties in three domains of emotion regulation (nonacceptance, strategies, and clarity). Moreover, in both SLD and TD students, emotion regulation was found to mediate the association between anxiety and depression. Conclusions: The study suggests the importance of promoting adaptive emotion regulation strategies in university students with SLD and incorporating emotion regulation as a clinical target into existing interventions. Full article

The integration of generative artificial intelligence (GAI) into higher education is transforming students’ learning processes, academic performance, and psychological well-being. Despite the increasing adoption of GAI tools, the mechanisms through which students’ AI literacy and self-regulated learning (SRL) relate to their academic and emotional experiences remain underexplored. This study investigates how AI literacy and SRL are associated with writing performance and digital well-being among university students in GAI-supported higher learning contexts. A survey was administered to 257 students from universities in China, and structural equation modeling was used to examine the hypothesized relationships. Results show that both AI literacy and SRL significantly and positively predict students’ writing performance, with SRL having a stronger effect. Moreover, AI literacy shows a positive association with GAI-driven well-being, with writing performance serving as a partial mediator in this relationship. These findings suggest that fostering both technological competencies and effective learning strategies may support students’ academic outcomes while supporting their psychological well-being in AI-enriched educational environments. By integrating AI literacy and SRL into a unified model, this study contributes to the growing body of research on GAI-driven well-being in higher education and offers practical implications for cultivating balanced and sustainable learning experiences in the age of GAI. Full article

Reflective thinking is crucial for academic success, personal development, and cultural adaptation. Therefore, this study aimed to analyze the role of the Reflective Thinking Scale (RTS) for international students in Chinese universities. Data were collected from 482 international students in Northwestern China. Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Reliability, and Correlation Analysis were employed to validate the RTS. The qualitative phase used semi-structured interviews and reflective journals. The results revealed a four-factor structure for the RTS: habitual action, understanding, reflection, and critical reflection. The scale showed strong reliability (Cronbach’s α = 0.77) with significant positive correlations between reflective thinking and academic performance. The qualitative phase drew on 26 interviews and 22 reflective journals, analyzed thematically. Six themes emerged, highlighting reflection’s role in academic regulation, language acquisition, cultural adaptation, emotional processing, and personal identity development. The findings confirm the cross-cultural validity of the RTS and underscore the importance of scaffolded reflective practices in international education. This study also extends theoretical links between reflective thinking, transformative learning, cognitive flexibility, and self-regulated learning. Implications are offered for educators, curriculum designers, and researchers seeking to enhance reflective learning environments for diverse student populations. Full article