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Self-regulation is an important construct in student success within an environment that allows learner choice, such as online courses. Within the remained time of explanation, there will be different types of self-regulations such as the focus is the differences between first- and second-generation college students' ability to self-regulate their online learning.
According to a study conducted, there was a relationship between self-efficacy and academic burnout. Self-efficacy is significantly related to academic burnout and the two variables are negatively correlated. The importance of the role of students’ self-efficacy can increase their ability to master lecture material and to be able to control ...
While the literature on self-regulated learning covers a broad variety of theoretical perspectives and concepts such as control theory, self-efficacy, action regulation, and resource allocation, goal-setting is a crucial component of virtually all of these approaches as the initiator of self-regulation mechanisms such as planning, monitoring ...
The student questionnaires in 1980 gathered important information about educational experiences, cognitive skills (measured by standardized multiple-choice assessments of reading, math, science and social studies achievement) and non-cognitive skills (e.g., self-esteem, self-efficacy, emotional distress, social activities, academic effort ...
Positive education is an approach to education that draws on positive psychology's emphasis of individual strengths and personal motivation to promote learning.Unlike traditional school approaches, positive schooling teachers use techniques that focus on the well-being of individual students. [1]
Non-cognitive factors or skills, are a set of "attitudes, behaviors, and strategies" that promotes academic and professional success, [15] such as academic self-efficacy, self-control, motivation, expectancy and goal setting theories, emotional intelligence, and determination. To create attention on factors other than those measured by ...
Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension.
Academic buoyancy is a type of resilience relating specifically to academic attainment. It is defined as 'the ability of students to successfully deal with academic setbacks and challenges that are ‘typical of the ordinary course of school life (e.g. poor grades, competing deadlines, exam pressure, difficult schoolwork)'. [ 1 ]