The purpose of this study was threefold, specifically: (1) to find out the effects of learning strategy intervention on students' use of self-regulated learning (SRL), achievement, and course completion in a distance education setting, (2) to find out the effects of a time manag…
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Achievements in second language learning vary in magnitude from that of near monoglots, who might know a handful of words in other languages, to overachieving hyperpolyglots, who are fluent in at least six languages. Explanations for success in learning languages typically consi…
The last few years have seen a flood of courses on the Internet in higher education. This increase has seen institutional stakeholders wrestle with decisions about committing funds, faculty, staff, and other resources to this new educational forum, in the midst of uncertainties …
This study investigated whether an intervention measurably contributed to the self-regulatory processes underlying undergraduate students' learning. The Rasch model was first applied to Dynamic and Active Learning Inventory Revised (DALI-R; Iran-Nejad & Chissom, 1992) data to ex…
The purpose of this study was to examine how goal orientations, perceived competence, and strategy training affect college students' use of self-regulated learning strategies and achievement in learning foreign languages. One hundred seventeen undergraduates participated in the …
The purpose of the study was to determine which self-regulated learning strategies were used by physical education students. Participants were 340 undergraduate physical education students enrolled in physical activity classes at the College of Physical Education and Sport (CPES…