This study investigated the effects of attention monitoring with EEG biofeedback on university students' attention and self-efficacy for learning.
This chapter argues that students' self-regulatory competence can be enhanced through systematic interventions that are designed to teach skills and raise students' self-efficacy for learning.
However, little research has investigated the relationship between technologically enhanced learning environments and students' beliefs about the future and self-efficacy for learning.
In addition to LIST, MSLQ seems very differentiated in terms of motivation, it sports six Motivation scales (Intrinsic Goal Orientation, Extrinsic Goal Orientation, Task Value, Control of Learning Beliefs, Self-Efficacy for Learning and Performance, Test Anxiety) comprising 31 items.
Variables of interest were students' achievement when learning from English-language text, students' reported use of self-regulation strategies (self-monitoring and knowledge acquisition strategies), and students' self-efficacy for learning from English-language text.
In this study, young students' perceptions of tablet-based interactive classrooms, beliefs about the future, and self-efficacy for learning in rural areas of Korea were examined after the students engaged in tablet-based interactive classrooms.
The main purpose of this paper is to investigate the relationship between learning style preferences and self-efficacy for learning in a group of bachelor students of Tourism Management at the University of Hradec Kralove.
This study assessed if the specific learning style preferences of the university students, who took part in the research within lessons of professional English language, were associated with their self-efficacy for learning.
The results indicate that (1) students in tablet-based interactive classrooms perceive frequent experiences with tablet-based instructions as easy and useful and (2) student satisfaction is significantly influenced by their perceptions of deeper learning experiences through tablet use, which are significantly influenced by their future expectations and self-efficacy for learning.
In a prior study, CFA indicated that this instrument had a second-order factor structure and measured two teaching self-efficacy subscales for learning environment and instructional strategies with an overall concept of teaching self-efficacy.
Specifically, the ICSTEM Persistence Questionnaire contained the "self-efficacy for learning and performance" motivation subscale of the MSLQ.
