Meta-Analyzing the Factor Structure of the Learning and Study Strategies Inventory

A Quantitative Study of Factors Predicting High-Achieving Engineering Students’ Progress towards Desired Educational Outcomes

“…Motivation having a significant and positive moderate relationship with educational outcomes aligns with the result of previous studies [7] [8] [9]. Also, the outcome of this research, which shows that effort invested in course learning is a significant predictor of progress toward educational outcomes, aligns with previous research by others [4].…”

“…Such pedagogical strategies that have improved students' engagement with course learning and academic achievement in engineering classrooms include project-based learning, problem-based learning, flipped classroom, cooperative learning, questions, and discussions [5], [6]. Furthermore, it has been found that motivation has the strongest relationship with persistence to graduation and is a significant predictor of academic performance [7]- [9]. Other studies have noted that highly motivated students have better academic achievement than those who are not [10].…”

Developing college teachers’ intercultural sensitivity in a multicultural environment (Desarrollo de la sensibilidad intercultural de los docentes universitarios en entornos multiculturales)

“…Researchers argue that it is the development of intercultural competencies that should be considered as the fundamental goal of teacher education, which is achieved through the development of intercultural sensitivity of teachers and students (Rissanen et al, 2016). Modern globalization processes involve the establishment of long-term cultural, social and economic relations, which determine the importance of intercultural sensitivity as the most important aspect of intercultural communicative competence (Altan, 2018; Fong et al, 2021). For the development of intercultural competence, it is recommended to carry out practical activities based on critical pedagogy and aimed at developing self-reflection, which helps to increase intercultural sensitivity (Lambert Snodgrass et al, 2018).…”

“…Los investigadores debaten si el objetivo fundamental de la formación del profesorado debería ser el desarrollo de las competencias interculturales, que se alcanza mediante el desarrollo de la sensibilidad intercultural de docentes y estudiantes (Rissanen et al, 2016). Los procesos de globalización moderna implican el establecimiento de relaciones económicas, sociales y culturales a largo plazo que determinan la importancia de la sensibilidad intercultural como el aspecto más importante de la competencia comunicativa intercultural (Altan, 2018; Fong et al, 2021). Para el desarrollo de la competencia intercultural, se recomienda llevar a cabo actividades prácticas basadas en una pedagogía crítica y dirigidas a desarrollar la autorreflexión, que a su vez contribuye a incrementar la sensibilidad intercultural (Lambert Snodgrass et al, 2018).…”

The LASSI as a measure of doctoral of physical therapy students study skills and its relationship to PEAT and NPTE

“…Proposed factor structure for the LASSI 10 subscales with loadings and cross loadings (Fong et al, 2022) The final analysis was to perform a confirmatory factor analysis using 6 factors on the randomly selected second half of the sample (n = 233). First, it was determined with omega that this inventory has good reliability (ω= 0.91, CI = 0.89-0.94).…”