This study aimed to investigate the sustainability of an instructional design utilizing the novel approach of the Reflective Teaching Model for Reading Comprehension (RTMRC), and to continuously develop and validate instruments for reflective measures to ensure the sustainable teaching of reading comprehension. The RTMRC design was featured based on two main parts: the reflective teaching process (planning, acting, reflecting and evaluating) and the reading comprehension process (reader, strategy, text and task). Then, a quasi-experiment (the pre- and post-test control group design) was conducted with 168 grade-9 students to assess the performance of the RTMRC in practice. The reflective questionnaire was also applied as an instrument to gather feedback from students about the instructional context, with the aim of supporting the sustainable reflective practices of the teacher. The reading achievement in the experimental group was evaluated and fostered using this model. Through the analyses of t-tests and Cohen’s d effect size, it was found that the experimental group teaching with RTMRC outperformed the control group without RTMRC teaching. Using exploratory factor analysis, confirmatory factor analysis, Rasch analysis and testing measurement invariance across groups, we report that the instruments were found to be valid for measuring the effect of the RTMRC in teaching reading comprehension in English Language Teaching (ELT) in a sustainable manner.

Given the crucial role of mastery motivation in the cognitive development of children, the present study investigates subject-specific mastery motivation in the multilingual educational system of the Republic of Moldova. We applied cross-sectional data from fifth, seventh, and ninth graders studying either in the Romanian (n = 583) or Russian (n = 353) language using the Subject Specific Mastery Motivation Questionnaire (SSMMQ). To ensure the validity of the comparison of latent mean differences, the Romanian and Russian versions of SSMMQ were validated and measurement invariance of the constructs across language, grade, and gender was assessed. The full scalar invariance across grades and gender and the partial scalar invariance across language held. Thus, a comparison of latent mean differences across these three groups is plausible. The findings proved that there was no difference between the Romanian and Russian samples, but we found girls self-rated themselves significantly higher than boys in the Reading, Art, and Music mastery motivation scales. Results with respect to the comparison of latent mean differences between the grade levels demonstrated that the Reading mastery motivation of the Moldovan students stayed stable from fifth to ninth grades, whereas Art had a constant declining path.

The purpose of this study was to qualify method-centered teaching approaches by investigating the effects of the reflective teaching model for reading comprehension (RTMRC) on ninth-grade students’ English reading comprehension achievement in Myanmar. Three kinds of method-centered teaching approaches, namely reciprocal teaching, interactive teaching, and questioning, were qualified, compared, and examined while using the RTMRC. A quasi-experimental research design was used. The participants included 458 ninth-grade students, five English teachers, and 10 peer observers. Pre- and post-tests, a student questionnaire, and an observation scheme were used to assess the effectiveness of the RTMRC over 15 weeks. Structural equation modeling, Rasch analysis, analysis of covariance (ANCOVA), effect size (Cohen’s d), and various descriptive statistics revealed that the teachers’ reflections on the instructional context were very effective for student reading comprehension achievement, the students appreciated interactive teaching the most, students’ achievements for the literal, inferential, and evaluative comprehension questions were the highest, and the RTMRC was more effective than other traditional teaching methods. In essence, the RTMRC can assist English language teachers in improving their students’ reading comprehension.

Learning motivation, self-handicapping, executive function, and school achievement are interrelated variables affecting students’ intension of learning in higher education. However, many educators are unaware of the ability of these predictive variables and fail to encourage students’ further education. Therefore, with the aim of helping educators, this study was conducted to predict students’ intention of learning in higher education based on their learning motivation, self-handicapping, executive function, school achievement, and mothers’ education. We sampled Hungarian 12th graders (N = 1330) who participated in this study while collecting the data online during class hours. Questionnaires were used to measure learning motivation, self-handicapping, and executive function. Findings showed that higher learning motivation, lower self-handicapping, stronger working memory, and mother’s education could increase students’ intention of learning in higher education. Beyond our expectations, higher school achievement (GPA) was not a significant predictor. Comparing different theoretical perspectives, we deduced reliable predictors underlying Hungarian students’ intention of learning in higher education. Therefore, this study is of great importance for educators to pick out the real support for their students’ intention of learning in higher education by following our research findings.

Young children’s mastery motivation and neurodevelopmental evaluation can contribute to overall early assessment for early intervention evaluation. At present, children born preterm (<37 weeks gestation) and with a low birth weight (LBW; <2500 g) are at increased risk of experiencing developmental delays and more nuanced cognitive and language challenges. The main objective of this exploratory study was to examine the connection between preterm children’s mastery motivation and their neurodevelopment, as well as to determine whether assessing mastery motivation can enhance assessment practices for early intervention (EI) programs. Parents of children born preterm completed the revised Dimensions of Mastery Motivation Questionnaire (DMQ18). Neurodevelopment was measured on the Bayley Scales of Infant and Toddler Development (BSID-III). Results revealed significant correlations between DMQ18 and BSID-III measures. Multivariate analysis showed that infants and toddlers born with a very low birth weight (VLBW; <1500 g) scored significantly lower on the infant DMQ18 and the BSID-III measures. Regression analyses revealed that birth weight and home environment were significant predictors of the children’s eligibility for EI programs. Infants’ social persistence with other children, gross motor persistence, and mastery pleasure, as well as toddlers’ objective cognitive persistence, social persistence with adults, gross motor persistence, mastery pleasure, and negative reaction to frustration, were important markers for evidenced-based practices in EI programs. This study demonstrates the utility of the DMQ18 as a contributory assessment measure and the importance of birth weight and home environment in predicting EI enrollment.