Achievement Goals, Well-Being and Lifelong Learning: A Mediational Analysis

Hidayat, Riyan; Moosavi, Zeynab; Zulhafizh, Zulhafizh; Hadisaputra, Prosmala

doi:10.29333/iji.2022.1516a

Cited by 12 publications

(7 citation statements)

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“…Based on the results, the study would offer a set of recommendations for Saudi universities to enhance LLC among their students. Hidayat et al (2022) indicated that half a century ago lifelong learning provided the philosophical and conceptual background in which education policies have been framed. Since then, learning has been conceived as part of a humanistic view of the world, intrinsically characterized by core values such as human dignity, equal rights, social justice, and respect for cultural diversity.…”

Section: Objectives Of the Studymentioning

confidence: 99%

The Contribution of Saudi Public Universities to the Promotion of their Students’ Lifelong Learning Culture

Faraj

2023

INT J INSTRUCTION

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The 2030 Agenda for Sustainable Development has revitalized the concept of lifelong learning and re-linked it to its human origins, especially Sustainable Development Goal 4 (SDG4) which calls for ensuring "inclusive and equitable quality education and promoting lifelong education opportunities for all". Motivated by this goal, this study explored the contribution of Saudi public universities to the promotion of their students' lifelong learning culture (hereafter LLC). To this end, the perceptions of 252 senior students and 168 postgraduate students on the contribution of their universities to the promotion of their LLC, the obstacles to the promotion of this culture in universities, and ways to enhance the universities' potential to promote students' LLC were surveyed. The study used a mixed-methods approach involving quantitative and qualitative data collection and analysis. Data was collected by means of a questionnaire administered to 420 students enrolled in undergraduate and postgraduate programs in theoretical and applied colleges at three Saudi public universities. There were also follow-up interviews with 15 students to elaborate on their perceptions. The results revealed that the participants' rating of Saudi universities' contribution to the promotion of their students' LLC was high with a total mean of 4.17 out of 5. However, the participants reported several obstacles to the promotion of LLC in Saudi universities. These included, lack of academic courses addressing LLC, separation between the majors available to the students and the requirements of the labor market, and poor communication between the university and the private sector to finance lifelong learning programs.

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Section: Objectives Of the Studymentioning

confidence: 99%

The Contribution of Saudi Public Universities to the Promotion of their Students’ Lifelong Learning Culture

Faraj

2023

INT J INSTRUCTION

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“…The second relevance concerns the impact of TWB on teachers themselves, their schools, and society. TWB has been shown to influence individual teachers, particularly their professional values [18], meaning of work [19], their social relations [18], work contentment [20], lifelong learning [21], burnout [22], work commitment [23], and job performance [24]. Moreover, TWB has played a vital role in flourishing schools in the form of teaching improvement, student outcomes, school effectiveness, and educational governance [9,13,25,26].…”

Section: Relevance Of Investigating Teacher Well-being In the Asian C...mentioning

confidence: 99%

Trajectory of Teacher Well-Being Research between 1973 and 2021: Review Evidence from 49 Years in Asia

Dong-qing

Chen²,

Li³

et al. 2022

IJERPH

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This review portrays a dynamic developmental trend in the teacher well-being literature in Asia between 1973 and 2021 using a descriptive quantitative analysis approach. A search of the Scopus database identified 168 journal articles across 46 countries and regions in Asia. This number of publications indicated a substantial change in the knowledge corpus, particularly during the pandemic, although overall production was still relatively low. Further results revealed diversity but an imbalance of research location, research type, research methods, data collection techniques, and research foci. A functionalist perspective may suggest that the knowledge base on teacher well-being is at a beginning stage. Recommendations for future research are proposed including cross-region collaborations, more developed research foci, using mixed-method approaches, high-quality qualitative research designs, innovative qualitative techniques, and diverse qualitative data collection techniques.

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“…The first is achievement goals play a significant role in shaping students' innate drive to complete a task and involve being persistent and expressing both positive and negative emotio ns in the wake of achievements and failure [28].…”

Section: Academic Writing Motivation and Selfregulationmentioning

confidence: 99%

Active Reading Style, Student Vocabulary Learning Strategies and Self-regulated Learning: A Structural Model Equation on Academic Writing Motivation and Self-regulation

Tubaon

Palma

2022

AJESS

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Aims: To determine the best fit model for students' academic writing motivation and self-regulation. Study Design: Descriptive-causal design. Place and Duration of Study: The study was conducted among senior high school of Region XIII during 2021-2022. Methodology: The respondents were chosen using stratified random sampling. The data were collected using the online platform. Results: Results showed that the respondents had a high level active reading style; their vocabulary learning strategy was always visible; and their self-regulated learning was high. It also revealed that there was a linked between academic writing motivation and self-regulation. There was a significant relationship between active reading in academic writing motivation and self-regulation; between vocabulary learning strategy, academic writing motivation, and self-regulation; between self-learning, academic motivation and self-regulation. Likewise, there was a significant influence of active learning on academic writing motivation and self-regulation, vocabulary learning strategies and self-learning on academic writing motivation and self-regulation. Finally, model 5 was the most suitable for students’ academic writing motivation and self-regulation. Conclusion: There is a substantial association between students' academic writing motivation and self-regulation and active reading, vocabulary learning strategies, and self-learning. The best model for encouraging and regulating students' academic writing is Model 5. It implies that students needed to have motivated so that they are about to control their learning. This outcome serves as a reminder to teachers that in order for students to develop learning independence and trust, teachers must pique their interest in the lessons or classroom activities.

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Achievement Goals, Well-Being and Lifelong Learning: A Mediational Analysis

Cited by 12 publications

References 0 publications

The Contribution of Saudi Public Universities to the Promotion of their Students’ Lifelong Learning Culture

The Contribution of Saudi Public Universities to the Promotion of their Students’ Lifelong Learning Culture

Trajectory of Teacher Well-Being Research between 1973 and 2021: Review Evidence from 49 Years in Asia

Active Reading Style, Student Vocabulary Learning Strategies and Self-regulated Learning: A Structural Model Equation on Academic Writing Motivation and Self-regulation

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