Research in cognitive science has highlighted the effectiveness of several learning techniques, and a number of studies have analyzed their prevalence among university students and their relationship with academic achievement. In this study, we surveyed a large, heterogeneous sample of secondary school students to reveal how often they use research-supported techniques in comparison with other frequent techniques, and we analyzed the association between their study strategies and school achievement. We also assessed the associations between study techniques and several students\' beliefs and attitudes toward learning (self-efficacy, goal orientation, control beliefs, growth mindset, and examination anxiety). Results showed that, except for distributed practice, only those techniques that are supported by previous research yielded an association with achievement, and they exhibited higher associations with self-efficacy, growth mindset, control beliefs, and learning goal orientation than non-supported techniques.

The control-value theory (CVT) of achievement emotions posits that achievement emotions are significantly associated with the key indicators of academic outcomes, including academic motivation, engagement, and performance. Existing studies have tested the theoretical hypothesis of the CVT in a variety of cultures, disciplines, and samples. However, evidence is limited for whether there are gender and grade differences in achievement emotions, especially in the context of English as a Foreign Language (EFL). 1,460 Chinese secondary school students (male N = 671; female N = 789; seventh-graders N = 731; eighth-graders N = 729) took part in the study. Confirmatory factor analyses and multi-group analyses were conducted to explore the possible gender and grade differences in EFL-related achievement emotions. Results indicated that there are gender or grade differences in EFL-related enjoyment, anxiety, and boredom, while hope and pride did not. Both limitations and implications are discussed.

Experiences of racial/ethnic discrimination are all too common in the lives of adolescents of color. In this article, I identify who is at risk for discriminatory treatment and describe the far-reaching effects of discrimination on adolescents\' adjustment, including their mental and physical health, academic performance and engagement, and risky behaviors. After establishing the impact of racial/ethnic discrimination during adolescence, I then address how personal relationships and individual assets can protect youth from some of the detrimental effects of discrimination. Finally, I discuss the limits of research on this topic and explore promising areas of inquiry, including the contexts in which discrimination occurs and the potential for interventions to reduce discrimination.

Learning engagement is an important factor to improve the quality of medical education. Exploring the level of medical students\' learning engagement and its internal mechanism is of practical significance to improve their academic achievement. The aims of this study were to investigate the relationship between achievement goal orientation, growth mindset and learning engagement of medical students, and explore the mediating effect of achievement goal orientation on growth mindset and learning engagement. A correlational cross-sectional study was performed using an online questionnaire. The study was conducted from February to March 2024 among 279 medical college students. General information questionnaire, the Mindsets Scale, Achievement Goal Orientation Scale and Learning Engagement Scale were used for investigation. Calculations were performed using Statistical Packages for Social Sciences 27.0 and Mplus 7.0. Descriptive statistics, correlation, and mediation effect analyses were used to analyze the data. A total of 279 valid questionnaires were finally recovered. The learning engagement score of medical students was (56.17 ± 13.01), growth mindset score was (11.26 ± 3.37). The approach goal orientation played a partial mediating role between growth mindset and learning engagement in medical college students. Growth mindset can influence learning engagement through achievement goal orientation. Medical college educators should pay attention to the cultivation of students\' growth mindset and enhance their learning engagement. The verification of the mediating effect of approach goal provides data support for formulating relevant intervention measures.

Learning management systems (LMSs) have received substantial global attention and have undergone extensive research, with most discussions focusing on users\' acceptance and continuation of LMS use in the higher education sector. However, research is scarce in terms of identifying the factors that are advantageous to K-12 students\' learning and satisfaction when using LMSs for language learning. This study aims to examine the impacts of internal and contextual factors on secondary students\' learning satisfaction and English achievement when using LMSs. Data were collected from 289 students through an online survey. The results of the structural equation modeling showed that satisfaction had the most significant impact on English achievement. Furthermore, both internal and contextual factors, including technology self-efficacy, interest, task value, teacher support, and technology facilitation, positively impacted learning satisfaction with LMSs. In addition, teacher support exerted the strongest impact on satisfaction, followed by interest and technology self-efficacy. However, only internal factors, such as interest and task value, were positively associated with English achievement. Neither teacher support nor technology facilitation significantly impacted English performance. Given the increasing availability of LMS usage, the findings of this study can facilitate the more effective implementation of LMSs in China and globally. The study contributes to the theory and practice of LMSs use in K-12 English education. The limitations and implications of the study were discussed as well.

Based on the behavioral theory of the firm, we research how performance feedback influences the formation of CEOs\' passion. We articulate that previous performance directly increases CEOs\' passion. Specifically, positive affective outcomes (performance above aspiration-level) advance CEOs\' positive feelings and motivation toward the domains of success (obsessive passion). For instance, when a firm accomplishes performance objectives, such as reaching sales goals, CEOs\' positive feelings toward developing current products would be boosted. Moreover, negative affective outcomes (performance below aspiration-level) would also positively impact CEOs\' passion since the CEOs would endeavor to reduce the difference between performance and their aspiration-level. As such, performance feedback is a critical antecedent of CEOs\' obsessive passion. In addition, we apply human capital as a moderator between performance feedback and CEOs\' obsessive passion. Results based on multiphase survey data from 189 CEOs of Korean small- and medium-sized enterprises indicate that both positive and negative performance feedback positively increase CEOs\' obsessive passion. Moreover, human capital negatively moderates the relationship between positive performance feedback and CEOs\' obsessive passion and positively moderates the relationship between negative performance feedback and CEOs\' obsessive passion.

The main objective of this study was to determine whether hope for success mediates the relationship between personality and goal orientation in high performance and recreational athletes. The cross-sectional study included 289 high performance and recreational athletes of various sports (age: M = 20.34, SD = 1.86). To examine personality, we used the Big Five IPIP-BFM-20 questionnaire. To assess hope for success, we used the Hope for Success Questionnaire. The Task and Ego Orientation in Sport Questionnaire (TEOSQ) was employed to examine goal orientation. Hope for success significantly mediates the relationships between conscientiousness, extraversion, emotional stability, intellect, and task goal orientation in sport. Higher levels of these personality traits are related to athletes\' higher hope for success, which, in turn, is positively related to their task orientation. Personality traits may underpin the hope for success that develops from childhood. This, in turn, appears to be an important component on which, combined with the positive interaction and support from coaches, a task goal orientation beneficial to sport can be shaped in athletes.

UNASSIGNED: This study synthesizes research on the impact of Quizlet on learners\' vocabulary learning achievement, retention, and attitude. Quizlet\'s implementation in language education is posited to enhance the learning experience by facilitating the efficient and engaging assimilation of new linguistic concepts. The study aims to determine the extent to which Quizlet influences vocabulary learning achievement, retention, and attitude.
UNASSIGNED: Employing a meta-analysis approach, this study investigates the primary research question: \"Does Quizlet affect students\' vocabulary learning achievement, learning retention, and attitude?\" Data were collected from various databases, identifying 94 studies, of which 23 met the inclusion criteria. The coding reliability was established at 98%, indicating a high degree of agreement among experts. A combination of random and fixed effects models was used to analyze the effect size of Quizlet on each outcome variable.
UNASSIGNED: Quizlet was found to have a statistically significant impact on learners\' vocabulary learning achievement, retention, and attitude. Specifically, it showed moderate effects on vocabulary learning achievement (g = 0.62) and retention (g = 0.74), and a small effect on student attitude (g = 0.37). The adoption of the fixed effects model for attitude was due to homogeneous distribution, while the random effects model was used for achievement and retention because of heterogeneous distribution.
UNASSIGNED: Quizlet enhances vocabulary learning achievement, retention, and has small positive effect on learner attitude. Its integration into language education curricula is recommended to leverage these benefits. Further research is encouraged to explore the optimization of Quizlet and similar platforms for educational success.

UNASSIGNED: This study aimed to clarify nursing students\' self-assessed levels of nursing skills at a nursing university at graduation and discuss how education and clinical experiences for students and post-licensure nurses should be improved, especially focusing on oncology nursing.
UNASSIGNED: The study population comprised fourth-year students from 2017 to 2019 at the Faculty of Health Science and Nursing, Juntendo University, who had completed all stipulated clinical placements. The Japanese government determined 141 nursing skills and their target levels. Students subjectively evaluated their achieved levels for the 141 nursing skills after the final clinical placement.
UNASSIGNED: Of the 141 nursing skills, 81 (57%) were rated as \"skills with easy-to-achieve targets\" and five were rated as \"skills with difficult-to-achieve targets.\" All nursing skills in the two subcategories of environmental adjustment skills and comfort management skills were rated as \"skills with easy-to-achieve targets.\" Nursing skills with low target achievement rates were for patients with oral intake difficulties, unstable respiratory status, and those requiring glycemic control. These skills are also important in oncology nursing.
UNASSIGNED: It cannot be concluded that the nursing university students fully achieved the target levels of nursing skills, as determined by the Japanese government. These findings may facilitate discussions on teaching nursing skills and their target levels at the time of graduation from nursing universities or post-employment.

First-generation (FG) college students (i.e., those for whom neither parent/guardian obtained a bachelor\'s degree) experience more barriers in college, compared with continuing-generation students. These barriers are compounded by subtle messages from instructors that convey the idea that natural talent is necessary for success in scientific fields. In contrast, growth mindset messages communicate that ability can improve with effort, help-seeking, and using productive study strategies. In a large enrollment introductory biology course, students were randomly assigned to receive email messages from their instructor after the first two exams containing either a growth mindset or control message. The intervention improved grades in the course for everyone, on average, compared with control messages, and were especially beneficial for FG students. This increase in performance was partially mediated by increased activity accessing course materials on the course website. This study provides preliminary evidence that instructors communicating growth mindset messages can support FG students\' performance.