This study aims to explore the effect of savoring of teachers at universities in Shandong, China, on their creative behaviors, using creative self-efficacy and aesthetic experience as mediators. This study adopted the use of questionnaires to investigate teachers at 32 universities in Shandong, China. 822 valid questionnaires were retrieved and were analyzed using structural equation model (SEM). Findings from this study include: 1. teachers’ savoring has a negative effect on creative behaviors; 2. teachers’ creative self-efficacy has a positive effect on creative behaviors; 3. teachers’ aesthetic experience has a positive effect on creative behaviors; 4. teachers’ savoring, mediated by creative self-efficacy, has a positive effect on creative behaviors; 5. teachers’ savoring, mediated by aesthetic experience, has a positive effect on creative behaviors.

This study describes the development and validation of a psychometrically-sound instrument, the Active Learning Strategies Inventory (ALSI), designed to measure learners’ perceptions of their active learning strategies within an active learning context. Active learning encompasses a broad range of pedagogical practices and instructional methods that connect with an individual learner's active learning strategies. In order to fulfill the study's goals, a conceptual framework on learners’ active learning strategies was developed and proposed, drawing upon the research literature on active learning. The development and construct validation of the Active Learning Strategies Inventory (ALSI), based on the conceptual and methodological underpinnings, involved identifying five scales of learners’ active learning strategies: engagement, cognitive processing, orientation to learning, readiness to learn and motivational orientation. An item pool of 20 items was generated following an extensive review of the literature, standardized card sorting procedures including confirmatory factor analysis and scale validation of a pilot (n = 407) survey. The ALSI scale demonstrated strong internal consistency and reliability with a Cronbach's alpha ranging from 0.81 to 0.87. High item loading scores from the factor analysis provided initial support for the instrument's construct validity of the five-factor model. The ALSI scale provides a reliable and valid method for researchers and academicians who wish to measure learners' perceptions of their active learning strategies within an active learning context. Finally, we discuss the implications and address the limitations and directions for future research.

The purpose of this study is to examine the mediator role of cognitive flexibility and difficulties in emotion regulation in the relationship between resilience and distress tolerance amongst college students. The sample of the study involved 1114 students (771 females, 343 males) from various universities in Turkey. The mean age of the sample was 20.65 (Sd=2.77). The Resilience Scale, Distress Tolerance Scale, Cognitive Flexibility Scale, and Difficulties in Emotion Regulation Scale (DERS) had been used to collect data. In this study, a Serial Multiple Mediation Model was used, as proposed by Hayes. The findings showed that people with a higher level of distress tolerance possess higher degrees of cognitive flexibility and that cognitively more flexible individuals experience less difficulty in emotion regulation, and thus, lower levels of difficulty in emotion regulation were associated with an increase in resilience. Furthermore, the model in its entirety had proven to be statistically significant, accounting for 42% of the total variance.

There has been an increased interest in L2 learners’ motivation and autonomy over the past several decades, and both variables are recognized as characteristics of successful language learners. The L2 motivational self system (L2MSS) is a recent approach to L2 motivation research that sheds light on many aspects of a language learners’ self. Additionally, autonomy is known to promote long-term foreign language learning success. Understanding these measures and what variables influence them can help educators determine how to best help their students achieve success in language learning. This study examines Taiwanese university students’ ideal L2 selves and autonomy as measured on questionnaires. This study seeks to examine whether any differences exist between Taiwanese students who attended normal, comprehensive, or vocational high school programs in Taiwan. The results show that while differences exist and several of the L2MSS and autonomy variables are strongly correlated, there are no significant differences between students in these three groups. The results suggest that there may be other variables not measured in this study which do have an impact on a learners’ L2MSS and/or autonomy.

The purpose of the current study is to investigate middle school students’ self-regulation skills and vocabulary learning strategies in foreign language. The sampling of the current study consists of 990 5th, 6th, 7th and 8th grade middle school students attending state middle schools in the Mentese district of the city of Mugla, Turkey in school year 2018-2019. As the data collection tools, the Perceived Self-Regulation Scale and the Vocabulary Learning Strategies in Foreign Language Scale were used. In the analysis of the collected data, frequencies, percentages, independent-samples t-test and one-way variance analysis (ANOVA), Post-Hoc Tests (Tukey and Dunnett’s C) and correlation analysis were used. The findings of the present study have revealed that the middle school students’ self-regulation skills and vocabulary learning strategies in foreign language are over the medium value. The middle school students’ self-regulation skills and vocabulary learning strategies in foreign language were found to vary significantly depending on gender, grade level, father-mother attitude and level of interest in English course. A medium, positive and significant correlation was found between the middle school students’ total scores of self-regulation strategies and vocabulary learning strategies in foreign language.

The self-report and think-aloud approaches are the two dominant methodologies to measure metacognition. This is problematic, since they generate respondent and confirmation biases, respectively. The Meta-Performance Test is an innovative battery, which evaluates metacognition based on the respondent's performance, mitigating the aforementioned biases. The Meta-Performance Test consists of two tests, the Meta-text, which evaluates metacognition in the domain of reading comprehension, and Meta-number, in the domain of arithmetic expressions solving. The main focus of this article is to present the development of the battery, in terms of its conceptual basis, development strategies and structure. Evidence of its content validity is also presented, through the evaluation of three experts in metacognition, two experts in Spanish language, two experts in mathematics and five students who represent the target population. The results of the judges' evaluations attested to the Meta-Performance Test content validity, and the target population declared that both the battery understanding and taking are adequate. Contributions and future research perspectives of the Meta-Performance Test in the field of metacognition are discussed.

Response times are one of the important sources that provide information about the performance of individuals during a test process. The main purpose of this study is to show that survival models can be used in educational data. Accordingly, data sets of items measuring literacy, numeracy and problem-solving skills of the countries participating in Round 3 of the Programme for the International Assessment of Adult Competencies were used. Accelerated failure time models have been analyzed for each country and domain.  As a result of the analysis of the models in which various covariates are included as independent variables, and response time for giving correct answers is included as a dependent variable, it was found the associations between the covariates and response time for giving correct answers were concluded to vary from one domain to another or from one country to another. The results obtained from the present study have provided the educational stakeholders and practitioners with valuable information.

The field of studies in metacognition points to some limitations in the way the construct has traditionally been measured and shows a near absence of performance-based tests. The Meta-Text is a performance-based test recently created to assess components of cognition regulation: planning, monitoring, and judgment. This study presents the first evidence on the structural validity of the Meta-Text, by analyzing its dimensionality and reliability in a sample of 655 Honduran university students. Different models were tested, via item confirmatory factor analysis. The results indicated that the specific factors of planning and monitoring do not hold empirically. The bifactor model containing the general cognition regulation factor and the judgment-specific factor was evaluated as the best model (CFI = .992; NFI = .963; TLI = .991; RMSEA = .021). The reliability of the factors in this model proved to be acceptable (Ω = .701 & .699). The judgment items were well loaded only by the judgment factor, suggesting that the judgment construct may actually be another component of the metacognitive knowledge dimension but having little role in cognition regulation. The results show initial evidence on the structural validity of the Meta-Text and give rise to information previously unidentified by the field which has conceptual implications for theorizing metacognitive components.