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This study explored preservice and in-service early childhood teachers' online academic learning beliefs and strategies.

Two hundred preservice and in-service teachers respectively from Taiwan participated in this research. A focus group discussion was carried out concerning the development of the questionnaires. The exploratory and confirmatory factor analysis confirmed good construct validity and reliabilities of the survey.

The survey results showed that in-service teachers generally held more sophisticated learning beliefs than the preservice teachers in all scales. Also, in-service teachers responded with a higher level of online academic learning strategies than the preservice teachers did. Regarding their online experiences, preservice teachers who spent an appropriate amount of time online had more positive beliefs than those with excessive online experiences. However, preservice teachers did not reveal employment of their ICT literacy in their online academic learning strategies. It was found that those in-service teachers with more online learning experience also showed higher levels of online academic learning beliefs. They used more deep strategies in their online academic learning.

The findings of this study could provide insights for the development of online academic learning ability in preschool teacher training programs.

(1) In-service teachers generally held more sophisticated learning beliefs than the preservice teachers. (2) Preservice teachers who spent an appropriate amount of time online had more positive beliefs than those with excessive online experiences. (3) Preservice teachers did not reveal employment of their ICT literacy in their online academic learning strategies. (4) In-service teachers with more online learning experience also showed higher levels of online academic learning beliefs. They used more deep strategies in their online academic learning.

The purpose of this paper is to examine the relationships between personality traits, learning strategies and academic performance among undergraduate students in the post-Soviet transition country of Kazakhstan.

The authors used a quantitative survey method to assess individual personality, learning strategies and academic motivations. Statistical software (SPSS) was used to conduct correlations, linear regressions and multiple regressions as a means of testing the hypotheses and making inferences.

The results suggest that students with different personality characteristics have different motivations and priorities in their pursuit of university degrees. However, some of these differences seem to be related to their fields of academic study and biographical backgrounds.

The research emphasises the importance of managing individuals by focusing on their individual differences in learning strategies, rather than by relying on the personality stereotypes that existing literature suggests are prevalent.

The findings will help educators take appropriate measures in selecting learning strategies that suit the different personality types of students, and will encourage and assist them in improving their academic performance. As this type of research has never been carried out in post-Soviet CIS countries, dissemination of the study's findings will immensely benefit students and educators in the region.

The understanding of strategic learning processes seems to be fragmented and tangled in many disciplines. To construct a meaningful understanding of strategic learning, various disciplines were reviewed and synthesized, and a strategic learning model was developed based on the analysis of previous models. The purpose of this paper is to provide a deeper understanding of underlying theories of strategic learning and its model.

The theory of strategic learning is an evolving theory so that first, the literature that helps conceptualize the strategic learning, second, the founding pieces of the literature that composite the theory; and third, the most emerging literature in the strategy discipline are selected to explain the strategic learning model. Based on the thorough review of the literature, new conceptual model of strategic learning is introduced.

In both strategy literature and organizational literature, the existing strategic learning models can be evaluated to fully capture the distinctive aspects of learning in strategy process. Various learning theories are encompassed to construct the model.

This extended strategic learning model requires empirical testing to identify dimensions of strategic learning.

The extended strategic learning model will be useful to bring about strategic change, conversation, and behavior.

This conceptual model integrates many theories and important concepts. The foundational theories identified in this study also open up new research ideas for scholars using both quantitative and qualitative approaches.

This study aims to innovate by investigating the effects of goal orientations on informal learning strategies and whether intrinsic motivation mediates the relation between those two constructs.

To address these aims, the author relied on a quantitative study and on structural equation modeling to evaluate the relationships prescribed by the research model. The hypotheses were tested on a sample of 244 bank managers from Brazilian banks.

Results show that mastery goal orientation positively relate with both informal cognitive and behavioral learning strategies in the workplace.

This paper has contributed to the discussion concerning the effects of goal orientations on managers’ informal learning strategies, complementing previous research on the antecedents of informal learning.

This study aimed to investigate the learning strategies adopted by Saudi university students and explore the differences in the use of learning strategies due to gender and academic achievement.

The study utilized a cross-sectional descriptive analytic approach and adopted the brief “ACRA-C” learning strategies scale. The study sample consisted of 365 students enrolled at a Saudi university selected using the random clustering technique.

The study revealed that microstrategies and study habits are the most preferred strategies by Saudi university students. Statistically significant differences in the use of learning strategies were found between male and female students in favor of the female students. The study also found that learning strategies are a significant predictor of students' academic achievement.

The study was limited to one college in one Saudi university. Future studies should use larger samples from different colleges and universities in Saudi Arabia and incorporate a variety of measures of academic achievement, such as students' grades in specific courses rather than the overall grade average.

While there are a number of studies that investigated the use of learning strategies by students, there is a lack of such research in the higher education context of Saudi Arabia. Hence, the current study contributes to closing this gap in the literature by looking at the use of learning strategies by university students in Saudi Arabia and the relationship between strategy use, gender and academic achievement.

This paper aims to focus on professional development in the education sector. Its goal is to understand team leaders’ roles in teachers’ professional learning. Second, this paper seeks to understand the influence that team leaders have on teachers’ learning path strategies.

Following from van der Krogt’s (2007a) Learning Network Theory (LNT), this paper presents a qualitative study of teachers’ preferences for specific learning path strategies. Interview data were collected from teachers (N = 24) and team leaders (N = 5) at an intermediate vocational school in the Netherlands. Research questions ask to what extent teachers learning path strategies align with the learning path strategies that their team leaders think they should use, and about the influence team leaders have on teachers’ professional development.

Findings suggest that teachers and team leaders’ beliefs about learning path strategies differ greatly, and that team leaders have limited influence on the learning path strategies that teachers adopt. On the other hand, team leaders appear able to create conditions in which teachers can pursue professional learning because they do have influence on learning facilities.

These findings add to the scarce empirical evidence regarding LNT, learning path strategies and team leaders beliefs about teachers professional development. They also imply practical changes for team leaders who want to influence teacher professional development.

This study aims to extend understanding of individual innovation by examining how learning strategies and relational dynamics influence the generation and promotion of innovative ideas. By investigating the extent to which the relationship between learning strategies and innovation varies as a function of a social factor (i.e. leader–member exchange), this research strengthens the conceptual model of individual innovation by integrating cognitive, behavioral and environmental factors.

Data collected from 667 working adults met satisfactory standards of construct reliability, and confirmatory factor analyses were used to verify sufficient convergent and discriminant construct validity. A first-stage moderated-mediation model was used to measure the direct and indirect effects of the independent variable on the dependent variable, as well as the effect of the moderating variable.

Leader–member exchange positively moderated the relationship between behavioral learning strategies and idea generation, but not the relationship between cognitive learning strategies and idea generation. Furthermore, idea generation mediated the relationship between the interaction (i.e. behavioral learning strategies × leader–member exchange) and idea promotion. Idea generation also mediated the relationship between cognitive learning strategies and idea promotion.

This research extends the generalizability of social cognitive theory within individual innovation processes and provides a greater understanding of how relational dynamics strengthen employee innovation through behavioral learning strategies. Support for the hypothesized moderated-mediation model empirically validates how organizational leaders can leverage relational dynamics and learning strategies to elicit the conceptualization and championing of innovative ideas in the workplace.

Grounded in second-language acquisition (SLA) field, with a particular focus on the positive psychology (PP) theoretical perspective, this study examined the potential interplay between learning engagement (LE) and language learning strategies (LLSs), and their impact on language learning achievement of Saudi English as a foreign language (EFL) learners.

This quantitative study adopted a cross-sectional design using an online questionnaire distributed to 168 Saudi EFL college-level students in Saudi Arabia. Various statistical analyses (descriptive analyses, correlations and simple linear regression) were used.

The findings revealed that the most frequently LLSs used were metacognitive, followed by compensation, cognitive, affective, social and memory strategies. High levels of behavioral, followed by cognitive, emotional and agentic, engagement were reported. There was a significant and positive correlation between LLS and LE. LLS use and LE were significant predictors of language learning achievement.

The findings contribute to the domain of second language (L2) educational research and SLA field by emphasizing the importance of researching positive psychological factors such as engagement in relation to individual learners' learning strategies and styles to enhance learners' language learning achievement. A number of pedagogical implications for policymakers, educational stakeholders and foreign language teachers were provided.

The purpose of this study is to scrutinise individual learning strategies in their workplace when they were experiencing digital innovation. Moreover, the respective enablers and challenges of each category of strategies were explored to conceptualise supporting features needed in the digital learning environment.

This study adopts a qualitative inquiry to understand employees’ workplace learning strategies and the respective enablers, and challenges in each category of strategies. Twenty employees across different industries were interviewed, and a two-cycle inductive coding analysis was adopted to identify the categories of learning strategies.

Four categories of workplace learning strategies were identified: self-driven, social-leveraged, enterprise-oriented and information and technology-enhanced (IT-enhanced) strategies. Enablers and challenges of each category were also presented in this study.

The findings provide insights for individuals to establish a repertoire of learning strategies. The inadequate use of IT-enhanced strategies is additionally addressed.

This study examined workplace learning strategies in the context of digital innovation. Based on the empirical findings and existing literature, this study proposes a framework with the supporting features for a digital learning environment.