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The purpose of this paper is to explore the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments.

The authors use data from a nationwide and compulsory survey to analyze the relationship between learning environment and student effort. The survey covers all students attending the seventh (last year of primary school) and tenth (last year of lower secondary school) grades in Norwegian compulsory education. Since the survey has been conducted every year since 2006/2007, we can apply panel data methods to reduce the potential for omitted variable problems.

Student satisfaction with teacher guidance, materials and social environment plays an important role in stimulating effort both in class and with homework. Satisfaction with physical work conditions is of less importance, but does stimulate in-class effort among the younger students. Heterogeneity across the genders for tenth graders is also observed. In particular, bullying and satisfaction with teacher guidance are more important determinants for males’ than for females’ effort.

The results indicate that school managers should focus attention on improving not only the quality of teachers and teaching materials, but also the social environment at the school in order to stimulate more student effort.

The results contribute to the literature studying student effort and educational outcomes by providing information on how different school factors affect student effort.

This study examines the effect of using a computerized decision aid on student cognitive effort and learning in the first tax course. Students at a mid-western university in the United States prepared a 1040 tax return using either paper or tax software from a given set of taxpayer information. Students using paper forms reported higher levels of cognitive effort than did students using the tax software, however, no association between self-efficacy and cognitive effort was found. A test for association between decision aid type and inferential (higher-level) learning (the third level of Bloom's taxonomy) found cognitive effort to be statistically significant. The study also found a significant interaction between cognitive effort and experience. These results suggest that paper forms, which require students to work through task processes, may be better instructional tools for helping students acquire a deeper understanding of subject matter. Although tax software provides potential benefits of increased accuracy and speed, practitioners should be aware of its limitations as a learning tool.

The purpose of this paper is to scrutinize university students’ affective experiences in academic contexts as well as the ways to integrate affection into existing models of motivation and learning. In particular, it probed 235 English as foreign language (EFL) students’ emotional exhaustion by investigating its role in their intrinsic motivation, effort regulation, and academic achievement. It also sought to examine the impact of intrinsic motivation on effort regulation and academic achievement as well as the effect of effort regulation on academic achievement among Iranian university students.

To do so, two distinctive questionnaires, namely; the “student version of Maslach Burnout Inventory” (Schaufeli et al., 2002) and the “Motivated Strategies for Learning Questionnaire” (Pintrich and DeGroot, 1990) were administered to the participants. The data were analyzed via structural equation modeling (SEM).

The findings of the study yielded via SEM revealed that students’ emotional exhaustion negatively predicted students’ intrinsic motivation, effort regulation, and academic achievement. It was also found that intrinsic motivation significantly and positively predicted effort regulation and academic achievement. Finally, effort regulation was found to be a positive and significant predicator of university students’ academic achievement.

While a plethora of studies, thus far, strived to investigate the concept of burnout in different contexts, there is still a scant body of research attempting to delve into the most significant dimension of the syndrome (i.e. emotional exhaustion), and, to the best knowledge of the present researchers, no documented study to date has studied Iranian university EFL students’ emotional exhaustion, intrinsic motivation, and effort regulation within a single framework.

We examine how school districts in California help their high schools respond to state accountability requirements. We discovered two contrasting forms of district interventions: those aiming to increase schools’ internal coherence and those encouraging direct but narrower responses to state requirements. Drawing on interviews in six districts and eight high schools, we find that many district efforts focus on immediate responses to state requirements to raise test scores. Yet, our analysis suggests that without strong district efforts to increase internal coherence, interventions aimed at eliciting school responses will be less beneficial over time.

We use student-level online resource usage data for students in four different introductory accounting courses to explore the impact on exam performance of both student study effort and students’ revealed preferences for reading text or watching video lectures. The online learning tool tracks student study choice (read text, watch video, or skip) on a paragraph-by-paragraph level. We match these usage data with student performance on course exams. We find that students who study more material earn higher exam scores than do students who study less material. We also find that students who self-select to do relatively more of their studying through reading text score higher on exams, on average, than do students who self-select to do relatively more of their studying through watching videos. Specifically, holding the overall amount of study constant, a student who chooses to spend the highest fraction of her or his study time watching video mini lectures earns exam scores 10 percentage points lower (six-tenths of a standard deviation) than a student who chooses to spend the lowest fraction of study time watching videos. Our results demonstrate that at least for introductory accounting students, increased study effort does indeed have a positive impact on exam performance. Our evidence also suggests that the highest performing introductory accounting students choose to learn accounting proportionately more through reading than through watching. These results are a reminder that when we talk about using “technology” to help our students learn accounting, the written word is still an important technology.

This paper proposes a model for detecting unexpected examination scores based on past scores, current daily efforts and trend in the current score of individual students. The detection is performed soon after the current examination is completed, which helps take immediate action to improve the ability of students before the commencement of daily assessments during the next semester.

The scores of past examinations and current daily assessments are analyzed using a combination of an ANOVA, a principal component analysis and a multiple regression analysis. A case study is conducted using the assessment scores of secondary-level students of an international school in Japan.

The score for the current examination is predicted based on past scores, current daily efforts and trend in the current score. A lower control limit for detecting unexpected scores is derived based on the predicted score. The actual score, which is below the lower control limit, is recognized as an unexpected score. This case study verifies the effectiveness of the combinatorial usage of data in detecting unexpected scores.

Unlike previous studies that utilize attribute and background data to predict student scores, this study utilizes a combination of past examination scores, current daily efforts for related subjects and trend in the current score.

Not all first-year university students possess the academic self-concept necessary for an effective transition from high school to university. This may impact their aptitude for learning so negatively that their engagement in lifelong learning (LLL), a prerequisite for success at and beyond university, may be limited. Therefore, the relationship between self-concept and LLL tendency is critical. This paper aims to describe this relationship among Arab first year university students. 149 students (77 males and 72 females) in two consecutive courses were involved in the study. Data were collected using two surveys, one on students’ self-concept, and another on their LLL tendency. Comparisons were made to determine whether gender and courses attended played a role in students’ academic self-concept and LLL tendency. The relationship between academic self-concept and LLL tendency was also analyzed. Results showed that students possessed a relatively high academic self-concept and that their LLL tendency scores were higher than the scale midpoint. The female students’ scores for academic effort (a sub-scale of self-concept), and for curiosity (a sub-scale of LLL), were comparatively higher than those for males. The courses attended did not make a significant difference in students’ perception of their academic self-concept; however, students in the second level course scored higher for self-regulation, a sub-scale of LLL, therefore receiving a slightly higher rating for LLL. Results also indicated a positive relationship between self-concept and LLL scores. The association between the academic effort and self-regulation domains of the scales was noteworthy. Recommendations are made to enhance students’ academic self-concept and LLL tendency, with an aim to strengthen the relationship between the two concepts.

ﻻ ﯾﻣﺗﻠ ك ﺟﻣﯾ ﻊ طﻼب اﻟ ﺳﻧﺔ ا ﻷوﻟ ﻰ ﻓ ﻲ اﻟ ﺟﺎ ﻣﻌﺔ ﻣﻔﮭوم اﻟذا ت ا ﻷﻛﺎدﯾﻣ ﻲ اﻟ ﺿ رور ي ﻟ ﻼﻧﺗﻘﺎ ل اﻟﻔﻌﺎ ل ﻣ ن اﻟ ﻣد رﺳﺔ اﻟﺛﺎﻧ وﯾﺔ إﻟ ﻰ اﻟ ﺟﺎ ﻣﻌﺔ. ﻗد ﯾؤ ﺛ ر ھذا ﻋﻠ ﻰ ا ﺳﺗ ﻌدا دھم ﻟﻠﺗ ﻌﻠ م ﺑ ﺷﻛ ل ﺳﻠﺑ ﻲ ﻟ د رﺟﺔ أ ن ﻣ ﺷﺎ رﻛﺗ ﮭم ﻓ ﻲ اﻟﺗ ﻌﻠ م ﻣد ى اﻟ ﺣﯾﺎة ) LLL (، وھ و ﺷرط أ ﺳﺎ ﺳﻲ ﻟﻠﻧ ﺟﺎ ح ﻓ ﻲ اﻟ ﺟﺎ ﻣﻌﺔ وﺧ ﺎ رﺟﮭﺎ، ﻗد ﯾ ﻛو ن ﻣ ﺣدودًا. وﻟ ذﻟ ك، ﻓﺈن اﻟ ﻌ ﻼ ﻗﺔ ﺑﯾ ن ﻣﻔﮭوم اﻟ ذا ت واﺗ ﺟ ﺎه LLL أﻣر ﺑﺎﻟ ﻎ ا ﻷھﻣﯾ ﺔ. ﺗ ﮭد ف ھذه اﻟ ورﻗﺔ إﻟ ﻰ و ﺻ ف ھذه اﻟﻌ ﻼ ﻗﺔ ﺑﯾ ن ط ﻼ ب اﻟﺟ ﺎ ﻣﻌﺎ ت اﻟﻌر ب ﻓﻲ اﻟﺳ ﻧ ﺔ ا ﻷ و ﻟ ﻰ . ﺷ ﺎ ر ك ﻓ ﻲ اﻟد ر ا ﺳ ﺔ 149 ط ﺎ ﻟ ﺑًﺎ ) 77 ﻣن اﻟذﻛور و 72 ﻣن اﻹ ﻧﺎ ث( ﻓ ﻲ دورﺗﯾ ن ﻣﺗ ﺗﺎﻟﯾﺗﯾ ن. ﺗم ﺟﻣﻊ اﻟﺑﯾﺎﻧﺎ ت ﺑﺎ ﺳﺗ ﺧدا م ﻣﺳ ﺣﯾن ، أﺣدھﻣﺎ ﻋن ﻣﻔ ﮭوم اﻟ ذا ت ﻟ د ى اﻟط ﻼ ب ، وا ﻵﺧر ﻋن اﺗ ﺟﺎه LLL . أ ﺟرﯾ ت ﻣﻘﺎ رﻧﺎ ت ﻟﺗ ﺣدﯾد ﻣ ﺎ إ ذ ا ﻛ ﺎ ن ا ﻟ ﺟ ﻧ د ر و ا ﻟ د و ر ا ت ا ﻟ ﺗ د ر ﯾ ﺑ ﯾ ﺔ ﻗ د ﻟ ﻌ ﺑ ت د و ر اً ﻓ ﻲ ﻣ ﻔ ﮭ و م ا ﻟ ط ﻼ ب ا ﻷ ﻛ ﺎ د ﯾ ﻣ ﻲ ا ﻟ ذ ا ﺗ ﻲ و ا ﺗ ﺟ ﺎ ه LLL . ﻛﻣﺎ ﺗم ﺗ ﺣﻠﯾ ل اﻟ ﻌ ﻼ ﻗﺔ ﺑﯾ ن ﻣﻔ ﮭوم اﻟذا ت ا ﻷ ﻛﺎ دﯾ ﻣ ﻲ و اﺗ ﺟ ﺎه LLL . أ ظ ﮭر ت اﻟﻧﺗﺎﺋ ﺞ أ ن اﻟ ط ﻼ ب ﯾ ﻣ ﺗ ﻠ ﻛ و ن ﻣ ﻔ ﮭ و ﻣً ﺎ ذ ا ﺗ ﯾًﺎ ﻋ ﺎ ﻟ ﯾًﺎ ﻧ ﺳ ﺑ ﯾًﺎ ، وأ ن د رﺟﺎ ت ﻣﯾﻠ ﮭم ﻟﻠﻐﺔ ا ﻹ ﻧ ﺟ ﻠﯾ ز ﯾ ﺔ ﻛﺎﻧ ت أﻋ ﻠ ﻰ ﻣ ن ﻣﻧﺗ ﺻ ف اﻟﻧ طﺎ ق. ﻛﺎﻧ ت ﻧﺗﺎﺋ ﺞ اﻟ طﻼب ا ﻹﻧﺎ ث ﻟﻠ ﺟﮭد ا ﻷﻛﺎدﯾ ﻣ ﻲ )ﻣﻘﯾﺎ س ﻓ رﻋﻲ ﻟ ﻣﻔﮭوم اﻟ ذا ت(، وﻓﺿ ول )ﻣﻘﯾﺎ س ﻓ رﻋﻲ ﻣ ن LLL (، أﻋ ﻠ ﻰ ﻧ ﺳﺑﯾﺎ ﻣ ن ﺗﻠ ك ﺑﺎﻟﻧ ﺳﺑ ﺔ ﻟﻠ ذﻛور. ﻟ م ﺗ ؤد اﻟ دورا ت اﻟﺗ ﻲ ﺣ ﺿ رو ھﺎ ﻓ رق ﻛﺑﯾ ر ﻓ ﻲ إ د را ك اﻟ طﻼب ﻟ ﻣﻔ ﮭوﻣﮭم اﻟ ذاﺗ ﻲ اﻷﻛﺎدﯾ ﻣ ﻲ؛ وﻣ ﻊ ذﻟك ، ﻓﺈن اﻟ ط ﻼ ب ﻓ ﻲ دورة اﻟ ﻣ ﺳ ﺗ و ى اﻟﺛﺎﻧ ﻲ ﺣ ﺻ ﻠ وا ﻋ ﻠ ﻰ د رﺟ ﺎ ت أ ﻋ ﻠ ﻰ ﻓ ﻲ اﻟﺗﻧ ظ ﯾم اﻟذاﺗ ﻲ ، وھ و ﻣﻘﯾﺎ س ﻓ رﻋﻲ ﻟـ LLL ، وﺑ ﺎﻟﺗﺎﻟ ﻲ ﺣ ﺻ ﻠ و ا ﻋ ﻠ ﻰ ﺗ ﺻ ﻧ ﯾ ف أ ﻋ ﻠ ﻰ ﻗ ﻠ ﯾ ﻼً ﻟ ﻠ ـ LLL . أ ﺷﺎ ر ت اﻟﻧﺗﺎﺋ ﺞ أﯾ ﺿ ﺎ إﻟ ﻰ وﺟود ﻋﻼ ﻗﺔ إﯾ ﺟﺎﺑﯾ ﺔ ﺿ ﻌﯾﻔﺔ ﺑﯾن ﻣﻔﮭوم اﻟذا ت وﻧﺗ ﺎﺋﺞ ا ل LLL . ﻛﺎ ن ا ﻻ ر ﺗ ﺑ ﺎ ط ﺑ ﯾ ن ا ﻟ ﺟ ﮭ د ا ﻷ ﻛ ﺎ د ﯾ ﻣ ﻲ و ﻣ ﺟ ﺎ ل ا ﻟ ﺗ ﻧ ظ ﯾ م ا ﻟ ذ ا ﺗ ﻲ ﻓ ﻲ ا ﻟ ﻣ ﻘ ﺎ ﯾ ﯾ س ﺟ د ﯾ رً ا ﺑ ﺎ ﻟ ﻣ ﻼ ﺣ ظ ﺔ . ﻟذ ا ﻧ و ﺻ ﻲ ﺑﺄ ھﻣﯾ ﺔ ﻟ ﺗﻧﻣﯾ ﺔ ﻣﻔ ﮭوم اﻟ طﻼب ا ﻷﻛﺎ دﯾ ﻣ ﻲ اﻟذاﺗ ﻲ و اﺗ ﺟ ﺎه ال LLL ، ﺑﮭ د ف ﺗﻌزﯾ ز اﻟ ﻌ ﻼﻗﺔ ﺑﯾ ن اﻟ ﻣﻔ ﮭوﻣﯾ ن.

The purpose of this study is to investigate the effectiveness of diagrammatic visualisation techniques versus sentential learning contexts in an accounting subject using the theoretical lens of cognitive load theory (CLT).

The present study used four groups of students; two groups completed a task using diagrammatic visualisation learning materials, with one of the groups undertaking their leaning activities collaboratively and another on an individual basis, whereas two comparison groups were given a sentential learning context without diagrams, with one group undertaking their leaning activities collaboratively and the other individually. In addition to performance grades, cognitive load self-report scores were also elicited from participants.

The findings of this study indicate support for diagrammatic visualisation techniques for students working collaboratively. Compared with sentential learners, the authors find significantly improved test performance for students who work collaboratively in a diagrammatic visualisation environment. Students in the visualisation environments obtained higher grades than those in the sentential group. In terms of mental effort, students in the visualisation conditions reported the lowest cognitive load.

The authors conclude that diagrammatic visualisation learning techniques enhance student performance outcomes, particularly for those who work collaboratively. CLT assists in the understanding of the mental processes involved in learning. Instructional designers need to consider CLT when developing diagrammatic visualisation material to enable students to obtain the best possible learning outcomes.

This study addresses a gap in the literature by examining the use of diagrammatic visualisation materials as an alternative to text when learning accounting. The study explores the effect of visualisation material on students’ cognitive load by analysing their mental effort. The study contributes useful findings on visualisation as a conduit to enhancing the understanding of accounting using CLT principles.

The study focuses on academic stress among the students due to insufficient efforts and intrapersonal conflicts amid the COVID-19 situation. The purpose of this study is to measure the mediating role of academic stress between life dissatisfaction and adequate steps and intrapersonal conflicts.

The researcher had surveyed 729 students from the two states, including Haryana and Punjab and 716 responses were used for analysis. These respondents were approached in April–May 2020 to explore the impact of COVID-19. The questionnaire was prepared with the help of Google form, including 29 questions. Confirmatory factor analysis and structural equation modeling (SEM) were used to validate the research model and for testing the hypothesis.

The findings indicate that intra-personal conflict and insufficient efforts have a significant positive relation with academic stress. Also, intrapersonal conflict and insufficient efforts have a significant positive relation with life dissatisfaction. It has been reported that academic stress mediates the relationship between life dissatisfaction and intra-personal conflict. The results also reveal that academic stress is positively and significantly associated with life dissatisfaction.

This is one of the few studies that explored the mediating role of academic stress between life dissatisfaction and insufficient efforts and intrapersonal conflicts.

The purpose of this study is to assess environmental concern at a Midwest university, analyze trends in concern over time and determine the effect of the development of a campus sustainability office.

A multi-question survey was administered through peer-to-peer recruitment from an undergraduate environmental science class each fall from 2010–2017. This exercise was originally developed as a pedagogical exercise on the scientific method.

Over eight years, incoming freshmen have expressed more concern that humans are harming the environment and students also express greater concern as they progress through college.

The first year of the survey (2010) and the year that the lead PI was on sabbatical (2014) saw reduced response rates (∼1%–3% of the student population) compared to 6%–9% of the student population in other years.

Responses to all of the questions in the survey provide guidance for university administrations and sustainability offices about the concerns of the campus community, awareness about campus efforts and support for sustainability activities on campus.

Few studies have been published on students’ perspectives on environmental concern and sustainability activities on university campuses. These data provide an overview of environmental concern, perceived government action and empowerment to action over an eight-year period. This approach is recommended as a technique to teach the scientific method in introductory classes and as a means to collect data about student perspectives on sustainability.