The effects of question-generation training on metacognitive knowledge, self regulation and learning approaches in science.

Background: Although much research has examined the impact of question generation on students' reading comprehension and learning from lectures, far less research has analysed its influence on how students learn and study science. The present study aims to bridge this knowledge gap.

Method: Using a quasi-experimental design, three complete ninth-grade science classes, with a total of 72 students, were randomly assigned to three conditions (groups): (G1) questioning-training by providing prompts; (G2) question-generation without any explicit instruction; and (G3) no question control.

Factor structure of the Self-Regulation Questionnaire (SRQ) at Spanish universities.

The Self-Regulation Questionnaire (SRQ) has been used in psychology research during the last decade. The instrument has been used in a variety of life domains: psychological well-being, dispositional happiness, depressive symptoms and career adaptability. This investigation studies the factor structure and internal consistency of the SRQ, extracting a short version in the Spanish context and examining its relation to academic variables (self-regulated learning and grades).

[Learning approaches, self-regulation and achievement in three European universities].

The current study seeks to analyze the relationship between learning approaches, self-regulation and performance. Data are gathered from three public European universities, one from the UK (University of Wales Institute, Cardiff) and two from Spain (Universities of Almeria and Granada). Two self-report measurements were used to collect information, the R-SPQ-2F questionnaire and the IATLP Scales.

University students' achievement goals and approaches to learning in mathematics.

Background: Achievement goals (AG) and students' approaches to learning (SAL) are two research perspectives on student motivation and learning in higher education that have until now been pursued quite independently.

Aims: This study sets out: (a) to explore the relationship between the most representative variables of SAL and AG; (b) to identify subgroups (clusters) of students with multiple AG; and (c) to examine the differences between these clusters with respect to various SAL and AG characteristics.

Sample: The participants were 680 male and female 1st year university students studying different subjects (e.