Secondary School Students' LLL Competencies, and Their Relation with Classroom Structure and Achievement.

There is a strong urge to foster lifelong learning (LLL) competencies with its key components - motivation and self-regulated learning - from early on in the education system. School in general is presently not considered to be successful in systematically imparting motivation and self-regulated learning strategies. There is strong evidence that decisive motivational determinants decrease the longer students stay in school.

Evaluation of competence-based teaching in higher education: From theory to practice.

Competence-based teaching in higher education institutions and its evaluation have become a prevalent topic especially in the European Union. However, evaluation instruments are often limited, for example to single student competencies or specific elements of the teaching process. The present paper provides a more comprehensive evaluation concept that contributes to sustainable improvement of competence-based teaching in higher education institutions.

The effect of classroom structure on verbal and physical aggression among peers: a short-term longitudinal study.

Teachers promote student learning and well-being in school by establishing a supportive classroom structure. The term classroom structure refers to how teachers design tasks, maintain authority, and evaluate student achievement. Although empirical studies have shown the relation of classroom structure to student motivation, achievement, and well-being, no prior investigations have examined the influence of classroom structure on aggression among peers.