Archive

Learning Motivation and Self-Directed Learning as Mediators of Academic Resilience on Well-Being: A PLS-SEM Analysis

Diva Aurelia Putri, Arildwika Putra, Komariyah, Nabila Syalsya Az Zahwa Y

This study was conducted to examine the effects of academic resilience and learning motivation, self-directed learning, and academic well-being as mediators of learning motivation and self-directed learning. A cross-sectional research design utilized a sample of 240 students from an elementary school in Indonesia. After the data was collected through structured observation tools, SmartPLS 3 was used to analyze the data using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that academic resilience has a significant effect on self-directed learning and learning motivation, but it doesn't directly impact students' academic well-being. In addition, self-directed learning and learning motivation significantly predict academic well-being. However, the mediation analysis shows that this variability partly acts as a mediator in the relationship between academic resilience and students' academic well-being. The results show that just boosting resilience isn't enough to improve academic health if it's not accompanied by greater learning motivation and self-directed teaching. By providing an integrated model that explains how academic well-being affects the academic resilience of elementary school students in Indonesia, this study helps educational psychology. In addition, it also offers practical advice on how to create school interventions that support students' academic achievement and overall well-being.

Interpersonal Relationships and Academic Performance: Discriminant Analysis and ANOVA of Elementary School Students

Naila Amania Fitriani, Fitriyah Nurunnisa, Sri Rahayu, M. Ridho Akbar

Although academic achievement and interpersonal relationships are recognized as closely related components of elementary education, limited evidence has examined these relationships simultaneously among young Indonesian students. This study investigated whether relationships with parents, teachers, and peers differentiated levels of academic achievement among elementary school students. A total of 240 fourth- and fifth-grade students were classified into three achievement groups based on report card scores: adequate (

EFL Teachers’ Experiences of Integrating Technology into Formative Assessment Through Keller’s ARCS Model

Hossein Isaee

From Searching to Evaluating: How Generative AI Reshapes Involvement Load in Foreign Language Vocabulary Learning

Gulzhaina K. Kassymova, Olzhas Kenzhaliyev, Farid R. Kassimov

Supporting Low-Proficiency Learners in EFL Classrooms: Strategies for Inclusive Teaching

Edidiong Emmanual Akpan, Wildan Nurul Aini

This study investigated the instructional strategies employed by EFL teachers to support low-proficiency learners in inclusive classroom settings and examined the extent to which these strategies influenced learners’ participation and language achievement. Employing a mixed-methods approach with an exploratory sequential design, the study combined qualitative and quantitative data to provide a comprehensive understanding of inclusive teaching practices. Qualitative data were collected through semi-structured interviews with six EFL teachers and focus group discussions with students, while quantitative data were obtained from structured questionnaires and classroom-based assessments. The qualitative findings revealed that teachers implemented various inclusive instructional strategies, including scaffolding, peer collaboration, simplified and contextualized instruction, and differentiated tasks to accommodate learners’ diverse needs. The quantitative findings demonstrated that these strategies positively influenced students’ classroom participation and language achievement, particularly in vocabulary mastery, grammar accuracy, reading comprehension, and writing performance. The study further highlighted that supportive and flexible instructional practices contributed to increased learner confidence and engagement in classroom activities. Overall, the findings emphasize the importance of inclusive pedagogy in creating equitable and participatory EFL learning environments. The study also offers pedagogical implications for teachers, curriculum developers, and educational institutions in supporting low-proficiency learners more effectively.

Who Am I as a Learner in the Age of Artificial Intelligence?: Exploring University Students' Identity Construction in AI-Mediated Learning

Roy Venketsamy, Naelul Rohmah

The rapid integration of artificial intelligence (AI) into higher education has transformed how students access information, engage with learning tasks, and construct knowledge. While previous studies have primarily focused on the adoption, effectiveness, and ethical implications of AI-assisted learning, limited attention has been given to how AI influences students’ identities as learners. This study explores how university students construct their learner identities in the era of artificial intelligence. Employing a qualitative phenomenological design, the study involved six higher education students who regularly used generative AI technologies to support their academic learning. Data were collected through semi-structured interviews and a focus group discussion and analyzed using inductive thematic analysis. The findings revealed four interconnected themes: becoming an AI-enhanced learner, negotiating independence and dependence in learning, redefining competence and expertise, and envisioning future-ready learner identities. Participants perceived AI as a learning companion that enhanced their capabilities while simultaneously requiring them to negotiate issues of autonomy, responsibility, and authenticity. The findings further indicated that students increasingly defined competence in terms of critical evaluation and effective human-AI collaboration rather than information acquisition alone. Moreover, participants’ engagement with AI was strongly connected to their aspirations for future academic and professional participation. The study contributes to the growing literature on AI in higher education by highlighting the identity-related dimensions of AI-mediated learning and offering insights into what it means to be a learner in an increasingly AI-driven educational landscape.

Loneliness and Social Connection in Online Higher Education: A Mixed-Methods Study of University Students’ Experiences

Norazmie Yusof, Akbar Fauzan

The rapid expansion of online higher education has transformed not only instructional practices but also students’ social and emotional learning experiences. This study explores university students’ experiences of loneliness and social connection in online higher education contexts through a convergent mixed-methods design grounded in Social Presence Theory. Quantitative and qualitative data were collected concurrently from university students who had experienced online learning for at least one academic semester. The quantitative phase involved an online survey administered to 102 students, while the qualitative phase consisted of semi-structured interviews with 12 purposively selected participants. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed through thematic analysis. The findings revealed that students experienced moderately high levels of loneliness alongside moderate levels of social connection, peer interaction, instructor interaction, and sense of belonging in online learning environments. Qualitative findings further demonstrated that students frequently perceived online learning as emotionally distant and socially limited due to reduced interpersonal interaction, limited visibility, and minimal emotional engagement. However, meaningful social connection remained possible through collaborative activities, instructor responsiveness, and active participation. The integration of findings suggests that loneliness and social connection coexist dynamically within digitally mediated educational environments. The study highlights the importance of social presence, interpersonal responsiveness, and interaction quality in fostering emotionally supportive online higher education experiences.

Fostering Social Connectedness Through Discussion-Based Pedagogy: Evidence from University Virtual Learning Environments

Yasmin Pascual-Dormido, Nida Ankhofiyya

The increasing prevalence of virtual learning environments has highlighted the importance of fostering students’ social connectedness to support meaningful educational experiences. This study examined the relationship between discussion-based pedagogy and university students’ social connectedness in virtual learning environments and identified the pedagogical dimensions that contribute most significantly to this outcome. Employing a quantitative cross-sectional survey design, data were collected from 286 undergraduate students enrolled in virtual courses at a public university. A structured questionnaire measuring discussion-based pedagogy and social connectedness was administered, and the data were analyzed using descriptive statistics, simple linear regression, and multiple regression analyses. The findings revealed a significant positive association between discussion-based pedagogy and social connectedness, with discussion-based pedagogy explaining a substantial proportion of the variance in students’ social connectedness. Among the pedagogical dimensions examined, peer interaction emerged as the strongest predictor, followed by instructor facilitation, collaborative dialogue, and active participation. In contrast, knowledge sharing did not significantly predict social connectedness when the dimensions were analyzed simultaneously. The findings suggest that discussion-based learning enhances students’ social experiences by promoting meaningful interaction, collaboration, and engagement. The study highlights the importance of interaction-rich pedagogical practices in cultivating socially connected virtual learning communities.

University Students' Use of AI Chatbot Companions for Academic Help Seeking: Benefits and Challenges

Naufal Fidha Sulaeman, Kurnihayati Kurnihayati

The increasing adoption of generative artificial intelligence (AI) has transformed the ways university students seek academic support, yet little is known about how AI chatbot companions are integrated into students' academic help-seeking behaviours. This qualitative study explored how university students use AI chatbot companions as part of their academic help-seeking processes and examined their perceptions of the benefits and challenges associated with their use. Guided by Karabenick and Dembo's (2011) academic help-seeking process model, the study employed a qualitative descriptive design. Data were collected through semi-structured interviews with university students who had experience using AI chatbot companions for academic purposes. The interview data were analysed using reflexive thematic analysis through a hybrid deductive-inductive approach. The findings revealed that students incorporated AI chatbot companions into a dynamic help-seeking process by recognizing learning difficulties, strategically selecting AI as an academic help source, engaging in iterative dialogue, and critically evaluating AI-generated assistance before applying it to their learning. Participants perceived AI chatbot companions as accessible, personalized, and psychologically safe learning partners that supported self-regulated learning. However, they also expressed concerns regarding the reliability of AI-generated information, the need for information verification, and the potential risk of overreliance. The study extends Karabenick and Dembo's academic help-seeking process model by positioning AI chatbot companions as an emerging academic help source within higher education. The findings further highlight the importance of fostering AI literacy, critical evaluation skills, and responsible AI use to maximize the educational value of AI chatbot companions.

Social-Emotional Profiles and Fluctuations in Mathematic Achievement: A Multiple Discriminant Analysis of Elementary School Students

Tia Rahmawati, Lulu Salsabila, Naasywa Aurel Ardellysa, Muhammad Kholil Anwar

Students’ social-emotional competencies may influence academic achievement, yet it remains unclear whether these competencies differentiate students according to changes in mathematics report-card scores. This study described and compared elementary school students’ social-emotional profiles, including self-control, social anxiety, and relationship skills, across groups with increased, stable, and decreased mathematics scores. It also identified the dimensions that contributed most strongly to group differentiation. A quantitative, comparative, cross-sectional design was employed. The sample comprised 313 students in Grades 4–6 from five public elementary schools, selected through purposive-convenience sampling. Data were collected using an adapted Social and Emotional Learning Competency Scale and official report-card records. Students were classified according to changes in mathematics scores across two consecutive semesters: increased (n = 80), stable (n = 159), and decreased (n = 74). Multiple Discriminant Analysis was conducted using IBM SPSS 25. The discriminant functions formed from the three social-emotional dimensions were not statistically significant, χ²(6) = 6.772, p = .342; therefore, the hypothesis was not supported. Nevertheless, self-control showed the strongest correlation with Function 1 (r = .878), and the group centroids indicated that higher self-control was more characteristic of students whose scores increased. These findings suggest that internal social-emotional competencies alone are insufficient to explain changes in mathematics achievement. Such changes are likely multidimensional and influenced by interpersonal, instructional, and contextual factors. This study provides preliminary evidence regarding the discriminative capacity of social-emotional competencies in explaining mathematics score changes among Indonesian elementary school students.

Mathematics Learning Motivation and Negative Academic Emotions in Elementary School: A Multivariate Examination of Grade-Level, Age, and Gender Differences

Astrid Novriwidiyanti, Rosi Hasanah Putri, Silvia Catalan Ambag

This study aimed to examine whether mathematics learning motivation and negative academic emotions differ simultaneously according to grade level, age, and gender among elementary school students. A quantitative cross-sectional comparative survey design was employed involving 260 students in Grades 3–5 from elementary schools in Cirebon Regency, Indonesia, selected through purposive sampling. Data were collected using two self-report questionnaires measuring mathematics learning motivation and negative academic emotions on five-point Likert scales. Instrument measurement properties were evaluated using SmartPLS 3, while descriptive statistics and Multivariate Analysis of Variance (MANOVA) were performed using IBM SPSS, with Pillai’s Trace used as the principal multivariate statistic. The findings revealed significant multivariate differences in the combined outcomes according to grade level (p < .001) and age (p = .015), whereas gender differences were not significant (p = .474). Follow-up analyses showed that these differences were attributable primarily to negative academic emotions, which differed significantly across grade levels (p < .001) and age groups (p = .003), while mathematics learning motivation remained relatively stable. Neither motivation nor negative academic emotions differed significantly by gender. The study concludes that negative academic emotional experiences were more differentiated by grade level and age than overall mathematics learning motivation. The study contributes multivariate evidence from the Indonesian elementary education context by examining motivation and negative academic emotions concurrently, highlighting the relevance of students’ emotional experiences alongside motivation in mathematics learning.

The Influence of Growth Mindset on Elementary School Students' Subjective Well-Being: The Mediating Role of Academic Self-Efficacy and the Moderating Role of Perceived Teacher Support

Ganis Ainnur Rahmah, Bunga Adelia

Elementary school students' subjective well-being has been reported to be declining, raising concerns about their long-term psychological and academic development. Despite growing interest in growth mindset and its benefits, few studies have simultaneously examined academic self-efficacy as a mediator and perceived teacher support as a moderator within a single integrated model for elementary school students. This study aims to examine the role of growth mindset in predicting subjective well-being, with academic self-efficacy as a mediating variable and perceived teacher support as a moderating variable. A quantitative approach with a cross-sectional design was employed. Data were collected from 240 elementary school students in West Java, Indonesia, selected through purposive sampling. A self-report questionnaire comprising 38 items across four constructs was administered using a four-point Likert scale. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4, applying bootstrapping with 5,000 resamples to assess mediation and moderation effects. The results show that growth mindset significantly and positively predicts subjective well-being (β = 0.361, p < 0.001). Academic self-efficacy partially mediates this relationship (indirect effect = 0.094, 95% CI [0.038, 0.165]), accounting for approximately 26% of the total effect. Perceived teacher support significantly moderates the relationship between growth mindset and academic self-efficacy (β = 0.110, p = .026). In conclusion, subjective well-being in elementary school students is shaped by the interplay of growth mindset, self-efficacy, and teacher support. This study contributes a comprehensive moderated mediation model that bridges individual cognitive beliefs with contextual classroom factors, providing practical guidance for educators and policymakers to design targeted interventions that strengthen students' psychological well-being.