|
motivation |
4 |
|
student experience |
4 |
|
feedback |
3 |
|
higher education |
3 |
|
measurement |
3 |
|
pacific asia |
3 |
|
programme evaluation |
3 |
|
sem |
3 |
|
student engagement |
3 |
|
student learning |
3 |
|
student learning experience |
3 |
|
teaching |
3 |
|
university engagement |
3 |
|
quantitative research |
2 |
|
achievement |
1 |
|
action research |
1 |
|
affect |
1 |
|
approaches to learning |
1 |
|
approaches to teaching |
1 |
|
attendance |
1 |
|
blended learning |
1 |
|
chatbot |
1 |
|
chatbots |
1 |
|
classroom language learning |
1 |
|
cmc |
1 |
|
cognitive processing |
1 |
|
cognitive strategies |
1 |
|
competency beliefs |
1 |
|
compulsory courses |
1 |
|
computer/smartphone competency |
1 |
|
conversational agents |
1 |
|
course evaluation |
1 |
|
cross-cultural analysis |
1 |
|
cross-lagged modeling |
1 |
|
deep-level processing |
1 |
|
digital education |
1 |
|
doctoral studies |
1 |
|
e-learning |
1 |
|
education |
1 |
|
education and technology |
1 |
|
educational technology |
1 |
|
efficacy |
1 |
|
elementary school |
1 |
|
emotion |
1 |
|
english-language education |
1 |
|
equity |
1 |
|
foreign language |
1 |
|
foreign language anxiety |
1 |
|
foreign language learning |
1 |
|
formative assessment |
1 |
|
future orientation |
1 |
|
goal regulation |
1 |
|
gpa |
1 |
|
graduate teaching assistants |
1 |
|
instruction |
1 |
|
instrumental goals |
1 |
|
instrumental motivation |
1 |
|
integrative theoretical review |
1 |
|
interest |
1 |
|
interest in teaching |
1 |
|
international |
1 |
|
japan |
1 |
|
japanese university |
1 |
|
junior high school |
1 |
|
l1/l2 comparison |
1 |
|
lagged modelling |
1 |
|
language |
1 |
|
language anxiety |
1 |
|
language learning |
1 |
|
language learning strategy |
1 |
|
latent profile |
1 |
|
latent profile analysis |
1 |
|
latent profile transition analysis |
1 |
|
latent transition analysis |
1 |
|
learning |
1 |
|
learning environment |
1 |
|
learning patterns |
1 |
|
learning strategies |
1 |
|
likert |
1 |
|
longitudinal |
1 |
|
longitudinal analysis |
1 |
|
longitudinal latent sem |
1 |
|
longitudinal modelling |
1 |
|
lpta |
1 |
|
mastery goals |
1 |
|
methodology |
1 |
|
micro-analytic |
1 |
|
mixed method |
1 |
|
motivated learning strategies |
1 |
|
motivated strategies |
1 |
|
motivated strategy use |
1 |
|
motivational deficits |
1 |
|
motivational profiles |
1 |
|
motivations |
1 |
|
multiple goals |
1 |
|
multiple methods |
1 |
|
need frustration |
1 |
|
need satisfaction |
1 |
|
novelty |
1 |
|
novelty-effect |
1 |
|
perceived control |
1 |
|
perceived control theory |
1 |
|
person-centered |
1 |
|
person-centred analysis |
1 |
|
psychology |
1 |
|
quality of motivation |
1 |
|
reciprocal modeling |
1 |
|
reciprocal modelling |
1 |
|
regulation strategies |
1 |
|
research design and analyses |
1 |
|
response format |
1 |
|
second language learning |
1 |
|
secondary school |
1 |
|
self-concept |
1 |
|
self-determined motivation |
1 |
|
self-efficacy |
1 |
|
self-efficacy in teaching |
1 |
|
self-regulation |
1 |
|
self-report |
1 |
|
slide |
1 |
|
special issue |
1 |
|
statistics |
1 |
|
strategic processing |
1 |
|
strategies |
1 |
|
strategy instruction |
1 |
|
structural equation modelling |
1 |
|
studying at university |
1 |
|
surface-level processing |
1 |
|
teacher clarity |
1 |
|
teacher education |
1 |
|
teacher support |
1 |
|
technology |
1 |
|
tertiary education |
1 |
|
university |
1 |
|
utility-value |
1 |
|
vas |
1 |
|
vertical and horizonal development |
1 |
|
willingness to communicate |
1 |
