A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments

TL;DR: It is believed that more learner-centered and collaborative activities will enhance a student's learning experience, and engagement, perceived course value, and the use of deep learning strategies are believed to be integral to a students' positive learning experience.

TL;DR: In this article, the authors examined the relationship between classroom goal structure perception variables (motivating tasks, autonomy support, and mastery evaluation), engagement (behavioral, emotional, cognitive, and agentic engagement), self-efficacy, and science achievement.

TL;DR: Researchers are encouraged to use similar but not identical items to assess self-efficacy and performance, a construct validity approach to interrogate their interpretations, more diverse outcome measures, and SEM approaches like those demonstrated here.

TL;DR: This paper found that classroom environments emphasizing motivating tasks, autonomy and the link between personal effort and accomplishments can encourage self-regulation and achievement in science, and found that students' perception of classroom environment concerning motivating tasks and autonomy support was positively associated with selfregulation and science achievement.