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Although university students use their digital devices for almost everything, current studies shows that students have difficulties with digital learning because they lack in self-regulated skills which in return lead to low performance. Self-regulated learning strategies (SRLS) are used assist students to learn efficiently. While many researchers have investigated SRLS towards academic outcomes such as grades, little is known about the use of SRLS towards non-academic outcomes that are also essential to assist university students’ learning progression. Hence, there is a need to understand how best to utilise SRLS to drive positive non-academic outcomes in digital learning within a blended learning environment. The systematic review methodology follows PRISMA guidelines to explore the current literature. Different sources were searched using predefined search items. A total of 239 retrievals were found which were screened for duplication. A closer screening was done on the abstracts and titles of 239 papers after duplication removal. 28 full text papers were evaluated for eligibility. Finally, 14 papers were then selected for the review. Most of the papers included in the review were peer-reviewed articles published in social science and educational journals. List of self-regulated learning strategies and non-academic outcomes used in a blended learning environment in higher education institutions were identified. Majority of the 14 reviewed papers investigated metacognitive knowledge, resource management and motivational belief strategies towards learning performance whereas cognitive engagement strategies was the least researched. Results revealed that generally, SRLS positively correlate with non-academic outcomes. At the end of the review, research gap and the future direction are presented.

Background Universities are increasingly recognised as institutions where health and wellbeing can be promoted to maximise academic outcomes, career transitions, and lifelong positive health behaviours. There is concern about the mental health of university students and other factors which affect academic outcomes particularly for subgroups such as international students. There are few cohort studies of the breadth of issues that can impact on mental health and academic outcomes for both local and international students. We conducted a baseline prevalence survey of students at a large Australian university covering health, academic, and social determinants of wellbeing. The purpose was to inform the university’s new student health and wellbeing framework with a view to follow-up to determine predictors of mental ill-health and academic outcomes in the subsequent year. In this paper we present the baseline prevalence data and report on selected mental health and health care access issues for local and international students. Methods The entire university population as of April 2019 of over 56,375 students aged 18 or above were invited to complete the online survey. Questions explored eight domains: demographic characteristics, general health and wellbeing, mental health, risk taking behaviours, psychosocial stressors, learning and academic factors, social and cultural environment, and awareness of and access to health and wellbeing services. Records of academic results were also accessed and matched with survey data for a large subset of students providing consent. Results Fourteen thousand eight hundred eighty (26.4%) students commenced our survey and were representative of the entire student population on demographic characteristics. Three quarters were aged between 18 to 25 years and one third were international students. Eighty-five percent consented to access of their academic records. Similar proportions of local and international students experienced symptoms of a depression or anxiety disorder, however international students were less aware of and less likely to access available health services both inside and external to the university. We also reported on the prevalence of: general lifestyle factors (diet, exercise, amount of daily sleep); risk-taking behaviours (including alcohol, tobacco and other drug use; unprotected sexual activity); psychosocial stressors (financial, intimate partner violence, discrimination, academic stressors, acculturative stress); subjects failed; resilience; social supports; social media use; and health services accessed online. Conclusions This rigorous and comprehensive examination of the health status of local and international students in an Australian university student population establishes the prevalence of mental health issues and other psychosocial determinants of health and wellbeing, along with academic performance. This study will inform a university-wide student wellbeing framework to guide health and wellbeing promotion and is a baseline for a 12-month follow-up of the cohort in 2020 during the COVID-19 pandemic.

What is the impact of garden-based learning on academic outcomes in schools? To address this question, findings across 152 articles (1990–2010) were analyzed resulting in 48 studies that met the inclusion criteria for this synthesis. A review template with operational coding framework was developed. The synthesis results showed a preponderance of positive impacts on direct academic outcomes with the highest positive impact for science followed by math and language arts. Indirect academic outcomes were also measured with social development surfacing most frequently and positively. These results were consistent across programs, student samples, and school types and within the disparate research methodologies used. However, a common issue was lack of research rigor as there were troubling issues with incomplete descriptions of methodological procedures in general and sampling techniques and validity in particular. Recommendations for more systematic and rigorous research are provided to parallel the growing garden-based education movement.

European countries are increasingly committed to human rights and inclusive education. However, persistent educational and social inequalities indicate uneven implementation of inclusive education. This article reviews scholarly evidence on inclusion and its implementation, to show how inclusive education helps ensure both quality education and later social inclusion. Structurally, the article first establishes a conceptual framework for inclusive education, next evaluates previous research methodologies, and then reviews the academic and social benefits of inclusion. The fourth section identifies successful implementation strategies. The article concludes with suggestions on bridging the gap between inclusive education research, policy, and practice.

Scholarly work conducted before 2010 consistently reported a gap between first-generation and continuing-generation students in college success, as measured by grades, persistence, and graduation rates. Through a systematic literature review, this study aimed to examine the most recent findings, from 2010 until 2020, regarding the academic adjustment process of first-generation students to higher education institutions and the institutional factors that help them in the process. The results report lower performance of first-generation (FG) students and compared to that of continuing-generation (CG) students and measured by grades and persistence. When looking at other variables, such as learning outcomes, intellectual development, learning skills, integration and engagement with the academic environment, we find scarce and mixed evidence. There is also an increased interest in the academic process, and not just in describing academic outcomes of first-generation students. These findings suggest that interventions promoting social belonging, support from peers, parents´ involvement and a welcoming campus climate should be fostered by institutions interested in the access and graduation of FG students.

This study examined the effectiveness of participating in special education on the academic outcomes of students with disabilities. A sample of 575 students from a large, urban school district were followed longitudinally as they transitioned between general and special education to evaluate whether receiving special education services was associated with improvements in academic trajectories. Using student fixed effects models of within-person change over time, individuals’ performance on standardized tests were compared before, during, and/or after special education placement. Results indicate that test scores of students with disabilities improved after being enrolled in special education. Additionally, students exiting special education exhibited a sustained trajectory of academic growth, suggesting that participation in special education in this district was associated with enduring improvements over time.

English-medium instruction (EMI) has become increasingly popular in higher educational institutions across the world due to the prominence of English and the internationalization of higher education. Nevertheless, limited research to date has investigated its impacts on content learning through objective measures. The present study addresses this gap by examining whether students taught in English at a university in China perform differently in a business course from their counterparts taught in Chinese and how English-taught students’ English proficiency and academic ability (as measured by grade point average) relate to their EMI academic outcomes. The study employed a quasi-experimental design and adopted inter-translated versions of the same syllabus, textbook, class materials, and exam paper for the English- and Chinese-medium classes. It found no significant differences in students’ academic outcomes (i.e., total score, assignment, participation, and final exam) between the English- and the Chinese-taught classes. It also showed that both English proficiency and academic ability were statistically significant predictors of English-taught students’ academic outcomes with academic ability being a much stronger predictor than English proficiency. These findings add to a growing but still limited body of evidence on the impacts of EMI on content learning and point to several important implications for EMI.

Child video game playing (\"gaming\") may lead to decreased child academic motivation. Conversely, children with low academic motivation may seek fulfillment through gaming. We examined bidirectional associations between child gaming and academic motivation across middle childhood. Our analyses are based on 1,631 children (boys = 785) followed in the context of the Quebec Longitudinal Study of Child Development. Data on gaming and academic motivation were collected repeatedly at ages 7, 8, and 10. Measures of child gaming were parent-reported and reflect daily video game playing time. Measures of academic motivation were child self-reported and reflect enjoyment in learning mathematics, reading, and writing. To disentangle the directionality of associations, we estimated a random-intercept cross-lagged panel model to estimate bidirectional, within-person associations between gaming and academic motivation in a cohort of school-aged Canadian children. Our results revealed unidirectional associations whereby more frequent gaming by boys at age 7 years predicted lower academic motivation at age 8 years (  = -.11, 95% confidence interval [CI]: -.22 to -.01), and similarly, gaming by boys at age 8 years predicted lower academic motivation at age 10 years (  = -.10, 95% CI: -.19 to -.01). Changes in boys' academic motivation did not contribute to subsequent changes in gaming. There were no associations between gaming and academic motivation for girls. More time devoted to gaming among school-aged boys is associated with reduced academic motivation during a critical developmental period for the development of academic skills. Fostering healthy gaming habits may help promote academic motivation and success.

Cross-age tutoring is an educational model where an older tutor is paired with a younger tutee, valued for its economic advantages and capacity to engage participants. This model leads to improvements in both academic performance and behavior, as evidenced by Shenderovich et al. ( International Journal of Educational Research, 76, 190–21  2016 ) meta-analysis, which reported statistically significant positive effects across various educational settings and demographic groups. In this study, we aimed to update this previous meta-analysis by systematically examining 32 studies on cross-age tutoring. In our updated meta-analysis, we observed a small to moderate positive effect on academic outcomes for both tutors and tutees. The overall effect size was 0.34, with tutees benefiting at 0.33 and tutors at 0.39. Our moderator analyses revealed no significant differences in impact from the number of sessions, tutor type, tutee risk status, or subject area. These findings highlight the broad applicability and effectiveness of cross-age tutoring, particularly emphasizing the benefits of using older students as tutors in resource-limited settings. Further research is recommended to explore additional influencing factors.

In the past two decades, several scholars from different disciplines have conducted theoretical research and practical explorations on the issue of psychological capital and achieved certain research results. Yet, few studies have synthesized the psychological capital related to academic outcomes among university students. Thus, the aim of this article is to explore how PsyCap is described in an academic context and how PsyCap and academic-related outcomes are related. A comprehensive systematic review was conducted on 43 studies between 2012 and 2022, sourced from six leading databases: Web of Science, Scopus, ERIC, PsyINFO (EBSCO), Springerlink, and ScienceDirect. Our selection criteria focused on empirical research that specifically discussed PsyCap's impact on university students' academic performance. This review identifies personal and social factors that influence the development of PsyCap in university students, such as self-esteem, motivation, gratitude, family support, and peer relationships. We found that PsyCap plays a key role in academic outcomes, including academic performance, engagement, burnout, adjustment, stress, and intrinsic motivation. Highlighting the significance of PsyCap in academic settings, our study underscores the need for further research on its relationship with student outcomes. Given the substantial influence of PsyCap on academic performance, institutions should consider incorporating psychological capital development programs into their curriculum. Such initiatives could optimize the academic achievements and holistic well-being of students. Keywords: psychological capital, university students, academic performance, academic outcomes, review, ATLAS.ti 22