ArticleBMC psychology2026
Adaptive learning mindset in digital learning environments: development and psychometric validation of the TEALMS among secondary school students.
Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAdaptive learning in digital environments involves learners' growth-oriented beliefs and their capacity to reflect on and adjust learning strategies in response to challenge and feedback. However, psychometrically validated instruments specifically designed to assess this adaptive learning orientation among secondary school students remain scarce, particularly in non-Western contexts.
methodsThis study reports the development and validation of the Technology-Enhanced Adaptive Learning Mindset Scale (TEALMS) using a cross-sectional psychometric design. Participants were 752 Jordanian secondary school students. Exploratory factor analysis and confirmatory factor analysis were conducted to examine the factorial structure. Internal consistency was evaluated using Cronbach's alpha and McDonald's omega, while convergent and discriminant validity were assessed using composite reliability, average variance extracted, and inter-factor correlations.
resultsAnalyses supported a five-factor model comprising Innovative Integrative Thinking with Learning Technologies, Dynamic Growth Orientation, Cognitive Flexibility, Metacognitive Self-Regulation, and Resilient Adaptation, accounting for 65.22% of the total variance. The first-order model demonstrated acceptable fit (χ²/df = 2.67, CFI = 0.919, RMSEA = 0.067), with strong internal consistency (α = 0.925-0.943; ω = 0.904-0.930) and satisfactory evidence of convergent and discriminant validity.
conclusionsThe TEALMS provides a reliable and valid instrument for assessing secondary school students' adaptive learning orientation in technology-enhanced educational contexts. Its contribution lies in offering a context-sensitive measure of growth-oriented and self-regulatory responses to challenge and feedback in digital learning settings.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.