Promoting Motivation through Continuous Feedback and Self-Regulated Learning Other classroom management practices based on scientific research include developmental measurement and self-managing learning that is used to enhance the motivation of the students (Elliott & Sandberg, 2021). Sustained feedback enshrines student’s progress and, therefore, prompts the student to assume responsibility for their learning processes. The frequent checks of knowledge check-ins and self-reflections enhanced by formative assessments create an ownership feeling among the students. Other studies have demonstrated that such strategies when complemented by independent practice increase motivation as well as self-competence (Victor et al., 2024). In this way, the student learns from the material, and the teacher introduces a positive learning climate in which the students are enabled to reflect on their behavior as learners, map out their learning activities, and modify their strategies for learning. This strategy does not only eliminate barriers to learning but also the issue of stereotype learning by maintaining students in ADN nursing motivated in learning stress management for the entire course. Role of Strategies in Maintaining Diverse Learner’s Motivation Sociocultural learning theory teaching practices incorporated with the VARK Learning Style of Fleming assist in sustaining student motivation, especially in stress management education of ADN nursing students. VARK is a learning mode that identifies variations in learning styles: visual, auditory, read/write, and kinesthetic, to deliver content in a way that best suits each learner (Panda et al., 2021). Discussion, peer teaching, and problem-solving arrangements encourage togetherness and participation. Working in groups, discussing with peers organizing group study, group teaching, and group problem solving is highly recommended. These strategies enable all students with different capacities to be engaged so that all learners can respond and contribute. More also includes the use of technology tools in learning such as simulations, virtual reality, and multimedia resources (Panda et al., 2021). These tools address learners’ multiple intelligences and engage learners, particularly with stress management strategies and procedures in an interesting manner. Specifically, the use of infographics, video tutorials, podcasts, and audio recordings can help present such materials as mindfulness exercises (Cadet, 2021). With these tools in use, educators reduce fixed limitations connected with traditional classes and also provide students with equal opportunities to improve their skills in communication. Boosting Motivation Through Formative Assessments and Feedback Such formative assessment strategies and self-regulated learning activities also entail a positive way of keeping up the motivation of the learners. Ongoing assessments explain performance results as from the results students are able to know where they stand and what needs to be done (Cadet, 2021). This ongoing feedback system enhances learner observations and projects and therefore fosters learner autonomy. This level of self-organization allows educators to encourage student-managed learning to determine the results of the process. These will enhance self-efficacy this will enhance motivation among students. ADN nursing students who learn in supportive learning communities enhance their motivation to continue their learning (Sharifi et al., 2019). I believe students are in better standing of dealing with challenges, and dedicated towards achieving strengths in handling stress. Conclusion Applying the Second Language Acquisition Theory through Sociocultural Learning Theory and the VARK modeling acknowledged by Fleming makes stress management learning better for ADN nursing students (Majda et al., 2021). 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