@article{MuwongeSchiefeleSsenyongaetal.2019,
  author    = {Muwonge, Charles Magoba and Schiefele, Ulrich and Ssenyonga, Joseph and Kibedi, Henry},
  title     = {Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students},
  series = {South African journal of psychology},
  volume    = {49},
  journal   = {South African journal of psychology},
  number    = {1},
  publisher = {Sage Publ.},
  address   = {London},
  issn      = {0081-2463},
  doi       = {10.1177/0081246318775547},
  pages     = {122 -- 135},
  year      = {2019},
  abstract  = {Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students' academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students' academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.},
  language  = {en}
}
@article{Hermanns2020,
  author    = {Hermanns, Jolanda},
  title     = {Scaffolding for chemistry students - which tools are assessed as being more helpful},
  series = {Chemistry Teacher International},
  journal   = {Chemistry Teacher International},
  publisher = {De Gruyter},
  address   = {Berlin},
  issn      = {2569-3263},
  doi       = {10.1515/cti-2020-0019},
  pages     = {10},
  year      = {2020},
  abstract  = {In this paper the use of two different scaffolds in a seminar on the topic of heterocycles is discussed. The students first used both scaffolds (stepped supporting tools and a task navigator) on two tasks and could then choose for one other task the scaffold that suited them more. The scaffolds were evaluated in a mixedmethods study by the use of questionnaires and the conducting of a focus group interview. Both scaffolds were assessed as being helpful. However, students who thought they didn't need different sorts of tips, as provided by the task navigator, chose the stepped supporting tools. All students reflected on their use of the scaffolds; their choices for one of both are therefore well-founded. As the reasons for choosing the scaffold are very individual, in future seminars both types of scaffolds will be provided.},
  language  = {en}
}