@article{MuwongeSchiefeleSsenyongaetal.2017,
  author    = {Muwonge, Charles Magoba and Schiefele, Ulrich and Ssenyonga, Joseph and Kibedi, Henry},
  title     = {Self-regulated learning among teacher education students},
  series = {Journal of psychology in Africa},
  volume    = {27},
  journal   = {Journal of psychology in Africa},
  number    = {6},
  publisher = {Routledge},
  address   = {Abingdon},
  issn      = {1433-0237},
  doi       = {10.1080/14330237.2017.1399973},
  pages     = {515 -- 521},
  year      = {2017},
  abstract  = {In the present study, we examined the relationships between motivational beliefs (self-efficacy, task value, and control of learning beliefs) and use of metacognitive learning strategies among teacher education students in Uganda. The sample comprised of 649 students selected from seven universities. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, and analysed using Structural Equation Modelling. Task value and self-efficacy independently and significantly predicted students' reported use of metacognition. Students' self-reported self-efficacy and task value explained 38\% of the variance in their use of metacognition. The evidence suggests interventions aimed at improving teacher education students' metacognitive skills to focus on enhancing their efficacy and value beliefs.},
  language  = {en}
}
@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}
}