TY  - JOUR
A1  - Muwonge, Charles Magoba
A1  - Schiefele, Ulrich
A1  - Ssenyonga, Joseph
A1  - Kibedi, Henry
T1  - Self-regulated learning among teacher education students
BT  - Motivational beliefs influence on the use of metacognition
JF  - Journal of psychology in Africa
N2  - 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.
KW  - metacognition
KW  - motivational beliefs
KW  - motivated strategies for learning questionnaire
KW  - teacher education students
Y1  - 2017
U6  - https://doi.org/10.1080/14330237.2017.1399973
SN  - 1433-0237
SN  - 1815-5626
VL  - 27
IS  - 6
SP  - 515
EP  - 521
PB  - Routledge
CY  - Abingdon
ER  -