Self-regulated learning among teacher education students
- 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.
| Author details: | Charles Magoba MuwongeORCiD, Ulrich SchiefeleORCiDGND, Joseph SsenyongaORCiD, Henry Kibedi |
|---|---|
| DOI: | https://doi.org/10.1080/14330237.2017.1399973 |
| ISSN: | 1433-0237 |
| ISSN: | 1815-5626 |
| Title of parent work (English): | Journal of psychology in Africa |
| Subtitle (English): | Motivational beliefs influence on the use of metacognition |
| Publisher: | Routledge |
| Place of publishing: | Abingdon |
| Publication type: | Article |
| Language: | English |
| Date of first publication: | 2017/12/06 |
| Publication year: | 2017 |
| Release date: | 2022/09/26 |
| Tag: | metacognition; motivated strategies for learning questionnaire; motivational beliefs; teacher education students |
| Volume: | 27 |
| Issue: | 6 |
| Number of pages: | 7 |
| First page: | 515 |
| Last Page: | 521 |
| Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Erziehungswissenschaft |
| DDC classification: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
| Peer review: | Referiert |
