TY  - JOUR
A1  - Muwonge, Charles Magoba
A1  - Schiefele, Ulrich
A1  - Ssenyonga, Joseph
A1  - Kibedi, Henry
T1  - Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students
JF  - South African journal of psychology
N2  - 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.
KW  - Academic performance
KW  - Motivated Strategies for Learning Questionnaire
KW  - self-regulated learning
KW  - structural equation modeling
KW  - teacher education students
Y1  - 2018
U6  - https://doi.org/10.1177/0081246318775547
SN  - 0081-2463
SN  - 2078-208X
VL  - 49
IS  - 1
SP  - 122
EP  - 135
PB  - Sage Publ.
CY  - London
ER  -