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  - 
TY  - JOUR
A1  - Hermanns, Jolanda
T1  - Scaffolding for chemistry students – which tools are assessed as being more helpful
BT  - Stepped supporting tools or task navigators?
JF  - Chemistry Teacher International
N2  - 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.
KW  - organic chemistry
KW  - scaffolding
KW  - self-regulated learning
KW  - solving of tasks
Y1  - 2020
U6  - https://doi.org/10.1515/cti-2020-0019
SN  - 2569-3263
PB  - De Gruyter
CY  - Berlin
ER  -