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Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students
- 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 onAlthough 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.…
Verfasserangaben: | Charles Magoba MuwongeORCiD, Ulrich SchiefeleORCiDGND, Joseph SsenyongaORCiD, Henry Kibedi |
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DOI: | https://doi.org/10.1177/0081246318775547 |
ISSN: | 0081-2463 |
ISSN: | 2078-208X |
Titel des übergeordneten Werks (Englisch): | South African journal of psychology |
Verlag: | Sage Publ. |
Verlagsort: | London |
Publikationstyp: | Wissenschaftlicher Artikel |
Sprache: | Englisch |
Datum der Erstveröffentlichung: | 18.05.2018 |
Erscheinungsjahr: | 2019 |
Datum der Freischaltung: | 26.03.2021 |
Freies Schlagwort / Tag: | Academic performance; Motivated Strategies for Learning Questionnaire; self-regulated learning; structural equation modeling; teacher education students |
Band: | 49 |
Ausgabe: | 1 |
Seitenanzahl: | 14 |
Erste Seite: | 122 |
Letzte Seite: | 135 |
Fördernde Institution: | Deutscher Akademischer Austauschdienst (DAAD)Deutscher Akademischer Austausch Dienst (DAAD); Alexander von HumboldtAlexander von Humboldt Foundation |
Organisationseinheiten: | Humanwissenschaftliche Fakultät / Strukturbereich Kognitionswissenschaften / Department Psychologie |
DDC-Klassifikation: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
Peer Review: | Referiert |
Publikationsweg: | Open Access / Green Open-Access |