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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.
Motivation and interest affect students' learning especially in Physics, a subject learners perceive as abstract. The present study was guided by three objectives: (a) to adapt and validate the Science Motivation Questionnaire (SMQ-II) for the Ugandan context; (b) to examine whether there are significant differences in motivation for learning Physics with respect to students' gender; and (c) to establish the extent to which students' interest predicts their motivation to learn Physics. The sample comprised 374 randomly selected students from five schools in central Uganda who responded to anonymous questionnaires that included scales from the SMQ-II and the Individual Interest Questionnaire. Data were analysed using confirmatory factor analyses, t-tests and structural equation modelling in SPSS-25 and Mplus-8. The five-factor model solution of the SMQ-II fitted adequately with the present data, with deletion of one item. The modified SMQ-II exhibited invariant factor loadings and intercepts (i.e. strong measurement invariance) when administered to boys and girls. Furthermore, motivation for learning Physics did not vary with gender. Students' interest was related to motivation for learning Physics. Lastly, although students' interest significantly predicted all motivational constructs, we noted considerable predictive strength of interest on students' self-efficacy and self-determination in learning Physics. Implications of these findings for the teaching and learning of Physics at lower secondary school are discussed in the paper.
For efficient and effective pedagogical interventions to address Uganda's alarmingly poor performance in Physics, it is vital to understand students' motivation patterns for Physics learning. Latent profile analysis (LPA)-a person-centred approach-can be used to investigate these motivation patterns. Using a three-step approach to LPA, we sought to answer the following research questions: RQ1, which profiles of secondary school students exist with regards to their motivation for Physics learning; RQ2, are there differences in students' cognitive learning strategies in the identified profiles; and RQ3, does students' gender, attitudes, and individual interest predict membership in these profiles? The sample comprised 934 Grade 9 students from eight secondary schools in Uganda. Data were collected using standardised questionnaires. Six motivational profiles were identified: (i) low-quantity motivation profile (101 students; 10.8%); (ii) moderate-quantity motivation profile (246 students; 26.3%); (iii) high-quantity motivation profile (365 students; 39.1%); (iv) primarily intrinsically motivated profile (60 students, 6.4%); (v) mostly extrinsically motivated profile (88 students, 9.4%); and (vi) grade-introjected profile (74 students, 7.9%). Low-quantity and grade-introjected motivated students mostly used surface learning strategies whilst the high-quantity and primarily intrinsically motivated students used deep learning strategies. Lastly, unlike gender, individual interest and students' attitudes towards Physics learning predicted profile membership. Teachers should provide an interesting autonomous Physics classroom climate and give students clear instructions in self-reliant behaviours that promote intrinsic motivation.
Background Boredom during learning activities has the potential of impeding attention, motivation, learning and eventually achievement. Yet, research focusing on its possible antecedents seems to have received less attention especially within the physics domain. Based on assumptions of the Control Value Theory of Achievement Emotions (CVTAE), this study aimed at examining gender differences and structural relationships between students' reported perceived teacher autonomy support (PTAS), cognitive appraisals (self-efficacy and task value) and learning-related boredom in physics. A sample of 375 (56% females) randomly selected 9(th) grade students (mean age = 15.03 years; SD = 1.02) from five secondary schools in Masaka district of Uganda took part in the study. Results Data collected from students' self-reports using standardised instruments revealed that higher levels of PTAS, self-efficacy, and task value were significantly associated with lower levels of boredom during physics learning. Females reported significantly greater task value for learning physics than the males. Self-efficacy (beta = - .10, p < .05) and task value (beta = - .09, p < .01) partially mediated the relationship between PTAS and boredom. PTAS showed significant direct negative contributions to boredom (beta = - .34, p < .001). Conclusion These findings provide support for theory and practice about the importance of promoting autonomy among students by adjusting instructional behaviours among teachers of physics. Teacher autonomy supportive behaviours influence formation of students' beliefs about ability, subjective value and learning-related boredom in physics. Implications and suggestions for further research are also discussed in this paper.