Publikation: Profiles of learners based on their cognitive and metacognitive learning strategy use : occurrence and relations with gender, intrinsic motivation, and perceived autonomy support
Dateien
Datum
Autor:innen
Herausgeber:innen
ISSN der Zeitschrift
Electronic ISSN
ISBN
Bibliografische Daten
Verlag
Schriftenreihe
Auflagebezeichnung
URI (zitierfähiger Link)
DOI (zitierfähiger Link)
Internationale Patentnummer
Link zur Lizenz
Angaben zur Forschungsförderung
Projekt
Open Access-Veröffentlichung
Sammlungen
Core Facility der Universität Konstanz
Titel in einer weiteren Sprache
Publikationstyp
Publikationsstatus
Erschienen in
Zusammenfassung
For life-long learning, an effective learning strategy repertoire is particularly important during acquisition of knowledge in lower secondary school—an educational level characterized with transition into more autonomous learning environments with increased complex academic demands. Using latent profile analysis, we explored the occurrence of different secondary school learner profiles depending on their various combinations of cognitive and metacognitive learning strategy use, as well as their differences in perceived autonomy support, intrinsic motivation, and gender. Data were collected from 576 ninth grade students in Uganda using self-report questionnaires. Four learner profiles were identified: competent strategy user, struggling user, surface-level learner, and deep-level learner profiles. Gender differences were noted in students’ use of elaboration and organization strategies to learn Physics, in favor of girls. In terms of profile memberships, significant differences in gender, intrinsic motivation and perceived autonomy support were also noted. Girls were 2.4–2.7 times more likely than boys to be members of the competent strategy user and surface-level learner profiles. Additionally, higher levels of intrinsic motivation predicted an increased likelihood membership into the deep-level learner profile, while higher levels of perceived teacher autonomy predicted an increased likelihood membership into the competent strategy user profile as compared to other profiles. Further, implications of the findings were discussed.
Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
Schlagwörter
Konferenz
Rezension
Zitieren
ISO 690
KWARIKUNDA, Diana, Ulrich SCHIEFELE, Charles Magoba MUWONGE, Joseph SSENYONGA, 2022. Profiles of learners based on their cognitive and metacognitive learning strategy use : occurrence and relations with gender, intrinsic motivation, and perceived autonomy support. In: Humanities & Social Sciences Communications. Springer Nature. 2022, 9, 337. eISSN 2662-9992. Available under: doi: 10.1057/s41599-022-01322-1BibTex
@article{Kwarikunda2022-12Profi-58761, year={2022}, doi={10.1057/s41599-022-01322-1}, title={Profiles of learners based on their cognitive and metacognitive learning strategy use : occurrence and relations with gender, intrinsic motivation, and perceived autonomy support}, volume={9}, journal={Humanities & Social Sciences Communications}, author={Kwarikunda, Diana and Schiefele, Ulrich and Muwonge, Charles Magoba and Ssenyonga, Joseph}, note={Article Number: 337} }
RDF
<rdf:RDF xmlns:dcterms="http://purl.org/dc/terms/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:bibo="http://purl.org/ontology/bibo/" xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#" xmlns:foaf="http://xmlns.com/foaf/0.1/" xmlns:void="http://rdfs.org/ns/void#" xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/58761"> <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2022-10-07T07:19:43Z</dc:date> <dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/58761/1/Kwarikunda_2-1tg73z6bubkcc6.pdf"/> <dcterms:issued>2022-12</dcterms:issued> <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/43"/> <dc:creator>Ssenyonga, Joseph</dc:creator> <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2022-10-07T07:19:43Z</dcterms:available> <dcterms:title>Profiles of learners based on their cognitive and metacognitive learning strategy use : occurrence and relations with gender, intrinsic motivation, and perceived autonomy support</dcterms:title> <dc:rights>Attribution 4.0 International</dc:rights> <dcterms:abstract xml:lang="eng">For life-long learning, an effective learning strategy repertoire is particularly important during acquisition of knowledge in lower secondary school—an educational level characterized with transition into more autonomous learning environments with increased complex academic demands. Using latent profile analysis, we explored the occurrence of different secondary school learner profiles depending on their various combinations of cognitive and metacognitive learning strategy use, as well as their differences in perceived autonomy support, intrinsic motivation, and gender. Data were collected from 576 ninth grade students in Uganda using self-report questionnaires. Four learner profiles were identified: competent strategy user, struggling user, surface-level learner, and deep-level learner profiles. Gender differences were noted in students’ use of elaboration and organization strategies to learn Physics, in favor of girls. In terms of profile memberships, significant differences in gender, intrinsic motivation and perceived autonomy support were also noted. Girls were 2.4–2.7 times more likely than boys to be members of the competent strategy user and surface-level learner profiles. Additionally, higher levels of intrinsic motivation predicted an increased likelihood membership into the deep-level learner profile, while higher levels of perceived teacher autonomy predicted an increased likelihood membership into the competent strategy user profile as compared to other profiles. Further, implications of the findings were discussed.</dcterms:abstract> <foaf:homepage rdf:resource="http://localhost:8080/"/> <dc:contributor>Muwonge, Charles Magoba</dc:contributor> <dc:creator>Muwonge, Charles Magoba</dc:creator> <dcterms:rights rdf:resource="http://creativecommons.org/licenses/by/4.0/"/> <dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/58761/1/Kwarikunda_2-1tg73z6bubkcc6.pdf"/> <dc:contributor>Ssenyonga, Joseph</dc:contributor> <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/43"/> <dc:creator>Kwarikunda, Diana</dc:creator> <dc:creator>Schiefele, Ulrich</dc:creator> <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/58761"/> <dc:contributor>Schiefele, Ulrich</dc:contributor> <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/> <dc:contributor>Kwarikunda, Diana</dc:contributor> <dc:language>eng</dc:language> </rdf:Description> </rdf:RDF>