Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students

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2019
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Muwonge, Charles Magoba
Schiefele, Ulrich
Kibedi, Henry
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South African Journal of Psychology. 2019, 49(1), pp. 122-135. ISSN 0081-2463. eISSN 2078-208X. Available under: doi: 10.1177/0081246318775547
Zusammenfassung

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.

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150 Psychologie
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Academic performance, Motivated Strategies for Learning Questionnaire, self-regulated learning, structural equation modeling, teacher education students
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ISO 690MUWONGE, Charles Magoba, Ulrich SCHIEFELE, Joseph SSENYONGA, Henry KIBEDI, 2019. Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students. In: South African Journal of Psychology. 2019, 49(1), pp. 122-135. ISSN 0081-2463. eISSN 2078-208X. Available under: doi: 10.1177/0081246318775547
BibTex
@article{Muwonge2019-03Model-45510,
  year={2019},
  doi={10.1177/0081246318775547},
  title={Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students},
  number={1},
  volume={49},
  issn={0081-2463},
  journal={South African Journal of Psychology},
  pages={122--135},
  author={Muwonge, Charles Magoba and Schiefele, Ulrich and Ssenyonga, Joseph and Kibedi, Henry}
}
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