Self-regulated learning among teacher education students : motivational beliefs influence on the use of metacognition
| Publikationstyp: | Zeitschriftenartikel |
| Publikationsstatus: | Published |
| Autor/innen: | Muwonge, Charles Magoba; Schiefele, Ulrich; Ssenyonga, Joseph; Kibedi, Henry |
| Erscheinungsjahr: | 2017 |
| Erschienen in: | Journal of Psychology in Africa ; 27 (2017), 6. - S. 515-521. - ISSN 1433-0237. - eISSN 1815-5626 |
| DOI (zitierfähiger Link): | https://dx.doi.org/10.1080/14330237.2017.1399973 |
| Zusammenfassung: |
In the present study, we examined the relationships between motivational beliefs (self-efficacy, task value, and control of learning beliefs) and use of metacognitive learning strategies among teacher education students in Uganda. The sample comprised of 649 students selected from seven universities. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, and analysed using Structural Equation Modelling. Task value and self-efficacy independently and significantly predicted students’ reported use of metacognition. Students’ self-reported self-efficacy and task value explained 38% of the variance in their use of metacognition. The evidence suggests interventions aimed at improving teacher education students’ metacognitive skills to focus on enhancing their efficacy and value beliefs.
|
| Fachgebiet (DDC): | 150 Psychologie |
| Schlagwörter: | metacognition, motivational beliefs, motivated strategies for learning questionnaire, teacher education students |
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MUWONGE, Charles Magoba, Ulrich SCHIEFELE, Joseph SSENYONGA, Henry KIBEDI, 2017. Self-regulated learning among teacher education students : motivational beliefs influence on the use of metacognition. In: Journal of Psychology in Africa. 27(6), pp. 515-521. ISSN 1433-0237. eISSN 1815-5626. Available under: doi: 10.1080/14330237.2017.1399973
@article{Muwonge2017Selfr-41517, title={Self-regulated learning among teacher education students : motivational beliefs influence on the use of metacognition}, year={2017}, doi={10.1080/14330237.2017.1399973}, number={6}, volume={27}, issn={1433-0237}, journal={Journal of Psychology in Africa}, pages={515--521}, author={Muwonge, Charles Magoba and Schiefele, Ulrich and Ssenyonga, Joseph and Kibedi, Henry} }
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