Self-regulated learning among teacher education students: Motivational beliefs influence on the use of metacognition

被引：6

作者：

Muwonge, Charles Magoba ^{[1
,2
]}

Schiefele, Ulrich ^{[2
]}

Ssenyonga, Joseph ^{[1
,3
]}

Kibedi, Henry ^{[4
]}

机构：

[1] Mbarara Univ Sci & Technol, Dept Educ Fdn & Psychol, Mbarara, Uganda

[2] Univ Potsdam, Dept Educ Sci, Potsdam, Germany

[3] Univ Konstanz, Dept Psychol, Constance, Germany

[4] Kyambogo Univ, Dept Psychol, Kyambogo, Uganda

来源：

JOURNAL OF PSYCHOLOGY IN AFRICA | 2017年 / 27卷 / 06期

关键词：

metacognition; motivational beliefs; motivated strategies for learning questionnaire; teacher education students; TASK VALUE; STRATEGIES; EFFICACY; ACHIEVEMENT; PERFORMANCE; IMPACT;

D O I：

10.1080/14330237.2017.1399973

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

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.

引用

页码：515 / 521

页数：7

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