Charles Magoba Muwonge
Biographic Data
| ID | 6054043 |
|---|---|
| NAME | Charles Magoba Muwonge |
| GIVEN NAMES | Charles Magoba |
| FAMILY NAME | Muwonge |
| SIGNATURE | MUWONGE C M |
| AFFILIATIONS | Mbarara University of Science and Technology |
| ORCID | 0000-0002-5736-3588 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Profiles of learners based on their cognitive and metacognitive learning strategy use
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 met…
Use of self-regulated learning strategies Among Teacher Education students
In the present study, we conducted a latent profile analysis to identify three clusters of Teacher Education students based on their reported use of self-regulated learning strategies. The sample comprised 527 undergraduate Teacher Education students (Mean age = 22 years; SD = 2.20) randomly selected from seven universities in Uganda. Data were collected using the modified Motivated Strategies for Learning Questionnaire. These profiles included t…
Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students
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…
Self-regulated learning among teacher education students
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 M…
No prominent works on this page.
Self-regulated learning among teacher education students
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 M…
Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students
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…
Use of self-regulated learning strategies Among Teacher Education students
In the present study, we conducted a latent profile analysis to identify three clusters of Teacher Education students based on their reported use of self-regulated learning strategies. The sample comprised 527 undergraduate Teacher Education students (Mean age = 22 years; SD = 2.20) randomly selected from seven universities in Uganda. Data were collected using the modified Motivated Strategies for Learning Questionnaire. These profiles included t…
Profiles of learners based on their cognitive and metacognitive learning strategy use
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 met…
Innovative Teaching and Learning Methods (4 works) · Mathematics education (4 works) · Psychology (4 works) · Cognition (3 works) · Educational Strategies and Epistemologies (3 works) · Cognitive psychology (2 works) · Developmental psychology (2 works) · Metacognition (2 works) · Motivation and Self-Concept in Sports (2 works) · Online and Blended Learning (2 works)