Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students
Bibliographic Data
| ID | 11012416 |
|---|---|
| Authors | Charles Magoba Muwonge (0000-0002-5736-3588, University of Potsdam, corresponding author), Ulrich Schiefele (0000-0001-8797-872X, University of Potsdam), Joseph Ssenyonga (0000-0001-7502-9527, Mbarara University of Science and Technology), Henry Kibedi (Kyambogo University) |
| Year | 2019 |
| Volume | 49 |
| Issue | 1 |
| Pages | 122-135 |
| Publication date | 2019-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | South African Journal of Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0081-2463 • E-ISSN: 2078-208X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0081246318775547 |
| OpenAlex | W2803112799 |
| Language | EN |
| Citations received | 5 |
| References cited | 37 |
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
Academic achievement · Cognition · Mathematics education · Psychological intervention · Structural equation modeling · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Motivation and Self-Concept in Sports · Psychology
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| Citations per year | 0.83 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |