Self-regulated learning among teacher education students
Motivational beliefs influence on the use of metacognition
Bibliographic Data
| ID | 15347239 |
|---|---|
| Authors | Charles Magoba Muwonge (0000-0002-5736-3588, Mbarara University of Science and Technology, 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 | 2017 |
| Volume | 27 |
| Issue | 6 |
| Pages | 515-521 |
| Publication date | 2017-12-06 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Psychology in Africa (JOURNAL) |
| Journal identifiers | ISSN: 1433-0237 • E-ISSN: 1815-5626 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/14330237.2017.1399973 |
| OpenAlex | W2789129817 |
| Language | EN |
| Citations received | 4 |
| References cited | 23 |
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
Cognition · Cognitive psychology · Developmental psychology · Mathematics education · Metacognition · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Social Psychology
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| Citations per year | 0.57 |
|---|---|
| Citation span | 2019 - 2024 (6) |
| Highly cited | No |