Abstract
This intervention study focused on the relationships between student
teachers’ self-regulated learning (SRL) opportunities, their use of
metacognitive learning strategies and their motivation for learning. Results
indicate that student teachers’ use of metacognitive learning strategies
increases significantly in learning environments with increased SRL
opportunities. In opposite to these findings, no significant difference was
shown between student teachers’ motivation for learning before and after the
research period. However, student teachers’ expectancy, a component within
the motivational construct, did increase significantly in the research period.
Finally, minor significant positive correlations were found between the
metacognitive and motivational constructs measured. In general, the level of
SRL opportunities turns out to be a moderate predictor of student teachers’
use of metacognitive learning strategies and motivation for learning, both
important constructs for their academic career.
Original language | English |
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Pages (from-to) | 251-263 |
Number of pages | 13 |
Journal | International Journal of Educational Research |
Volume | 53 |
Issue number | 2012 |
Early online date | 6 Apr 2012 |
DOIs | |
Publication status | Published - 2012 |
Keywords
- higher education
- metacognition,
- motivation,
- pre service teacher learning
- self-regulated learning