Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students
Date
2019Author
Muwonge, Charles Magoba
Schiefele, Ulrich
Ssenyonga, Joseph
Kibedi, Henry
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Show full item recordAbstract
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.
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