Self-regulated learning among teacher education students
Date
2017-12-06Author
Muwonge, Charles Magoba
Schiefele, Ulrich
Ssenyonga, Joseph
Kibedi, Henry
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Show full item recordAbstract
Effective learning requires both skill and will on the part
of the learner (Zusho, Pintrich, & Coppola, 2003) Skill
and will in learning is premised on use of self-regulation
strategies (Zimmerman, 2000) As applied to learning, selfregulation
refers to the degree to which students are active
participants in their own learning (Zimmerman, 2008)
Aspects of self-regulation, such as motivational beliefs of
self-efficacy, control of learning, task value orientation,
and self-monitoring (metacognition) influence learning
outcomes (Zimmerman, 2000) Previous studies have
indicated that the relationship between motivational beliefs
and metacognition is mediated by students’ achievement
goals (Diseth, 2011; Liem, Lau, & Nie, 2008), which
implies that one’s achievement goals have effects on
his/her metacognition (Barzegar, 2012; Diseth, 2011)
Understanding the interplay between attributes of students’
motivational beliefs and learning is vital to instructional
design The present study examined the extent to which
self-efficacy, task value, and control of learning beliefs
predict metacognitive learning skills among Ugandan
teacher education students
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