Use of self-regulated learning strategies Among Teacher Education students:
Date
2020-06-05Author
Muwonge, Charles Magoba
Ssenyonga, Joseph
Kibedi, Henry
Schiefele, Ulrich
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In the present study, we conducted a latent profile analysis to identify three clusters of Teacher Education students
based on their reported use of self-regulated learning strategies. The sample comprised 527 undergraduate
Teacher Education students (Mean age ¼ 22 years; SD ¼ 2.20) randomly selected from seven universities in
Uganda. Data were collected using the modified Motivated Strategies for Learning Questionnaire. These profiles
included the following; (a) high self-regulated learners (252 students; 47.8%), (b) average self-regulated learners
(209 students; 39.7%), and (c) low self-regulated learners (66 students; 12.5%) who differed significantly with
respect to their motivational beliefs. Additionally, motivational beliefs significantly predicted latent profile
membership. It is, therefore, important to understand such profiles’ differences among Teacher Education stu dents in order to improve on their self-regulated learning strategies. Implications of the study findings are further
discussed in this paper
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