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dc.contributor.authorMuwonge, Charles Magoba
dc.contributor.authorSsenyonga, Joseph
dc.contributor.authorKibedi, Henry
dc.contributor.authorSchiefele, Ulrich
dc.date.accessioned2022-10-17T08:00:19Z
dc.date.available2022-10-17T08:00:19Z
dc.date.issued2020
dc.identifier.citationMuwonge, C. M., Ssenyonga, J., Kibedi, H., & Schiefele, U. (2020). Use of self-regulated learning strategies Among Teacher Education students: a latent profile analysis. Social Sciences & Humanities Open, 2(1), 100037.en_US
dc.identifier.urihttp://ir.must.ac.ug/xmlui/handle/123456789/2553
dc.description.abstractIn 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.en_US
dc.description.sponsorshipThe first author was supported with funding from the German Academic Exchange Service (DAAD) under Section 413 - Eastern and Southern Africa (Grant numbers 91560707/A/14/93426 and A/14/ 93426) to conduct his doctoral studies.en_US
dc.language.isoen_USen_US
dc.publisherElsevier Ltd.en_US
dc.subjectLatent profile analysisen_US
dc.subjectTeacher education studentsen_US
dc.subjectAverage self-regulated learnersen_US
dc.subjectHigh self-regulated learnersen_US
dc.subjectLow self-regulated learnersen_US
dc.titleUse of self-regulated learning strategies Among Teacher Education students: A latent profile analysisen_US
dc.typeArticleen_US


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