dc.contributor.author | Muwonge, Charles Magoba | |
dc.contributor.author | Schiefele, Ulrich | |
dc.contributor.author | Ssenyonga, Joseph | |
dc.contributor.author | Kibedi, Henry | |
dc.date.accessioned | 2021-04-28T10:20:10Z | |
dc.date.available | 2021-04-28T10:20:10Z | |
dc.date.issued | 2017-12-06 | |
dc.identifier.citation | Muwonge, C. M., Schiefele, U., Ssenyonga, J., & Kibedi, H. (2017). Self-regulated learning among teacher education students: Motivational beliefs influence on the use of metacognition. Journal of Psychology in Africa, 27(6), 515-521. | en_US |
dc.identifier.issn | 1433-0237 | |
dc.identifier.issn | 1815-5626 | |
dc.identifier.uri | http://ir.must.ac.ug/xmlui/handle/123456789/667 | |
dc.description.abstract | 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 | en_US |
dc.description.sponsorship | DAAD and Alexander von Humboldt | en_US |
dc.language.iso | en | en_US |
dc.publisher | Journal of Psychology in Africa | en_US |
dc.subject | metacognition | en_US |
dc.subject | motivational beliefs | en_US |
dc.subject | motivated strategies for learning questionnaire | en_US |
dc.subject | teacher education students | en_US |
dc.title | Self-regulated learning among teacher education students | en_US |
dc.title.alternative | Motivational beliefs influence on the use of metacognition | en_US |