Self-regulated learning among teacher education students: motivational beliefs influence on the use of metacognition

dc.contributor.authorMuwonge, Charles Magoba
dc.contributor.authorSchiefele, Ulrich
dc.contributor.authorSsenyonga, Joseph
dc.contributor.authorKibedi, Henry
dc.date.accessioned2022-02-03T08:22:51Z
dc.date.available2022-02-03T08:22:51Z
dc.date.issued2017-12-06
dc.description515-521 p.en_US
dc.description.abstractIn the present study, we examined the relationships between motivational beliefs (self-efficacy, task value, and control of learning beliefs) and use of metacognitive learning strategies among teacher education students in Uganda. The sample comprised of 649 students selected from seven universities. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, and analysed using Structural Equation Modelling. Task value and self-efficacy independently and significantly predicted students’ reported use of metacognition. Students’ self-reported self-efficacy and task value explained 38% of the variance in their use of metacognition. The evidence suggests interventions aimed at improving teacher education students’ metacognitive skills to focus on enhancing their efficacy and value beliefs.en_US
dc.identifier.citationMuwonge, C. Magoba...et al (2017). Self-regulated learning among teacher education students: motivational beliefs influence on the use of metacognition. Journal of Psychology in Africa. https://doi.org/10.1080/14330237.2017.1399973.en_US
dc.identifier.urihttps://doi.org/10.1080/14330237.2017.1399973
dc.identifier.urihttps://kyuspace.kyu.ac.ug/xmlui/handle/20.500.12504/359
dc.language.isoenen_US
dc.publisherJournal of Psychology in Africa.en_US
dc.subjectMetacognitionen_US
dc.subjectMotivated strategies for learning questionnaireen_US
dc.subjectTeacher education studentsen_US
dc.subjectMotivational beliefsen_US
dc.titleSelf-regulated learning among teacher education students: motivational beliefs influence on the use of metacognitionen_US
dc.typeArticleen_US

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