"How and why should I study?": metacognitive learning strategies and motivational beliefs as important predictors of academic performance of student teachers

Abstract

The study examined the relationship between metacognitive learning strategies and motivational beliefs, predicting academic performance of student teachers. The main aim of the study was to examine the predictive value of motivational beliefs and metacognitive learning strategies for students' academic performance. In the study 307 student teachers of the Faculty of Education completed the revised version of Motivated Strategies for Learning Questionnaire (Pintrich & de Groot, 1990). Regression analyses revealed that a higher sense of self-efficacy predicted better academic performance and a higher test anxiety predicted poorer academic performance. The implications of motivational orientation for cognitive engagement and self-regulation at the faculty are discussed.

Keywords

psihologija;učne strategije;študenti;motivacija;motivational beliefs self-regulated learning;metacognition;students;

Data

Language:	English
Year of publishing:	2015
Typology:	1.01 - Original Scientific Article
Organization:	UP PEF - Faculty of Education Koper
UDC:	159.9:378
COBISS:	1538151876
ISSN:	1732-6729
Views:	3057
Downloads:	125
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	Unknown
Type (COBISS):	Not categorized
Pages:	str. 239-250
Volume:	ǂVol. ǂ42
Issue:	ǂno. ǂ4
Chronology:	2015
DOI:	10.15804/tner.2015.42.4.20
ID:	9160090