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

Povzetek

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.

Ključne besede

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

Podatki

Jezik:	Angleški jezik
Leto izida:	2015
Tipologija:	1.01 - Izvirni znanstveni članek
Organizacija:	UP PEF - Pedagoška fakulteta
UDK:	159.9:378
COBISS:	1538151876
ISSN:	1732-6729
Št. ogledov:	3057
Št. prenosov:	125
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Neznan jezik
Vrsta dela (COBISS):	Delo ni kategorizirano
Strani:	str. 239-250
Letnik:	ǂVol. ǂ42
Zvezek:	ǂno. ǂ4
Čas izdaje:	2015
DOI:	10.15804/tner.2015.42.4.20
ID:	9160090