Student Teachers' Feelings of Anxiety and Exhaustion: Can Self-Regulated Learning Skills Function as an Antidote?

Autor/inn/en	Näykki, Piia; Ahonen, Arto K.; Järvenoja, Hanna; Pyhältö, Kirsi
Titel	Student Teachers' Feelings of Anxiety and Exhaustion: Can Self-Regulated Learning Skills Function as an Antidote?
Quelle	In: Educational Research and Evaluation, 24 (2018) 8, S.462-480 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Näykki, Piia) ORCID (Ahonen, Arto K.) ORCID (Järvenoja, Hanna) ORCID (Pyhältö, Kirsi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2019.1601571
Schlagwörter	Student Teachers; Student Teacher Attitudes; Anxiety; Teacher Burnout; Preservice Teacher Education; Foreign Countries; At Risk Persons; Student Attitudes; Stress Management; Stress Variables; Self Control; Self Management; Elementary Education; Teacher Education Programs; Learning Strategies; Questionnaires; Goal Orientation; Finland; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Angst; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lehramtsstudiengang; Lehrerausbildung; Ausland; Risikogruppe; Schülerverhalten; Stressmanagement; Stressbewältigung; Selbstbeherrschung; Selbstmanagement; Elementarunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Zielorientierung; Zielvorstellung; Finnland
Abstract	This study examines first-year student teachers' (N = 310) self-evaluated, study-related anxiety and exhaustion, and self-regulated learning (SRL) skills. Our presumption is that feelings of anxiety and exhaustion can be reduced with cognitive and motivational SRL skills. The association of cognitive and motivational SRL skills with feelings of anxiety and exhaustion were analysed with multiple multivariate regression analysis. The results indicate that high time- and study-environment management strategies and high self-efficacy beliefs reduced experienced feelings of anxiety and exhaustion. In addition, effort regulation had a reducing effect for anxiety. However, high extrinsic goal orientation predicted higher levels of anxiety and exhaustion and high task value predicted higher anxiety among student teachers. Particularly, female students had a stronger tendency to experience anxiety and exhaustion. The implications of the results for higher education and for teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01