Relations between Teacher Students' Approaches to Learning, Cognitive and Attributional Strategies, Well-Being, and Study Success

Autor/inn/en	Heikkila, Annamari; Lonka, Kirsti; Nieminen, Juha; Niemivirta, Markku
Titel	Relations between Teacher Students' Approaches to Learning, Cognitive and Attributional Strategies, Well-Being, and Study Success
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 64 (2012) 4, S.455-471 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-012-9504-9
Schlagwörter	Cognitive Style; Metacognition; Correlation; Role; Affective Behavior; Student Motivation; Teacher Education; Profiles; Epistemology; Well Being; Foreign Countries; Questionnaires; Student Attitudes; Factor Analysis; Statistical Analysis; Stress Variables; Measures (Individuals); Attribution Theory; Academic Achievement; Burnout + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation; Rollen; Affective disturbance; Active behaviour; Affektive Störung; Schulische Motivation; Lehrerausbildung; Lehrerbildung; Charakterisierung; Profilanalyse; Erkenntnistheorie; Well-being; Wellness; Wohlbefinden; Ausland; Fragebogen; Schülerverhalten; Faktorenanalyse; Statistische Analyse; Messdaten; Schulleistung; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom
Abstract	Current theories of learning emphasize the role of motivational and affective aspects in university student learning. The aim of the present study was to examine the interrelations among approaches to learning, self-regulated learning, and cognitive strategies in the context of teacher education. Cognitive-motivational profiles were identified among novice teacher students. It was also looked at, whether well-being, epistemological beliefs, and study success in an activating lecture course were related to these profiles. The participants were 213 first year teacher students, who participated in an activating lecture course at a major Finnish university. The students filled in a questionnaire including items based on the MED NORD instrument (Lonka et al. in "Med Teach" 30:72-79, 2008). The structural validity of the scales was tested by means of a series of factor analyses. Latent class clustering was used for clustering students into homogeneous groups. Finally, a series of ANOVAs was conducted to examine between-group differences across the criterion variables. Three groups of students were identified (1) "non-regulating students" (50%), (2) "self-directed students" (28%), and (3) "non-reflective students" (22%). "Non-regulating students" expressed the highest levels of stress, exhaustion, and Lack of Interest. "Self-directed students" received the highest grades. The profiles were not only related to study success, but also to the general well-being of the students. It was concluded that motivational profiles may have not been optimal, even in this highly-selected population. It is of interest to see, how these students shall develop during their studies. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10