Effects of Increased Self-Regulated Learning Opportunities on Student Teachers' Metacognitive and Motivational Development

Autor/inn/en	Vrieling, E. M.; Bastiaens, T. J.; Stijnen, S.
Titel	Effects of Increased Self-Regulated Learning Opportunities on Student Teachers' Metacognitive and Motivational Development
Quelle	In: International Journal of Educational Research, 53 (2012), S.251-263 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2012.03.014
Schlagwörter	Student Motivation; Learning Strategies; Student Teachers; Student Attitudes; Metacognition; Correlation; Predictor Variables; Learning Motivation + Suchen Sie Ihr Suchwort? Schulische Motivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation; Prädiktor; Motivation for studies; Lernmotivation
Abstract	This intervention study focused on the relationships between student teachers' self-regulated learning (SRL) opportunities, their use of metacognitive learning strategies and their motivation for learning. Results indicate that student teachers' use of metacognitive learning strategies increases significantly in learning environments with increased SRL opportunities. In opposite to these findings, no significant difference was shown between student teachers' motivation for learning before and after the research period. However, student teachers' expectancy, a component within the motivational construct, did increase significantly in the research period. Finally, minor significant positive correlations were found between the metacognitive and motivational constructs measured. In general, the level of SRL opportunities turns out to be a moderate predictor of student teachers' use of metacognitive learning strategies and motivation for learning, both important constructs for their academic career. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10