20.500.12556/RUP-8438
"How and why should I study?": metacognitive learning strategies and motivational beliefs as important predictors of academic performance of student teachers
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.
psihologija
učne strategije
študenti
motivacija
motivational beliefs self-regulated learning
metacognition
students
true
true
false
Angleški jezik
Neznan jezik
Delo ni kategorizirano
2016-08-03 04:08:10
2016-08-08 10:11:31
2024-03-01 13:35:39
0000-00-00 00:00:00
2015
0
0
str. 239-250
no. 4
Vol. 42
2015
0000-00-00
NiDoloceno
NiDoloceno
NiDoloceno
0000-00-00
0000-00-00
0000-00-00
1732-6729
159.9:378
5539913
10.15804/tner.2015.42.4.20
1538151876
http://www.educationalrev.us.edu.pl/vol/tner_4_2015.pdf
1
https://repozitorij.upr.si/Dokument.php?lang=slv&id=8437
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