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

Čotar Konrad, Sonja

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Naslov:	"How and why should I study?": metacognitive learning strategies and motivational beliefs as important predictors of academic performance of student teachers
Avtorji:	ID Čotar Konrad, Sonja (Avtor)
Datoteke:	http://www.educationalrev.us.edu.pl/vol/tner_4_2015.pdf
Jezik:	Angleški jezik
Vrsta gradiva:	Delo ni kategorizirano
Tipologija:	1.01 - Izvirni znanstveni članek
Organizacija:	PEF - Pedagoška fakulteta
Opis:	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
Leto izida:	2015
Št. strani:	str. 239-250
Številčenje:	Vol. 42, no. 4
PID:	20.500.12556/RUP-8438
ISSN:	1732-6729
UDK:	159.9:378
DOI:	10.15804/tner.2015.42.4.20
COBISS.SI-ID:	1538151876
Datum objave v RUP:	08.08.2016
Število ogledov:	4251
Število prenosov:	137
Metapodatki:
:	ČOTAR KONRAD, Sonja, 2015, „How and why should I study?“: metacognitive learning strategies and motivational beliefs as important predictors of academic performance of student teachers. [na spletu]. 2015. Vol. 42, no. 4, p. 239–250. [Dostopano 7 april 2025]. DOI 10.15804/tner.2015.42.4.20. Pridobljeno s: http://www.educationalrev.us.edu.pl/vol/tner_4_2015.pdf Kopiraj citat

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