"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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Title:	"How and why should I study?": metacognitive learning strategies and motivational beliefs as important predictors of academic performance of student teachers
Authors:	ID Čotar Konrad, Sonja (Author)
Files:	http://www.educationalrev.us.edu.pl/vol/tner_4_2015.pdf
Language:	English
Work type:	Not categorized
Typology:	1.01 - Original Scientific Article
Organization:	PEF - Faculty of Education
Abstract:	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.
Keywords:	psihologija, učne strategije, študenti, motivacija, motivational beliefs self-regulated learning, metacognition, students
Year of publishing:	2015
Number of pages:	str. 239-250
Numbering:	Vol. 42, no. 4
PID:	20.500.12556/RUP-8438
ISSN:	1732-6729
UDC:	159.9:378
DOI:	10.15804/tner.2015.42.4.20
COBISS.SI-ID:	1538151876
Publication date in RUP:	08.08.2016
Views:	4268
Downloads:	137
Metadata:
:	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. [online]. 2015. Vol. 42, no. 4, p. 239–250. [Accessed 12 April 2025]. DOI 10.15804/tner.2015.42.4.20. Retrieved from: http://www.educationalrev.us.edu.pl/vol/tner_4_2015.pdf Copy citation

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