Show document

A- | A+ | Print
Title:"How and why should I study?": metacognitive learning strategies and motivational beliefs as important predictors of academic performance of student teachers
Authors:Čotar Konrad, Sonja (Author)
Work type:Not categorized
Tipology: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:no. 4, Vol. 42
COBISS_ID:1538151876 Link is opened in a new window
DOI:10.15804/tner.2015.42.4.20 Link is opened in a new window
Categories:Document is not linked to any category.
Average score:(0 votes)
Your score:Voting is allowed only to logged in users.
Share:Bookmark and Share

Hover the mouse pointer over a document title to show the abstract or click on the title to get all document metadata.


Leave comment

You have to log in to leave a comment.

Comments (0)
0 - 0 / 0
There are no comments!

Logos of partners University of Maribor University of Ljubljana University of Primorska University of Nova Gorica