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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:Čotar Konrad, Sonja (Avtor)
Datoteke:URL 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:no. 4, Vol. 42
ISSN:1732-6729
UDK:159.9:378
COBISS_ID:1538151876 Povezava se odpre v novem oknu
DOI:10.15804/tner.2015.42.4.20 Povezava se odpre v novem oknu
Število ogledov:1338
Število prenosov:46
Metapodatki:XML RDF-CHPDL DC-XML DC-RDF
Področja:Gradivo ni uvrščeno v področja.
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Skupna ocena:(0 glasov)
Vaša ocena:Ocenjevanje je dovoljeno samo prijavljenim uporabnikom.
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