Exploring Factors Predicting Undergraduate Healthcare Students' Use of Learning Strategies

Autor/inn/en	Messineo, Linda; Tosto, Crispino; Allegra, Mario
Titel	Exploring Factors Predicting Undergraduate Healthcare Students' Use of Learning Strategies
Quelle	In: European Journal of Educational Research, 10 (2021) 3, S.1579-1587 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Messineo, Linda) ORCID (Tosto, Crispino) ORCID (Allegra, Mario)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Undergraduate Students; Predictor Variables; Learning Strategies; Student Motivation; Student Attitudes; Foreign Countries; Learning Motivation; Measures (Individuals); Questionnaires; Intelligence; Regression (Statistics); Academic Achievement; Self Determination; Independent Study; Italy; Academic Motivation Scale; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Prädiktor; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulische Motivation; Schülerverhalten; Ausland; Motivation for studies; Lernmotivation; Messdaten; Fragebogen; Intelligenz; Klugheit; Regression; Regressionsanalyse; Schulleistung; Selbstbestimmung; Selbststudium; Italien
Abstract	The present study aimed to investigate the relationship between students' academic motivation, implicit beliefs about intelligence and learning strategies among undergraduate healthcare students. First-year students of healthcare degree courses from a university in Southern Italy were surveyed. The study measured psychological constructs by means of Academic Motivation Scale, Motivated Strategies for Learning Questionnaire, and Dweck's implicit questions about beliefs of intelligence. Two regression models were computed to assess the association between students' beliefs about intelligence, motivations for studying, and learning strategies. In the first regression model, predicting students' use of cognitive strategies from implicit intelligence beliefs and motivations for studying, stronger autonomous motivations were significant predictors of cognitive strategies. The second regression model, predicting students' use of metacognitive strategies from implicit intelligence beliefs and motivations for studying, was not significant. These findings can be useful to plan tailored educational interventions to promote students' motivation, incremental beliefs about intelligence and their use of learning strategies positively related with academic performance. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01