Self-regulated learning strategies and achievement goals among preservice physical education teachers.

Autor/inn/en	Liu, Jiling; Xiang, Ping; McBride, Ron E.; Chen, Han
Titel	Self-regulated learning strategies and achievement goals among preservice physical education teachers. Gefälligkeitsübersetzung: Selbstregulierte Lernstrategien und Erfolgsziele bei Sportlehrern im Vorbereitungsdienst.
Quelle	In: European physical education review, 26 (2020) 2, S. 375-391Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X19859602
Schlagwörter	Fragebogen; Motivationsforschung; Motivationspsychologie; Verhalten; Lehrerausbildung; Lehrerverhalten; Äußere Motivation; Lernmethode; Sportpädagogik; Strategie; Zielsetzung; USA
Abstract	Self-regulated learning is critical to student academic success as well as healthy lifestyles. Although widely conducted among students from various disciplines, self-regulated learning research seems not to have paid much attention to preservice physical education teachers. Attempting to amend this literature gap as well as inform the current status of self-regulated learning among preservice physical education (PE) teachers, this study focused on two essential components: learning strategies and motivation. Participants included 419 preservice PE teachers from five teacher preparation programmes in the USA. They responded to two questionnaires that assessed self-regulated learning strategies use and achievement goals. Each item on the questionnaires was on a seven-point Likert scale. Results showed that this group of preservice teachers' use of cognitive and metacognitive strategies was at a medium level. Their mastery-approach goals demonstrated a predominant effect on general cognitive strategies and elaboration. Performance-approach and performance-avoidance goals also had a positive association with general cognitive strategies and critical thinking. Based on these results, we recommend PE teacher educators integrate self-regulated learning into instructions and focus preservice teachers on endorsing mastery-oriented goals for their learning. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2021/2