Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students.

Autor/inn/en	Muwonge, Charles Magoba; Schiefele, Ulrich; Ssenyonga, Joseph; Kibedi, Henry
Titel	Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students. Gefälligkeitsübersetzung: Modellierung der Beziehung zwischen motivationalen Überzeugungen, kognitiven Lernstrategien und akademischen Leistungen von Lehramtsstudenten.
Quelle	In: South African journal of psychology, 49 (2019) 1, S. 122-135 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0081-2463; 2078-208X
DOI	10.1177/0081246318775547
Schlagwörter	Pädagogik; Kognition; Selbstkonzept; Leistungsmotivation; Lernmotivation; Motivation; Lernmethode; Leistung; Strategie; Student
Abstract	Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students' academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students' academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3