A Measure of Pre-Teachers' Self-Regulated Learning Strategies on Industry 4.0 & 107 Curriculum Reform

Autor/inn/en	Chou, Chun-Mei; Shen, Chien-Hua; Hsiao, Hsi-Chi; Shen, Tsu-Chguan
Titel	A Measure of Pre-Teachers' Self-Regulated Learning Strategies on Industry 4.0 & 107 Curriculum Reform
Quelle	In: International Journal of Psychology and Educational Studies, 5 (2018) 2, S.12-20 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9378
Schlagwörter	Metacognition; Learning Strategies; Factor Analysis; Measures (Individuals); Educational Change; Curriculum Development; Preservice Teachers; Validity; Reliability; Correlation; Student Attitudes; Foreign Countries; Asia + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Faktorenanalyse; Messdaten; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Gültigkeit; Reliabilität; Korrelation; Schülerverhalten; Ausland; Asien
Abstract	This study describes the development and validation of self-regulated learning strategies scale, a 30-item scale that measures pre-teachers self-regulated learning strategies toward Industry 4.0 & 107 Curriculum Reform. A total of 476 pre-teachers completed the questionnaire. A pilot study (n= 120) was examined factorial validity and reliability of questionnaire and study objects (n= 356) used confirmatory factor analysis. The Self-regulated learning strategies Measure (SLSM) has three-factor model (Environmental Orientation, Behavioral Orientation and Process Orientation Self-regulation) was fit using maximum likelihood estimation (MLE). The self-regulated learning strategies scale could be useful for understanding the ways in which teachers think about self-regulation learning issues and could be used to investigate the relationship between other variables. The applications of the SLSM were discussed. (As Provided).
Anmerkungen	International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: http://www.ijpes.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01