An Investigation of Student Teachers' Study Strategies with Respect to Certain Variables

Autor/in	Erdamar, Gurcu
Titel	An Investigation of Student Teachers' Study Strategies with Respect to Certain Variables
Quelle	In: Educational Research and Evaluation, 17 (2011) 2, S.69-83 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	Student Teachers; Student Teacher Attitudes; Vocational Education; Investigations; Predictor Variables; Learning Strategies; Cognitive Style; Study Habits; Likert Scales; Measures (Individuals); Preservice Teacher Education; Academic Achievement; Educational Research + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausbildung; Berufsbildung; Untersuchung; Prädiktor; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil; Study behavior; Study behaviour; Studienverhalten; Likert-Skala; Messdaten; Lehramtsstudiengang; Lehrerausbildung; Schulleistung; Bildungsforschung; Pädagogische Forschung
Abstract	This study aimed to determine the study strategies of student teachers attending vocational education faculties and whether these habits are affected by certain variables (department, year of study, positive perception of university and lecturer, time spent studying). The study sample consisted of a total of 746 student teachers from 5 departments, 380 of whom were freshman students and 366 of whom were senior students. The results revealed that student teachers' study strategies were at a moderate level. Additionally, it was observed that study strategies scores were higher for freshman students than for senior students, for students with a positive perception of university than for those with a negative perception, and for students who studied more than 5 hr weekly than for those who studied 3 hr or less. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10