Consequences of Increased Self-Regulated Learning Opportunities on Student Teachers' Motivation and Use of Metacognitive Skills

Autor/inn/en	Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef
Titel	Consequences of Increased Self-Regulated Learning Opportunities on Student Teachers' Motivation and Use of Metacognitive Skills
Quelle	In: Australian Journal of Teacher Education, 37 (2012) 8, Artikel 7 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Student Motivation; Learning Strategies; Metacognition; Student Teachers; Teacher Educators; Correlation; Intervention; Questionnaires; Teacher Motivation; Academic Achievement; Teacher Education; Higher Education; Likert Scales; Pretests Posttests + Suchen Sie Ihr Suchwort? Schulische Motivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Korrelation; Fragebogen; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Likert-Skala
Abstract	This intervention study focused on the relationships between primary student teachers' self-regulated learning (SRL) opportunities, their motivation for learning and their use of metacognitive learning strategies. The participants were 3 teacher educators and 136 first-year student teachers. During one semester, teacher educators and student teachers were monitored by questionnaires measuring opportunities for SRL offered by the program. Questionnaires were also administered monitoring student teachers' motivation and metacognition. During data collection, teacher educators participated in training courses and tutorial conversations aimed at increasing student teachers' SRL opportunities in the curriculum. At the end of the research period, all teacher educators and a sample of student teachers were interviewed. Results indicate that student teachers' use of metacognitive skills increased significantly in learning environments with increased SRL opportunities. Student teachers' motivation for learning was also enhanced, although to a lesser degree. Finally, significant correlations were found between the metacognitive study process construct and the motivational constructs measured. (Contains 6 tables.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10