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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/8163
Title: Consequences of increased self-regulated learning opportunities on student teachers’ motivation and use of metacognitive skills.
Authors: Vrieling, Emmy
Bastiaens, Theo
Stijnen, Sjef
Keywords: self-regulated learning
metacognition
motivation
teacher professional development
Issue Date: 2012
Publisher: School of Education, Edith Cowan University
Citation: Vrieling, E. M., Bastiaens, Th. J., & Stijnen, P. J. J. (2012). Consequences of increased self-regulated learning opportunities on student teachers’ motivation and use of metacognitive skills. Australian Journal of Teacher Education, 37(8), 102-117.
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.
URI: http://hdl.handle.net/1820/8163
Appears in Collections:1. T2 Publications, books and conference papers

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