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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/8184
Title: Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development.
Authors: Vrieling, Emmy
Bastiaens, Theo
Stijnen, Sjef
Keywords: higher education
metacognition,
motivation,
pre service teacher learning
self-regulated learning
Issue Date: 2012
Publisher: Elsevier
Citation: Vrieling, E. M., Bastiaens, Th. J., & Stijnen, P. J. J. (2012). Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development. International Journal of Educational Research, 53, 251-263.
Abstract: This intervention study focused on the relationships between student teachers’ self-regulated learning (SRL) opportunities, their use of metacognitive learning strategies and their motivation for learning. Results indicate that student teachers’ use of metacognitive learning strategies increases significantly in learning environments with increased SRL opportunities. In opposite to these findings, no significant difference was shown between student teachers’ motivation for learning before and after the research period. However, student teachers’ expectancy, a component within the motivational construct, did increase significantly in the research period. Finally, minor significant positive correlations were found between the metacognitive and motivational constructs measured. In general, the level of SRL opportunities turns out to be a moderate predictor of student teachers’ use of metacognitive learning strategies and motivation for learning, both important constructs for their academic career.
URI: http://hdl.handle.net/1820/8184
Appears in Collections:1. T2 Publications, books and conference papers

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