Modeling the Relationships among Students' Motivational Beliefs, Metacognitive Strategy Use, and Effort Regulation

Sungur, Semra

doi:10.1080/00313830701356166

Cited by 121 publications

(124 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Students can be motivated from internal and external sources and intrinsic motivation refers to be driven by internal rewards. The proposed relationships between self-efficacy and intrinsic motivation have been investigated in the literature for a long time (e.g., Bandura, 1982;Sungur, 2007;Tabernero & Hernández, 2011). Tabernero and Hernández (2011) also suggested that the level of self-efficacy determine the intrinsic motivation.…”

Section: Discussionmentioning

confidence: 99%

Investigation of Pre-Service Science Teachers’ Academic Self-Efficacy and Academic Motivation toward Biology

Ateş¹,

Saylan²

2015

IJHE

View full text Add to dashboard Cite

The purpose of this research was to examine pre-service science teachers' academic motivation and academic self-efficacy toward biology. The sample consisted of 369 pre-service science teachers who enrolled in the faculty of education of two universities in Turkey. Data were collected through Academic Motivation Scale (AMS) (Glynn & Koballa, 2006) and Academic Self-efficacy Scale (ASES) (Woo, 1999). The findings revealed that pre-service science teachers' academic self-efficacy and academic motivation toward biology are high. Additionally, combination of the independent variables was significantly related to the academic self-efficacy scores, while it was not significantly related to the academic motivation. More specifically, it was found that only university variable made a statistically significant contribution to the prediction of pre-service science teachers' academic motivation and academic self-efficacy. There were strong, positive correlations between pre-service science teachers' academic motivation and academic self-efficacy and subdimensions of AMS and ASES except 'test anxiety'. The relationship of test anxiety with all of the subdimensions was small.

show abstract

Section: Discussionmentioning

confidence: 99%

Investigation of Pre-Service Science Teachers’ Academic Self-Efficacy and Academic Motivation toward Biology

Ateş¹,

Saylan²

2015

IJHE

View full text Add to dashboard Cite

show abstract

“…Bu durum, üstbilişsel becerilerin özyeterlik ile ilişkisini açıklamaktadır. Alanyazında yapılan bazı çalışmalar öğrencilerin üstbilişsel stratejileri kullanmalarının onların özyeterlikleri üzerinde önemli bir etkisinin olduğunu göstermektedir (Pintrich ve De Groot, 1990;Sungur, 2007;Wolters, Yu ve Pintrich, 1996). Öğretmen adaylarının üstbilişsel farkındalıkları ile özyeterlikleri arasında bir ilişki olduğunu gösteren ise sadece birkaç çalışma bulunmaktadır (Alkan ve Erdem, 2014;Kim, 2011).…”

Section: Introductionunclassified

Fen Bilgisi Öğretmen Adaylarının Fen Öğretimi Özyeterliklerinin Üstbilişsel Öğrenme Yönelimleri ve Üstbilişsel Özdüzenleme ile Yordanması

Kırbulut¹,

Uzuntiryaki-Kondakçı²

2017

İlköğretim Online

View full text Add to dashboard Cite

ABSTRACT. The purpose of the present study was to examine the extent to which metacognitive science learning orientations and metacognitive self-regulation predicted pre-service science teachers' science teaching efficacy beliefs. A total of 224 pre-service science teachers from different universities participated in the study. Data were collected through Science Teaching Efficacy Belief Instrument, Self-Efficacy and Metacognition Learning Inventory and Science and Motivated Strategies for Learning Questionnaire. Stepwise multiple linear regression analysis was used to analyze the data. Results showed that constructivist connectivity and learning risks awareness from the dimensions of metacognitive learning orientations and metacognitive self-regulation significantly predicted science teaching efficacy beliefs. The model explained 27% of the variation in efficacy scores. Based on findings, it can be said that pre-service teachers who connect different information across various science learning environments, are aware of challenges in their learning, and use metacognitive learning strategies tend to have high efficacy beliefs. Keywords: Science Teaching Efficacy Beliefs, Metacognitive Science Learning Orientations, Metacognitive Selfregulation, Multiple Linear Regression, Pre-service Teachers. SUMMARYPurpose and Significance: Teacher efficacy plays an important role in planning teaching, providing effective learning environments, and improving student achievement. Teachers should be aware of their experiences to develop efficacy beliefs. Additionally, metacognition might be related to efficacy beliefs. Both constructs are necessary for effective teaching. Therefore, more research is needed to explore the relationship between self-efficacy and metacognition, and then propose ways to enhance the development of these constructs. The present study aimed at investigating how well metacognitive science learning orientations and metacognitive self-regulation predicted pre-service teachers' science teaching efficacy beliefs.

show abstract

“…Previous research consensus view is that there is a positive relationship between students' self-efficacy beliefs and their self-regulation in learning (e.g., Zimmerman, 2000;Sungur, 2007). Students who have high self-efficacy typically work harder, often evaluate progress achieved, and engaged in self-regulatory strategies that encourage their success in school.…”

Section: Self-efficacymentioning

confidence: 99%

“…Schraw, Horn, Thorndike-Christ, and Bruning (1995) found that students with a strong learning goal orientation will perform better than students with weak learning goal orientation. Based on the results of previous studies, students' learning goal orientation will affect positive learning outcomes, including students' achievement (Kaplan & Maehr, 1999;2007).…”

Section: Motivation In Learningmentioning

confidence: 99%

Relationship Model among Learning Environment, Learning Motivation, and Self-Regulated Learning

Ariani¹

2017

ASS

View full text Add to dashboard Cite

This study applies social capital theory, motivation theory, and systems theories to examine the role of the learning environment and motivation in learning to encourage self-regulation in learning especially effort regulation. This study examines the relationship among learning environment (i.e., student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity), learning motivation (i.e., learning goal orientation, task value, and self-efficacy), and self-regulated learning in effort regulation. This study also examines the mediating role of learning motivation on relation between learning environment and self-regulation in learning effort. Respondents were 307 students of undergraduate program on business, management, and economics in Yogyakarta and Bandung, Indonesia. Self-report questionnaires were administered to respondents during their regular class periods. Results revealed that students' perception of learning environment on all dimensions were significantly related to learning motivation and self-regulation in effort regulation. Students' perception of learning environment especially task orientation dimension was significantly influenced on three dimensions of learning motivation. The result of this study also indicated that learning goal orientation and self-efficacy are the mediating variables in the relationship model. These results supported many of the hypothesized relationships. Further explanations are discussed regarding both the expected and unexpected outcomes.

show abstract

Modeling the Relationships among Students' Motivational Beliefs, Metacognitive Strategy Use, and Effort Regulation

Cited by 121 publications

References 31 publications

Investigation of Pre-Service Science Teachers’ Academic Self-Efficacy and Academic Motivation toward Biology

Investigation of Pre-Service Science Teachers’ Academic Self-Efficacy and Academic Motivation toward Biology

Fen Bilgisi Öğretmen Adaylarının Fen Öğretimi Özyeterliklerinin Üstbilişsel Öğrenme Yönelimleri ve Üstbilişsel Özdüzenleme ile Yordanması

Relationship Model among Learning Environment, Learning Motivation, and Self-Regulated Learning

Contact Info

Product

Resources

About