Reciprocal Causal Relationship between Belief about Learning and Learning Strategy Use

Akamatsu, Daisuke; Nakaya, Masato; Koizumi, Ryuhei

doi:10.2132/personality.27.2.9

Cited by 3 publications

(1 citation statement)

References 4 publications

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“…The current study was based on the same data source as that of Akamatsu, Nakaya, and Koizumi's study [22]. We used different measures from their study, with the exceptions of metacognitive strategies and deep-processing strategy use.…”

Section: Participants and Proceduresmentioning

confidence: 99%

Effects of Metacognitive Strategies on the Self-Regulated Learning Process: The Mediating Effects of Self-Efficacy

Akamatsu

Nakaya

Koizumi

2019

Behavioral Sciences

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The purpose of this study was to examine the effects of metacognitive strategies on self-regulated learning processes, focusing on the mediating effects of self-efficacy. The surveys were conducted in December 2016 (Time 1) and January 2017 (Time 2). One hundred and five undergraduates enrolled at a Japanese university participated in this survey study, consisting of two surveys conducted one month apart. The questionnaires measured the use of metacognitive strategies (i.e., planning strategy and monitoring strategy), self-efficacy, general learning behaviors (behavioral engagement and persistence), and the use of cognitive strategies (i.e., writing-repetition strategy and deep-processing strategy). First, cross-lagged structure equation modeling revealed that the use of planning strategy enhanced self-efficacy. Second, path analysis examined relationships between metacognitive strategies, general learning behaviors, and cognitive strategies. It revealed that (a) general learning behaviors were promoted by metacognitive strategies mediated by self-efficacy and (b) cognitive strategies were almost directly affected by the monitoring strategy. The current study reveals that general learning behaviors and cognitive strategies involve different processes than metacognitive strategies.

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Section: Participants and Proceduresmentioning

confidence: 99%

Effects of Metacognitive Strategies on the Self-Regulated Learning Process: The Mediating Effects of Self-Efficacy

Akamatsu

Nakaya

Koizumi

2019

Behavioral Sciences

Self Cite

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Student and Teacher Learning:

Fukaya

2019

The Annual Report of Educational Psychology in Japan

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The purpose of this paper was to review present research in the areas of teaching, learning, and cognition based on papers published in The Japanese Journal of Educational Psychology during the period July 2017 to June 2018 and presented at The 60th Annual Meeting of the Japanese Association of Educational Psychology in September 2018. One of the perspectives of this paper focused on ＂proactive, interactive, and deep learning,＂ and the findings were organized into research on proactive learning, interactive learning, deep learning, and class design integrating three learning types. Research findings on teacher learning were also reviewed, as elucidating the mechanism of how teachers improve their teaching skills is important when implementing the goals in new courses of study in Japan. In the discussion, the following two points are stressed: (1) despite its importance, few studies on teacher learning have been conducted, so further research in this area is needed; and (2) it is important to cultivate foundations to conduct applied field research by, for example, creating opportunities to involve educational practices.

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Reciprocal Causal Relationship between Belief about Learning and Learning Strategy Use

Cited by 3 publications

References 4 publications

Effects of Metacognitive Strategies on the Self-Regulated Learning Process: The Mediating Effects of Self-Efficacy

Effects of Metacognitive Strategies on the Self-Regulated Learning Process: The Mediating Effects of Self-Efficacy

Student and Teacher Learning:

Beliefs About Learning: To Foster a Discipline-Based Epistemological Approach and Interdisciplinary Competencies

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