Self-regulated learning of Natural Sciences and Mathematics future teachers: Learning strategies, self-efficacy, and socio-demographic factors

Abstract

Teacher education programs should have as one of their purposes the promotion of self-regulatory skills for learning among students who aspire to be teachers so that they can take a leading role in their learning and foster these skills in their future students. Considering the importance of knowing what students in teacher education programs do to study and learn, as well as how efficacious they feel to deal with academic demands, this study is part of a larger research and aims to investigate the learning and study strategies and self-efficacy for learning beliefs of 220 students enrolled in teacher education programs in Biological Sciences, Chemistry, Physics and Mathematics of a Higher Education Institution in the state of Piauí, and examine them in relation to age, gender, licentiate area, and course semester. Brazilian translations of the Learning and Study Strategies Inventory (LASSI — Third Edition) and the Self-efficacy for Learning Form were used for data collection. Scales were administered in the classrooms both through online platforms and in paper and pencil. Nonparametric inferential statistical approaches were used to test hypotheses regarding group differences. Statistically significant differences were found in LASSI in relation to gender, licentiate area, and course semester. Overall, students in Physics dealt better with anxiety; in Mathematics showed more favorable attitudes towards learning; in Chemistry reported managing their time better; in Biological Science showed significantly lower scores on many scales than did other students. Findings from this study could help inform curricular design decisions regarding teacher education programs and inform the design of interventions to strengthen the learning and study strategies and the self-efficacy for learning beliefs of future teachers.

Changes in the Pedagogical Content Knowledge (PCK) Self-Efficacy of Pre-Service Physics Teachers: Redefining the Role of Influencing Factors

“…Lecture activities that provide information and provide opportunities for pre-service teachers to gain experience are factors that contribute to the development of PCK (Benegas & Villegas, 2021;Karal & Alev, 2016;Thomson et al, 2017) and their self-efficacy (González-Gómez et al, 2022;Kahraman, 2021;Menon et al, 2020). Several studies recommend that higher education institutions promote PCK (Juhler, 2018;Melo et al, 2020) and self-efficacy (Arcoverde et al, 2022;d'Alessio, 2018;Lee et al, 2019). Lecturers give actions to pre-service teachers, and lecture activities that provide opportunities for them to conduct group learning and hands-on activities also affect their selfefficacy (Gaffney et al, 2013).…”

Confirmatory and validation studies on experimental self-efficacy scale with applications to multiple scientific disciplines

“…A key predictor of facets of academic success i.e., academic motivation (Kausik and Hussain, 2021 ; Ariff et al, 2022 ), self-regulation (Arcoverde et al, 2022 ; Kryshko et al, 2022 ), and academic achievement (Affuso et al, 2022 ; Jindal and Sharma, 2022 ) constitutes self-efficacy. Although the term refers to students' cognitive competence to do a particular activity (Bandura et al, 1999 ), it is the yardstick to analyze students' performance and diligence (Heslin and Klehe, 2006 ).…”

Self-Efficacy of PCK: An Exploration of Indonesian Prospective Physics Teacher Perspectives

“…Many changes in the educational system mark the twenty-first century, the role of schools and teachers' function (Arcoverde et al, 2022). Teacher qualifications are expected to be much higher than before (Kiray, 2016).…”

“…Educational institutions must organize teaching that equips prospective teachers to become independent learners (Shawer, 2013). Teacher education programs should have one goal toward promoting self-regulation skills for learning among students who aspire to become teachers to lead in their student's learning and skills development (Arcoverde et al, 2022).…”