Self-regulated learning strategies and achievement goals among preservice physical education teachers

Abstract

Self-regulated learning is critical to student academic success as well as healthy lifestyles. Although widely conducted among students from various disciplines, self-regulated learning research seems not to have paid much attention to preservice physical education teachers. Attempting to amend this literature gap as well as inform the current status of self-regulated learning among preservice physical education (PE) teachers, this study focused on two essential components: learning strategies and motivation. Participants included 419 preservice PE teachers from five teacher preparation programmes in the USA. They responded to two questionnaires that assessed self-regulated learning strategies use and achievement goals. Each item on the questionnaires was on a seven-point Likert scale. Results showed that this group of preservice teachers’ use of cognitive and metacognitive strategies was at a medium level. Their mastery-approach goals demonstrated a predominant effect on general cognitive strategies and elaboration. Performance-approach and performance-avoidance goals also had a positive association with general cognitive strategies and critical thinking. Based on these results, we recommend PE teacher educators integrate self-regulated learning into instructions and focus preservice teachers on endorsing mastery-oriented goals for their learning.

Professional competence(s) of physical education teachers: terms, traditions, modelling and perspectives

“…In PE research, the distinction between the three important subdimensions of content knowledge (Tsuda, Ward, & Goodway, 2021), pedagogical content knowledge (Backman & Barker, 2020;Ward & Ayvazo, 2016), and general pedagogical knowledge (Devís-Devís, Molina-Alventosa, Peiró-Velert, & Kirk, 2011) has become established. Other relevant aspects of competency for PE teachers include, for example, motivational orientations (Carson & Chase, 2009), self-regulation (Liu, Xiang, McBride, & Chen, 2020), beliefs and values (Adamakis & Zounhia, 2016;Harvey & O'Donovan, 2013), aims (Baumert & Kunter, 2013), or aspects of fitness (endurance, muscular strength, flexibility, etc. ;McKenzie & Lounsbery, 2013).…”

The Predictive Level of Cognitive and Meta-Cognitive Strategies on Academic Achievement

“…In addition, self-regulated learning strategies help individuals take more responsibility in their own learning processes and help them regulate their learning speeds (Weinstein et al, 2011). Numerous studies show that individuals who use and employ these strategies effectively have higher academic achievement than those who do not (Broadbent & Poon, 2015;Cambridge-Williams et al, 2013;Kitsantas, 2002;Liu et al, 2019).…”

“…or 7 from the scale use learning strategies more than individuals who score 1, 2 or 3, and the need to get help when the average score is below 3 is emphasized (Liu et al, 2019).…”

“…Put it differently, how the task is performed is examined. The data obtained in the self-reflection phase also determines how individuals will approach the tasks they may encounter in the future, and their motivation as well as their learning behaviours in the self-regulation cycle affects their future lives in positive or negative ways (Liu et al, 2019;Panadero, 2017).…”

“…In this context, researchers have suggested that individuals have learning strategies that can be used in different academic and professional environments, such as rehearsal, elaboration, organization, critical thinking, time and environmental management, and getting help (Moldesheva & Mahmood, 2014). While frequently used cognitive learning strategies are classified as rehearsal, organization, elaboration, it is argued that students apply rehearsal strategies to memorize information; elaboration strategies to establish connections with previous information and organizational strategies in the inference of the main ideas to interpret the topics examined (Liu et al, 2019). In other words, organizational strategies include actions such as basic expressions, taking down notes, and creating inferences in the form of summary and schema, as well as extracting key pieces of information that are key to the learning process.…”