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

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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 ).…”

Positive Behavior Values to Improve Student Self-Efficacy: A Case Study in Islamic Boarding Schools

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