Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development

Abstract

This intervention study focused on the relationships between student teachers' self-regulated learning (SRL) opportunities, their use of metacognitive learning strategies and their motivation for learning. Results indicate that student teachers' use of metacognitive learning strategies increases significantly in learning environments with increased SRL opportunities. In opposite to these findings, no significant difference was shown between student teachers' motivation for learning before and after the research period. However, student teachers' expectancy, a component within the motivational construct, did increase significantly in the research period. Finally, minor significant positive correlations were found between the metacognitive and motivational constructs measured. In general, the level of SRL opportunities turns out to be a moderate predictor of student teachers' use of metacognitive learning strategies and motivation for learning, both important constructs for their academic career.

The Self Regulated Learning, Habit of Mind, and Creativity as High Order Thinking Skills Predictors

“…t value of self regulated learning variable is 0.047 smaller than 0.05 so that independent variables of self regulated learning significantly influences HOTS dependent variable at alpha 5%. The results of this study are in accordance with the findings and opinions of Hendrian, et al (2017), Venty, Budiyono & Slamet (2016), Vrieling, Bastiaens, &Stijnen (2012), andFadlelmula, Cakiroglu, &Sungur (2015) explaining that self regulated learning can affect students cognitive (HOTS). One of the stages in self regulated learning is performance control.…”

Successful learning: balancing self-regulation with instructional planning

“…Only then, increased SRL opportunities for TCs can result in more motivated TCs and increased use of metacognitive skills. Contrary to the importance of linking content with metacognition in courses, in the Netherlands many educational programs in primary teacher education display a gap concerning SRL opportunities between the major (first two years, mainly teacher-controlled) and minor (final two years, mainly student-controlled) phase of learning programs (Vrieling, Bastiaens, and Stijnen 2012b).…”

“…It concerns an explication of teaching behaviors that are expected in SRL learning designs and represents a way of teaching that facilitates students' use of SRL skills. Through the connection of theoretical and empirical findings of five earlier performed studies in primary teacher education (Vrieling, Bastiaens, and Stijnen 2010, 2012a, 2012b, 2012c, 2013), a conceptual model is described first (Section 2) that comprises necessary ingredients for effective learning environments with balanced student-and teacher-control (i.e. 'SRL balance').…”

Perceived Learning Management Quality Predictors to Motivation and Use of Self-Regulated Learning Strategies

“…In a recent study, Vrieling, Bastiaens, and Stijnen, (2012) indicated that level of metacognitive learning strategies increased with increased SRL opportunities in education programs. Several factors influence participants' motivation for learning that should be considered (1) creating an adequate knowledge by gradually increasing SRL opportunities; (2) giving attention to the conditions that can hinder or foster SRL (3) support student teachers' collaborative learning and (4) develop appropriate learning tasks.…”