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Arias, Antonio Valle; Cabanach, Ramón González; Núñez, José Carlos; González-Pienda, Júlio António; Rodriguez, Susanna; Piñeiro, Isabel

doi:10.1023/a:1025443325499

Cited by 85 publications

(68 citation statements)

References 41 publications

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“…In general, SRL is defined as 'an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognitions, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment (Pintrich, 2000, p. 453). Students in higher education who can better regulate their academic functioning are more successful in learning, problem solving, transfer and academic achievement in general (Nota, Soresi, & Zimmerman, 2004;Sundre & Kitsantas, 2004;Valle et al, 2003;VanderStoep, Pintrich, & Fagerlin, 1996). This may also be the case with students in teacher education.…”

Section: Primary Teacher Education and Srlmentioning

confidence: 96%

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

Vrieling

Bastiaens

Stijnen

2012

International Journal of Educational Research

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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.

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Section: Primary Teacher Education and Srlmentioning

confidence: 96%

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

Vrieling

Bastiaens

Stijnen

2012

International Journal of Educational Research

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“…Students who can better regulate their academic functioning are more successful in learning, problem solving, transfer and academic achievement in general (Nota, Soresi, & Zimmerman, 2004;Sundre & Kitsantas, 2004;Valle et al, 2003;VanderStoep, Pintrich, & Fagerlin, 1996). That may also be the case with students in teacher education.…”

Section: Primary Teacher Education and Srlmentioning

confidence: 96%

“…Goals are cognitive representations of the various aims that students can adopt in different achievement situations (Valle et al, 2003).…”

Section: Goal Settingmentioning

confidence: 99%

Process-oriented design principles for promoting self-regulated learning in primary teacher education

Vrieling

Bastiaens

Stijnen

2010

International Journal of Educational Research

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“…Based on the abovementioned literature, the conceptual model proposed in the current study predicted positive relationships between task value, control of learning beliefs and approach goals and negative relationships between these two motivational variables and avoidance goals. In other words, it was hypothesized that students who attach value to academic tasks and believe that they can be successful if they put necessary effort forth are likely to study for the reasons of learning, understanding and getting good grades (Valle et al, 2003). However, students with lower levels of positive task value beliefs and control over learning were expected to adopt avoidance goals.…”

mentioning

confidence: 99%

Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

Şenler

Sungur-Vural

2013

Span. J. Psychol.

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Abstract. The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

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Untitled

Cited by 85 publications

References 41 publications

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

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

Process-oriented design principles for promoting self-regulated learning in primary teacher education

Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

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