Relations between teacher students’ approaches to learning, cognitive and attributional strategies, well-being, and study success

Does Physical Environment Contribute to Basic Psychological Needs? A Self-Determination Theory Perspective on Learning in the Chemistry Laboratory

“…Csíkszentmihályi, 2014;Dweck, 2006;Heikkilä & Lonka, 2006;Heikkilä, Lonka, Nieminen & Niemivirta, 2012;Hidi & Renninger, 2006;Job, Walton, Bernecker & Dweck, 2015;Lindblom-Ylänne & Lonka, 2000;Mälkki, 2010;Ryan & Deci, 2009;Seligman, Ernst, Gillham, Reivich & Linkins, 2009;Tuominen-Soini, Salmela-Aro & Niemivirta, 2008). Strikingly, even though knowledge on the study environment, and especially its social attributes, is vast, knowledge on how the physical environment is related to psychological and pedagogical phenomena as yet remains scarce (Sandström, Sjöblom, Mälkki & Lonka, 2013;Beard 2009Beard , 2012Lansdale, Parkin, Austin & Baguley, 2011;Lonka, 2012;Woolner, Hall, Higgins, McCaughey & Wall, 2007).…”

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“…Kramarski and Kohen (2017) and Kramarski and Michalsky (2010) present that it is difficult for pre-service teachers to regulate their own learning and that SRL is not spontaneously acquired by student teachers. However, there is evidence that SRL can be developed through programmes that provide opportunities to control their own learning and teaching (Kramarski, 2008;Kramarski & Kohen, 2017;Styles, Beltman, & Radloff, 2001;Vrieling, Bastiaens, & Stijnen, 2012), such as by using active learning methods (Heikkilä et al 2012;Kramarski & Michalsky 2009), like a mind map as a planning tool (Tanriseven, 2014) or active reflection (Oakley et al, 2014), which is a major tool that is used to support explicit self-regulation (Kramarski & Michalsky, 2010;Pintrich, 2002). In addition, student teachers' SRL and SRT strategies have been developed by using prompts, which is a specific scaffolding method (Kramarski, 2008;Kramarski & Kohen, 2017).…”

Concepciones de los estudiantes sobre la eficacia de los ambientes de aprendizaje universitarios

“…Merece destacarse, entre las conclusiones, un mensaje importante para el profesorado universitario de maestros: en la creación de los ambientes de aprendizaje, los propios docentes deben manifestar cómo aprenden a regular su propio aprendizaje y deben ser capaces de mantener el soporte y ayuda para el aprendizaje de sus alumnos y fomentar sus habilidades de autorregulación (Heikkilä, Lonka, Nieminen y Niemivirta, 2012).…”