NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1016476
Record Type: Journal
Publication Date: 2014-Jan
Pages: 17
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0313-5373
A Tool that Can be Effective in the Self-Regulated Learning of Pre-Service Teachers: The Mind Map
Tanriseven, Isil
Australian Journal of Teacher Education, v39 n1 Article 5 Jan 2014
The aim of this study is to analyse the effect of task planning with mind maps on the self-regulation strategies and motivational beliefs of pre-service teachers. A quasi-experimental design, with a pre-test and post-test control group, was applied in the research. The research group comprised of 60 pre-service teachers taking "Teaching Principle and Methods", in the second year at the Faculty of Education Elementary School Department at Mersin University, Turkey. Students in the experimental group planned their tasks individually by means of a mind map, whereas students in the control group directly realized their task. Before and after the experiment, both groups completed the "Motivated Strategies for Learning Questionnaire", while students in the experimental group also completed the open-ended questionnaire. The research results indicated that there was a meaningful difference between the self-regulated learning of both groups, in favour of the experimental group. Pre-service teachers comprising the experimental group stated that planning by means of mind map had positive effects on the use of self-regulation strategies and their motivation.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire