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ERIC Number: EJ1104668
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-1450-104X
Devising a Structural Equation Model of Relationships between Preservice Teachers' Time and Study Environment Management, Effort Regulation, Self-Efficacy, Control of Learning Beliefs, and Metacognitive Self-Regulation
Sen, Senol; Yilmaz, Ayhan
Science Education International, v27 n2 p301-316 2016
The objective of this study is to analyze the relationship between preservice teachers' time and study environment management, effort regulation, self-efficacy beliefs, control of learning beliefs and metacognitive self-regulation. This study also investigates the direct and indirect effects of metacognitive self-regulation on time and study environment management. Data from 506 preservice teachers was obtained using the Motivated Strategies for Learning Questionnaire (MSLQ). The results of the study showed that a positive and significant correlation existed between the variables of control of learning beliefs and metacognitive self-regulation; self-efficacy beliefs and metacognitive self-regulation; metacognitive self-regulation and time and study environment management; time and study environment management and effort regulation; metacognitive self-regulation and effort regulation. In addition to the direct effect of metacognitive self-regulation on time and study environment management, there was also an indirect effect through effort regulation.
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
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