ERIC Number: EJ1250625
Record Type: Journal
Publication Date: 2020-May
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-336X
EISSN: N/A
Self-Regulated Learning Strategies and Achievement Goals among Preservice Physical Education Teachers
Liu, Jiling; Xiang, Ping; McBride, Ron E.; Chen, Han
European Physical Education Review, v26 n2 p375-391 May 2020
Self-regulated learning is critical to student academic success as well as healthy lifestyles. Although widely conducted among students from various disciplines, self-regulated learning research seems not to have paid much attention to preservice physical education teachers. Attempting to amend this literature gap as well as inform the current status of self-regulated learning among preservice physical education (PE) teachers, this study focused on two essential components: learning strategies and motivation. Participants included 419 preservice PE teachers from five teacher preparation programmes in the USA. They responded to two questionnaires that assessed self-regulated learning strategies use and achievement goals. Each item on the questionnaires was on a seven-point Likert scale. Results showed that this group of preservice teachers' use of cognitive and metacognitive strategies was at a medium level. Their mastery-approach goals demonstrated a predominant effect on general cognitive strategies and elaboration. Performance-approach and performance-avoidance goals also had a positive association with general cognitive strategies and critical thinking. Based on these results, we recommend PE teacher educators integrate self-regulated learning into instructions and focus preservice teachers on endorsing mastery-oriented goals for their learning.
Descriptors: Learning Strategies, Academic Achievement, Life Style, Health Behavior, Metacognition, Preservice Teachers, Physical Education Teachers, Teacher Education Programs, Goal Orientation, Mastery Learning, Learning Motivation, Critical Thinking, Questionnaires, Undergraduate Students, Student Attitudes, Correlation
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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 - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A