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ERIC Number: EJ824792
Record Type: Journal
Publication Date: 2008
Pages: 12
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-1300-5340
Self-Regulation Strategies Used in a Practicum Course: A Study of Motivation and Teaching Self-Efficacy
Orhan, Feza
Hacettepe University Journal of Education, v35 p251-262 2008
This study was designed to explore pre-service computer teachers' perception of motivation and response to an instruction based on self-regulated learning strategies. A pre-experimental method was used in this research. Data were collected through the Motivated Strategies for Learning Questionnaire developed by Pintrich and others (1993) and the Teacher Self-efficacy Scale developed by Akkoyunlu and others (2005). Frequency, percentage distribution, t- test analysis were used in analyzing data. During the semester, self-regulated strategies were integrated into the Teaching Practice Course. As a result of this study, after the one semester course, students perceive themselves as being more motivated on the course as well as perceiving a higher level of teacher self-efficacy as a computer teacher. This study was an initial step in encouraging students to develop self-regulatory strategies like planning, organizing, monitoring and evaluating their own work. The results provide a reference for instructors that they can embed self-regulatory strategies into their courses. (Contains 4 tables.)
Hacettepe University. Faculty of Education, Beytepe, Ankara 06800, Turkey. Tel: +90-312-2978583; Fax: +90-312-2992083; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire