Self-Regulated Learning and Intercultural Competence: Examining the Role of Self-Regulation in Supporting Preservice Teachers' Intercultural Learning Outcomes

Autor/inn/en	Zhu, Marissa M.; Alberts, Kimberly M.; Bork, William N.; Wong, David
Titel	Self-Regulated Learning and Intercultural Competence: Examining the Role of Self-Regulation in Supporting Preservice Teachers' Intercultural Learning Outcomes
Quelle	In: Intercultural Education, 34 (2023) 5, S.494-515 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhu, Marissa M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2023.2213655
Schlagwörter	Metacognition; Cultural Awareness; Teacher Education Programs; Standardized Tests; Goal Orientation; Self Efficacy; Correlation; Preservice Teachers; Scores; Comparative Analysis; Content Analysis; Language Proficiency; Ethnocentrism; Inclusion; Undergraduate Students; Learning Processes; Student Attitudes + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cultural identity; Kulturelle Identität; Standadised tests; Standardisierter Test; Zielorientierung; Zielvorstellung; Self-efficacy; Selbstwirksamkeit; Korrelation; Inhaltsanalyse; Language skill; Language skills; Sprachkompetenz; Ethnozentrismus; Inklusion; Learning process; Lernprozess; Schülerverhalten
Abstract	This mixed-methods study examines how 15 preservice teachers' self-regulated learning (SRL) skills relate to their ICC development in a teacher education course. ICC was assessed using a standardised exam and an open-ended cultural dilemma. Participants' SRL was assessed along 7 dimensions: planning, goal orientation, task strategies, self-efficacy, self-monitoring, self-evaluation, and adaptiveness. Quantitative analyses demonstrate that participants' SRL abilities were significantly associated with higher ICC outcomes on the exam (r = 0.69, p < 0.01) and dilemma assignment (r = 0.87, p < 0.01). Higher performance on the exam was associated with the planning, self-monitoring, and self-evaluation processes, whereas higher performance on the cultural dilemma was associated with planning, goal orientation, strategy use, self-monitoring, self-evaluation, and adaptiveness. To compare ICC development across participants at varying levels of SRL abilities, we conducted a content analysis of participants' dilemma responses. Only participants with the highest self-regulation skills demonstrated proficiency in all four cognitive intercultural competencies. Participants who were less adept at self-regulation were more likely to make ethnocentric statements in their responses, suggesting minimal evidence of ICC development. Overall, the findings supported our hypothesis that more skilled self-regulators would be further developed along the cognitive dimension of ICC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01