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

Autor/inn/en	Sen, Senol; Yilmaz, Ayhan
Titel	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
Quelle	In: Science Education International, 27 (2016) 2, S.301-316 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Structural Equation Models; Preservice Teachers; Self Efficacy; Self Control; Beliefs; Metacognition; Study Skills; Study Habits; Time Management; Learning Strategies; Questionnaires; Correlation; Path Analysis; Individual Differences; Individual Characteristics; Teacher Attitudes; Learning Motivation; Self Management; Student Motivation; Predictor Variables; Biology; Chemistry; Physics; Science Teachers; Causal Models; Hypothesis Testing; Goodness of Fit; Science Departments; Likert Scales; Foreign Countries; Turkey; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Selbstbeherrschung; Belief; Glaube; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Studientechnik; Study behavior; Study behaviour; Studienverhalten; Zeitmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Korrelation; Pfadanalyse; Individueller Unterschied; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lehrerverhalten; Motivation for studies; Lernmotivation; Selbstmanagement; Schulische Motivation; Prädiktor; Biologie; Chemie; Physik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Kausalanalyse; Hypothesenprüfung; Hypothesentest; Likert-Skala; Ausland; Türkei
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01