Self directed learning at the university: Study of situational and personal antecedents
Journal/Book: Z Padagog Psychol. 1996; 10: Langgass-Strasse 76, CH-3000 Bern 9, Switzerland. Verlag Hans Huber. 39-47.
Abstract: A correlational study examined relationships between (a) self-regulated learning, (b) metacognitive strategies, (c) motivational orientations, and (d) activity latitude for 251 teacher-students. A self-report measure of student self-regulated learning, intrinsic motivation, activity latitude and emotional experiences was administered. Self-regulation was positively related to intrinsic motivation and emotional feelings. Regression analysis revealed that metacognitive strategies and activity latitude emerged as the best predictors of perceived self-regulation. Implications of the results for future studies are discussed.
Note: Article K Konrad, PH Weingarten, Kirchpl 2, D-88250 Weingarten, Germany
Keyword(s): STRATEGIES; MOTIVATION; CLASSROOM