Use of self-regulated learning strategies Among Teacher Education students: A latent profile analysis

In the present study, we conducted a latent profile analysis to identify three clusters of Teacher Education students based on their reported use of self-regulated learning strategies. The sample comprised 527 undergraduate Teacher Education students (Mean age = 22 years; SD = 2.20) randomly sel...
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Autor*in:	Charles Magoba Muwonge [verfasserIn] Joseph Ssenyonga [verfasserIn] Henry Kibedi [verfasserIn] Ulrich Schiefele [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2020

Schlagwörter:	Latent profile analysis Teacher education students Average self-regulated learners High self-regulated learners Low self-regulated learners

Übergeordnetes Werk:	In: Social Sciences and Humanities Open - Elsevier, 2020, 2(2020), 1, Seite 100037-
Übergeordnetes Werk:	volume:2 ; year:2020 ; number:1 ; pages:100037-

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.1016/j.ssaho.2020.100037

Katalog-ID:	DOAJ068989660

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520			\|a In the present study, we conducted a latent profile analysis to identify three clusters of Teacher Education students based on their reported use of self-regulated learning strategies. The sample comprised 527 undergraduate Teacher Education students (Mean age = 22 years; SD = 2.20) randomly selected from seven universities in Uganda. Data were collected using the modified Motivated Strategies for Learning Questionnaire. These profiles included the following; (a) high self-regulated learners (252 students; 47.8%), (b) average self-regulated learners (209 students; 39.7%), and (c) low self-regulated learners (66 students; 12.5%) who differed significantly with respect to their motivational beliefs. Additionally, motivational beliefs significantly predicted latent profile membership. It is, therefore, important to understand such profiles’ differences among Teacher Education students in order to improve on their self-regulated learning strategies. Implications of the study findings are further discussed in this paper.
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allfields	10.1016/j.ssaho.2020.100037 doi (DE-627)DOAJ068989660 (DE-599)DOAJ93faf2c76531448aa959f3ef1248ad8c DE-627 ger DE-627 rakwb eng AZ20-999 H1-99 Charles Magoba Muwonge verfasserin aut Use of self-regulated learning strategies Among Teacher Education students: A latent profile analysis 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier In the present study, we conducted a latent profile analysis to identify three clusters of Teacher Education students based on their reported use of self-regulated learning strategies. The sample comprised 527 undergraduate Teacher Education students (Mean age = 22 years; SD = 2.20) randomly selected from seven universities in Uganda. Data were collected using the modified Motivated Strategies for Learning Questionnaire. These profiles included the following; (a) high self-regulated learners (252 students; 47.8%), (b) average self-regulated learners (209 students; 39.7%), and (c) low self-regulated learners (66 students; 12.5%) who differed significantly with respect to their motivational beliefs. Additionally, motivational beliefs significantly predicted latent profile membership. It is, therefore, important to understand such profiles’ differences among Teacher Education students in order to improve on their self-regulated learning strategies. Implications of the study findings are further discussed in this paper. Latent profile analysis Teacher education students Average self-regulated learners High self-regulated learners Low self-regulated learners History of scholarship and learning. The humanities Social sciences (General) Joseph Ssenyonga verfasserin aut Henry Kibedi verfasserin aut Ulrich Schiefele verfasserin aut In Social Sciences and Humanities Open Elsevier, 2020 2(2020), 1, Seite 100037- (DE-627)1689258748 25902911 nnns volume:2 year:2020 number:1 pages:100037- https://doi.org/10.1016/j.ssaho.2020.100037 kostenfrei https://doaj.org/article/93faf2c76531448aa959f3ef1248ad8c kostenfrei http://www.sciencedirect.com/science/article/pii/S2590291120300267 kostenfrei https://doaj.org/toc/2590-2911 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 AR 2 2020 1 100037-
spelling	10.1016/j.ssaho.2020.100037 doi (DE-627)DOAJ068989660 (DE-599)DOAJ93faf2c76531448aa959f3ef1248ad8c DE-627 ger DE-627 rakwb eng AZ20-999 H1-99 Charles Magoba Muwonge verfasserin aut Use of self-regulated learning strategies Among Teacher Education students: A latent profile analysis 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier In the present study, we conducted a latent profile analysis to identify three clusters of Teacher Education students based on their reported use of self-regulated learning strategies. The sample comprised 527 undergraduate Teacher Education students (Mean age = 22 years; SD = 2.20) randomly selected from seven universities in Uganda. Data were collected using the modified Motivated Strategies for Learning Questionnaire. These profiles included the following; (a) high self-regulated learners (252 students; 47.8%), (b) average self-regulated learners (209 students; 39.7%), and (c) low self-regulated learners (66 students; 12.5%) who differed significantly with respect to their motivational beliefs. Additionally, motivational beliefs significantly predicted latent profile membership. It is, therefore, important to understand such profiles’ differences among Teacher Education students in order to improve on their self-regulated learning strategies. Implications of the study findings are further discussed in this paper. Latent profile analysis Teacher education students Average self-regulated learners High self-regulated learners Low self-regulated learners History of scholarship and learning. The humanities Social sciences (General) Joseph Ssenyonga verfasserin aut Henry Kibedi verfasserin aut Ulrich Schiefele verfasserin aut In Social Sciences and Humanities Open Elsevier, 2020 2(2020), 1, Seite 100037- (DE-627)1689258748 25902911 nnns volume:2 year:2020 number:1 pages:100037- https://doi.org/10.1016/j.ssaho.2020.100037 kostenfrei https://doaj.org/article/93faf2c76531448aa959f3ef1248ad8c kostenfrei http://www.sciencedirect.com/science/article/pii/S2590291120300267 kostenfrei https://doaj.org/toc/2590-2911 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 AR 2 2020 1 100037-
allfields_unstemmed	10.1016/j.ssaho.2020.100037 doi (DE-627)DOAJ068989660 (DE-599)DOAJ93faf2c76531448aa959f3ef1248ad8c DE-627 ger DE-627 rakwb eng AZ20-999 H1-99 Charles Magoba Muwonge verfasserin aut Use of self-regulated learning strategies Among Teacher Education students: A latent profile analysis 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier In the present study, we conducted a latent profile analysis to identify three clusters of Teacher Education students based on their reported use of self-regulated learning strategies. The sample comprised 527 undergraduate Teacher Education students (Mean age = 22 years; SD = 2.20) randomly selected from seven universities in Uganda. Data were collected using the modified Motivated Strategies for Learning Questionnaire. These profiles included the following; (a) high self-regulated learners (252 students; 47.8%), (b) average self-regulated learners (209 students; 39.7%), and (c) low self-regulated learners (66 students; 12.5%) who differed significantly with respect to their motivational beliefs. Additionally, motivational beliefs significantly predicted latent profile membership. It is, therefore, important to understand such profiles’ differences among Teacher Education students in order to improve on their self-regulated learning strategies. Implications of the study findings are further discussed in this paper. Latent profile analysis Teacher education students Average self-regulated learners High self-regulated learners Low self-regulated learners History of scholarship and learning. The humanities Social sciences (General) Joseph Ssenyonga verfasserin aut Henry Kibedi verfasserin aut Ulrich Schiefele verfasserin aut In Social Sciences and Humanities Open Elsevier, 2020 2(2020), 1, Seite 100037- (DE-627)1689258748 25902911 nnns volume:2 year:2020 number:1 pages:100037- https://doi.org/10.1016/j.ssaho.2020.100037 kostenfrei https://doaj.org/article/93faf2c76531448aa959f3ef1248ad8c kostenfrei http://www.sciencedirect.com/science/article/pii/S2590291120300267 kostenfrei https://doaj.org/toc/2590-2911 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 AR 2 2020 1 100037-
allfieldsGer	10.1016/j.ssaho.2020.100037 doi (DE-627)DOAJ068989660 (DE-599)DOAJ93faf2c76531448aa959f3ef1248ad8c DE-627 ger DE-627 rakwb eng AZ20-999 H1-99 Charles Magoba Muwonge verfasserin aut Use of self-regulated learning strategies Among Teacher Education students: A latent profile analysis 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier In the present study, we conducted a latent profile analysis to identify three clusters of Teacher Education students based on their reported use of self-regulated learning strategies. The sample comprised 527 undergraduate Teacher Education students (Mean age = 22 years; SD = 2.20) randomly selected from seven universities in Uganda. Data were collected using the modified Motivated Strategies for Learning Questionnaire. These profiles included the following; (a) high self-regulated learners (252 students; 47.8%), (b) average self-regulated learners (209 students; 39.7%), and (c) low self-regulated learners (66 students; 12.5%) who differed significantly with respect to their motivational beliefs. Additionally, motivational beliefs significantly predicted latent profile membership. It is, therefore, important to understand such profiles’ differences among Teacher Education students in order to improve on their self-regulated learning strategies. Implications of the study findings are further discussed in this paper. Latent profile analysis Teacher education students Average self-regulated learners High self-regulated learners Low self-regulated learners History of scholarship and learning. The humanities Social sciences (General) Joseph Ssenyonga verfasserin aut Henry Kibedi verfasserin aut Ulrich Schiefele verfasserin aut In Social Sciences and Humanities Open Elsevier, 2020 2(2020), 1, Seite 100037- (DE-627)1689258748 25902911 nnns volume:2 year:2020 number:1 pages:100037- https://doi.org/10.1016/j.ssaho.2020.100037 kostenfrei https://doaj.org/article/93faf2c76531448aa959f3ef1248ad8c kostenfrei http://www.sciencedirect.com/science/article/pii/S2590291120300267 kostenfrei https://doaj.org/toc/2590-2911 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 AR 2 2020 1 100037-
allfieldsSound	10.1016/j.ssaho.2020.100037 doi (DE-627)DOAJ068989660 (DE-599)DOAJ93faf2c76531448aa959f3ef1248ad8c DE-627 ger DE-627 rakwb eng AZ20-999 H1-99 Charles Magoba Muwonge verfasserin aut Use of self-regulated learning strategies Among Teacher Education students: A latent profile analysis 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier In the present study, we conducted a latent profile analysis to identify three clusters of Teacher Education students based on their reported use of self-regulated learning strategies. The sample comprised 527 undergraduate Teacher Education students (Mean age = 22 years; SD = 2.20) randomly selected from seven universities in Uganda. Data were collected using the modified Motivated Strategies for Learning Questionnaire. These profiles included the following; (a) high self-regulated learners (252 students; 47.8%), (b) average self-regulated learners (209 students; 39.7%), and (c) low self-regulated learners (66 students; 12.5%) who differed significantly with respect to their motivational beliefs. Additionally, motivational beliefs significantly predicted latent profile membership. It is, therefore, important to understand such profiles’ differences among Teacher Education students in order to improve on their self-regulated learning strategies. Implications of the study findings are further discussed in this paper. Latent profile analysis Teacher education students Average self-regulated learners High self-regulated learners Low self-regulated learners History of scholarship and learning. The humanities Social sciences (General) Joseph Ssenyonga verfasserin aut Henry Kibedi verfasserin aut Ulrich Schiefele verfasserin aut In Social Sciences and Humanities Open Elsevier, 2020 2(2020), 1, Seite 100037- (DE-627)1689258748 25902911 nnns volume:2 year:2020 number:1 pages:100037- https://doi.org/10.1016/j.ssaho.2020.100037 kostenfrei https://doaj.org/article/93faf2c76531448aa959f3ef1248ad8c kostenfrei http://www.sciencedirect.com/science/article/pii/S2590291120300267 kostenfrei https://doaj.org/toc/2590-2911 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 AR 2 2020 1 100037-
language	English
source	In Social Sciences and Humanities Open 2(2020), 1, Seite 100037- volume:2 year:2020 number:1 pages:100037-
sourceStr	In Social Sciences and Humanities Open 2(2020), 1, Seite 100037- volume:2 year:2020 number:1 pages:100037-
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topic_facet	Latent profile analysis Teacher education students Average self-regulated learners High self-regulated learners Low self-regulated learners History of scholarship and learning. The humanities Social sciences (General)
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container_title	Social Sciences and Humanities Open
authorswithroles_txt_mv	Charles Magoba Muwonge @@aut@@ Joseph Ssenyonga @@aut@@ Henry Kibedi @@aut@@ Ulrich Schiefele @@aut@@
publishDateDaySort_date	2020-01-01T00:00:00Z
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id	DOAJ068989660
language_de	englisch
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callnumber-first	A - General Works
author	Charles Magoba Muwonge
spellingShingle	Charles Magoba Muwonge misc AZ20-999 misc H1-99 misc Latent profile analysis misc Teacher education students misc Average self-regulated learners misc High self-regulated learners misc Low self-regulated learners misc History of scholarship and learning. The humanities misc Social sciences (General) Use of self-regulated learning strategies Among Teacher Education students: A latent profile analysis
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topic_title	AZ20-999 H1-99 Use of self-regulated learning strategies Among Teacher Education students: A latent profile analysis Latent profile analysis Teacher education students Average self-regulated learners High self-regulated learners Low self-regulated learners
topic	misc AZ20-999 misc H1-99 misc Latent profile analysis misc Teacher education students misc Average self-regulated learners misc High self-regulated learners misc Low self-regulated learners misc History of scholarship and learning. The humanities misc Social sciences (General)
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title	Use of self-regulated learning strategies Among Teacher Education students: A latent profile analysis
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title_full	Use of self-regulated learning strategies Among Teacher Education students: A latent profile analysis
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title_sort	use of self-regulated learning strategies among teacher education students: a latent profile analysis
callnumber	AZ20-999
title_auth	Use of self-regulated learning strategies Among Teacher Education students: A latent profile analysis
abstract	In the present study, we conducted a latent profile analysis to identify three clusters of Teacher Education students based on their reported use of self-regulated learning strategies. The sample comprised 527 undergraduate Teacher Education students (Mean age = 22 years; SD = 2.20) randomly selected from seven universities in Uganda. Data were collected using the modified Motivated Strategies for Learning Questionnaire. These profiles included the following; (a) high self-regulated learners (252 students; 47.8%), (b) average self-regulated learners (209 students; 39.7%), and (c) low self-regulated learners (66 students; 12.5%) who differed significantly with respect to their motivational beliefs. Additionally, motivational beliefs significantly predicted latent profile membership. It is, therefore, important to understand such profiles’ differences among Teacher Education students in order to improve on their self-regulated learning strategies. Implications of the study findings are further discussed in this paper.
abstractGer	In the present study, we conducted a latent profile analysis to identify three clusters of Teacher Education students based on their reported use of self-regulated learning strategies. The sample comprised 527 undergraduate Teacher Education students (Mean age = 22 years; SD = 2.20) randomly selected from seven universities in Uganda. Data were collected using the modified Motivated Strategies for Learning Questionnaire. These profiles included the following; (a) high self-regulated learners (252 students; 47.8%), (b) average self-regulated learners (209 students; 39.7%), and (c) low self-regulated learners (66 students; 12.5%) who differed significantly with respect to their motivational beliefs. Additionally, motivational beliefs significantly predicted latent profile membership. It is, therefore, important to understand such profiles’ differences among Teacher Education students in order to improve on their self-regulated learning strategies. Implications of the study findings are further discussed in this paper.
abstract_unstemmed	In the present study, we conducted a latent profile analysis to identify three clusters of Teacher Education students based on their reported use of self-regulated learning strategies. The sample comprised 527 undergraduate Teacher Education students (Mean age = 22 years; SD = 2.20) randomly selected from seven universities in Uganda. Data were collected using the modified Motivated Strategies for Learning Questionnaire. These profiles included the following; (a) high self-regulated learners (252 students; 47.8%), (b) average self-regulated learners (209 students; 39.7%), and (c) low self-regulated learners (66 students; 12.5%) who differed significantly with respect to their motivational beliefs. Additionally, motivational beliefs significantly predicted latent profile membership. It is, therefore, important to understand such profiles’ differences among Teacher Education students in order to improve on their self-regulated learning strategies. Implications of the study findings are further discussed in this paper.
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title_short	Use of self-regulated learning strategies Among Teacher Education students: A latent profile analysis
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Use of self-regulated learning strategies Among Teacher Education students: A latent profile analysis

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