Motivation and self-regulated learning among preservice and in-service teachers enrolled in educational psychology courses.

2016 ◽  
Vol 2 (4) ◽  
pp. 231-244 ◽  
Author(s):  
Héfer Bembenutty
Keyword(s):  
Educational Psychology ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Psychology Courses ◽  
Educational Psychology Courses

Fostering Self-Regulated Skills in an Educational Psychology Course for Brazilian Preservice Teachers

2013 ◽  
Vol 12 (2) ◽  
pp. 157-177 ◽  
Author(s):  
Evely Boruchovitch ◽  
Danielle R. Ganda
Keyword(s):  
Preservice Teachers ◽  
Educational Psychology ◽  
Effective Teachers ◽  
Teacher Education Program ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Brazilian Students ◽  
Psychology Course ◽  
Educational Psychology Courses

The relevance of self-regulated learning is well acknowledged by research, and converging evidence suggests that people can be taught self-regulatory skills, thus improving their behavior as learners. Researchers have recommended that educational psychology courses for preservice teachers should help future teachers become better learners as well as more effective teachers. An attempt was made to explore the challenge of creating an effective teaching approach to increase preservice teachers’ awareness of their personal learning. This idea was implemented in an educational psychology course for 26 Brazilian students in a teacher education program at a public university in the interior of the state of São Paulo, Brazil. The procedures employed to foster self-regulatory skills and the results obtained from the experience are discussed in this article. Data were collected on 2 occasions using a self-efficacy for self-regulated learning scale and a general self-reflective activity. A structured diary about the students’ learning experiences was also required. Results showed reported gains in self-regulatory skills, greater awareness of affective and motivational states, and an improvement in study practices. Findings are discussed in terms of both the importance of improving students’ self-regulatory skills and the implications that such an initiative may have for future teaching practices.

scholarly journals Case Study Instruction In Educational Psychology Courses

2005 ◽  
Vol 2 (9) ◽  
Author(s):  
Alyssa Gonzalez-DeHass ◽  
Patricia P. Willems
Keyword(s):  
Educational Psychology ◽  
Traditional Classroom ◽  
Case Study Method ◽  
Real World Applications ◽  
Psychology Courses ◽  
Method Of Instruction ◽  
Based Instruction ◽  
Educational Psychology Courses ◽  
Case Based

The case study method of instruction affords students the opportunity to see the real-world applications of what they are learning and to actively engage in problem-solving. The purpose of this study is to examine current research on the use of case- based instruction and consider how this method might be of benefit to students enrolled in educational psychology courses in either the traditional classroom or web-assisted learning environment.

Relation of Test-Specific Motivation and Anxiety to Test Performance

2002 ◽  
Vol 91 (3) ◽  
pp. 1011-1021 ◽  
Author(s):  
Lisa F. Smith ◽  
Jeffrey K. Smith
Keyword(s):  
Test Anxiety ◽  
Educational Psychology ◽  
Test Performance ◽  
Study Strategies ◽  
Test Motivation ◽  
Anxiety Test ◽  
Psychology Courses ◽  
Educational Psychology Courses ◽  
Main Effects ◽  
Learning And Study Strategies

The relations between consequence of test scores and motivation, anxiety, and test performance were studied with 112 persons in four undergraduate educational psychology courses. Students were given two versions of an hourly course examination that varied in consequence, with one counting for part of their grade and the other not counting. Each student completed the Learning and Study Strategies Inventory prior to taking the examination. Afterwards students completed a measure of test anxiety and test motivation specific to the examination they had just taken. Significant main effects were found for consequence of test with scores for test anxiety, test performance, and test motivation. Also, the subscales showed a consistent pattern of relations with test performance and test anxiety across the two conditions, but not for test motivation for which few relations were found under the condition with no consequence.

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