scholarly journals Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students

2018 ◽  
Vol 49 (1) ◽  
pp. 122-135 ◽  
Author(s):  
Charles Magoba Muwonge ◽  
Ulrich Schiefele ◽  
Joseph Ssenyonga ◽  
Henry Kibedi
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Learning Strategies ◽  
Structural Equation ◽  
Cognitive Learning ◽  
Equation Modeling ◽  
Motivational Beliefs ◽  
Education Students ◽  
The Relationship ◽  
Teacher Education Students

Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.

Cognitive Learning Strategies among Teacher Education Students: Their Implications for Improving Classroom Practices

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Percyveranda A. Lubrica ◽  
Janetlynn S. Montemayor ◽  
Desiree F. Botengan ◽  
Manolita N. Alvaro ◽  
Arnulfo C. Capili ◽  
...  
Keyword(s):  
Teacher Education ◽  
Learning Strategies ◽  
Classroom Practices ◽  
Verbal Learning ◽  
Cognitive Learning ◽  
Classroom Teaching ◽  
Education Students ◽  
Perceptual Modality ◽  
Modality Preference ◽  
Teacher Education Students

The study was conducted with the goal of determining the cognitive learning strategies among teacher education students and their implications to classroom teaching. A descriptive method of research was used to find the students’ perceptual modality preference for learning among students, cognitive learning strategies and factors which are significant predictors for determining their cognitive learning strategies. Results showed that diversity in the classroom exists; the students are visual and group learners. The preference of working in group and verbal learning makes the students learn better than learning independently. Students’ characteristics have influence in various aspects in the classroom practices. The study concluded that students’ characteristics such as gender, language spoken and ethnic origin are significant predictors in determining the level of preference of students in terms of cognitive learning strategies. A model was formulated for improving classroom practices in which the College of Teacher Education should operate in a multicultural perspective with regard to teacher education programs. The model includes a development framework for curriculum restructuring, teacher development and student development.   Keywords - Cognitive Learning Strategies, Perceptual Modality Preference for Learning, Classroom teaching practices

scholarly journals Dynamic Balance, but Not Precision Throw, Is Positively Associated with Academic Performance in Children

2020 ◽  
Vol 17 (8) ◽  
pp. 2790
Author(s):  
Rodrigo A. Lima ◽  
David F. Stodden ◽  
Karin A. Pfeiffer ◽  
Lisbeth R. Larsen ◽  
Mauro V. G. Barros ◽  
...  
Keyword(s):  
Academic Performance ◽  
Waist Circumference ◽  
Structural Equation ◽  
Dynamic Balance ◽  
Fifth Grade ◽  
Equation Modeling ◽  
Longitudinal Association ◽  
Measuring Tape ◽  
One Year ◽  
The Relationship

We analyzed the longitudinal association between dynamic balance and throwing skill with academic performance and whether waist circumference mediated these relationships. The current one-year longitudinal study followed 1020 first (mean age 7.87 ± 0.34 years) through fifth grade (mean age 11.87 ± 0.37 years) children, measured twice in 2010 and 2011. Dynamic balance and precision throw were measures of motor competence. Waist circumference was measured with a measuring tape at the umbilicus level. Academic performance was assessed by a combined score of standardized Danish language and math tests. Structural equation modeling was used for analysis. All coefficients are standardized. Balance was associated with academic performance when both sexes were combined (β = 0.126, 95% CI: 0.074 to 0.179), and waist circumference partially mediated the relationship (β = 0.021, 95% CI: 0.008 to 0.034). For boys, balance was associated with academic performance, but waist circumference did not mediate the association. For girls, balance presented direct, mediated (via waist circumference), and total associations with academic performance. Dynamic balance is an important gross motor function that was longitudinally related to academic performance, and waist circumference partially mediated the relationship. Precision throw was not found to be associated with academic performance in both sexes combined or when analyzed separately.

Role of Coping Responses in the Relationship Between Perceived Stress and Psychological Well-Being in a Sample of Spanish Educational Teacher Students

2018 ◽  
Vol 122 (2) ◽  
pp. 380-397 ◽  
Author(s):  
Josep Gustems-Carnicer ◽  
Caterina Calderon ◽  
Alberto Batalla-Flores ◽  
Francisco Esteban-Bara
Keyword(s):  
Teacher Education ◽  
Coping Strategies ◽  
Perceived Stress ◽  
Well Being ◽  
General Level ◽  
Education Students ◽  
Psychological Well Being ◽  
Coping Responses ◽  
The Relationship ◽  
Teacher Education Students

Stress in teacher education students is a key issue, due to its physical and social impact and its relevance to students’ future as professionals. This study uses the Perceived Stress Scale, the Coping Responses Inventory—Adult Form, and the Psychological Well-Being Scale to analyze how coping strategies mediate the relationship between stress and well-being in a sample of Spanish teacher education students (n = 334). The results show that the students had a good general level of psychological well-being, although with little personal growth and autonomy. Their level of stress meant that they could offer active, engaged responses, although the coping strategies that were used tended to be avoidance type, which could lead to certain adaptive difficulties. Our results also indicate that coping has a partial mediating role. Finally, organizational actions are proposed for universities that could help to enhance students’ personal resources for dealing with stress.

scholarly journals Student Performance Measurement on Psychometric Parameters

2020 ◽  
Vol 16 (4) ◽  
pp. 68-85
Author(s):  
Iti Burman ◽  
Subhranil Som ◽  
Syed Akhter Hossain ◽  
Mayank Sharma
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Structural Equation ◽  
Educational Data Mining ◽  
Equation Modeling ◽  
Intellectual Performance ◽  
Career Selection ◽  
Scholastic Performance ◽  
The Relationship ◽  
Psychological Parameters

Educational data mining provides various advantages to the education systems in many ways. It enhances the teaching process, the learning process, the scholastic performance of students, career selection, employability, and more. The differences in attitude of students' behavior lead to difference in their academic performance. The article covers the non-intellectual parameters of students to enhance their academic performance. The study tests the relationship between psychometric constructs of students and their academic correlate. The models for enhancing intellectual performance which involves various non-intellectual parameters are analyzed using structural equation modeling. It is observed that the values of the models were retrieved near to fit values. The results entail that the models will be beneficial for students in improving their academic performance by revising their psychological parameters.

scholarly journals Values and Performance of Teacher Education Students in the University of Eastern Philippines

2021 ◽  
pp. 39-46
Author(s):  
Vanessa Galit- Lluz
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Elementary Education ◽  
Family Income ◽  
Interpersonal Relation ◽  
College Level ◽  
Education Students ◽  
Statistical Tool ◽  
The University ◽  
Teacher Education Students

This paper evaluates the values and the academic performance of BEED 3 students in the University of Eastern Philippines - System. This study was specifically concerned in determining the demographic profile of the respondents in terms of age, sex, educational attainment of parents, family income, nature of employment of parents, number of children and religious affiliation. Further, this was undertaken to find out the level of the academic performance of students and the values practiced by the BEED 3 teacher education students in the three campuses of the University of Eastern Philippines System and to determine the significant relationship between the values practices by the BEED students and their academic performance. With the purpose to achieve a rigorous finding this study utilized the descriptive-correlational research design. The respondent of this study comprised the 90 students specializing in Bachelor in Elementary Education who were third year college students in the three campuses of the University of Eastern Philippines – System, drawn through a representative sample technique. Particularly the statistical tool used in this study were frequency counts, percentages, weighted mean and multiple regression analysis. Majority of the respondents were within 19-22 years of age and mostly were female. Their parents were college level, with a monthly income ranging from P 25, 000 to P 29, 000, government employees, with 5 to 6 children and Roman Catholic by faith. The students were very good in their academic performance in English, Mathematics and Values Education. However, the BEED students practiced more values in personalism, close family ties, smooth interpersonal relation, hard work and industry, love for God and rationalism. Moreover, the academic performance was significantly related to values because of the F ratio of 1.619 which is greater than the significant F of 0.206. The coefficient determination explained the degree of influence of values to academic performance, it can be inferred that students having favorable values have greater academic performance.

Investigating the Relationships Among Resilience, Social Anxiety, and Procrastination in a Sample of College Students

2018 ◽  
Vol 122 (1) ◽  
pp. 231-245 ◽  
Author(s):  
Chen-Yi Amy Ko ◽  
Yuhsuan Chang
Keyword(s):  
College Students ◽  
Structural Equation Modeling ◽  
Social Anxiety ◽  
Learning Strategies ◽  
Structural Equation ◽  
Current Knowledge ◽  
Mediating Effect ◽  
Equation Modeling ◽  
Psychological Interventions ◽  
The Relationship

This study investigated the relationships among resilience, social anxiety, and procrastination in a sample of college students. Specifically, structural equation modeling analyses were applied to examine the effect of resilience on procrastination and to test the mediating effect of social anxiety. The results of this study suggested that social anxiety partially mediated the relationship between resilience and procrastination. Students with higher levels of resilience reported a lower frequency of procrastination behavior, and resilience had an indirect effect on procrastination through social anxiety. The results of this study clarify the current knowledge of the mixed results on resilience and procrastination behaviors and offer practical learning strategies and psychological interventions.

scholarly journals The Influence of Emotions, Motivation and Habits in the Academic Performance of Primary Education Students in French as a Foreign Language

2020 ◽  
Vol 12 (6) ◽  
pp. 2531
Author(s):  
Cristina Méndez-Aguado ◽  
José M. Aguilar-Parra ◽  
Joaquín F. Álvarez ◽  
Rubén Trigueros ◽  
José A. Fernández-Archilla
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Structural Equation ◽  
Academic Motivation ◽  
Psychological State ◽  
Equation Modeling ◽  
Primary School Students ◽  
Education Students ◽  
School Students ◽  
Language Class

Schools have traditionally focused on the cognitive development of students without paying attention to how emotions modulate the students’ psychological state and how this affects their academic performance. For that, the aim of this study is to determine the influence of emotions on the motivation of primary school students to learn French as a foreign language, and their influence on the adoption of adaptive habits and academic performance. For this purpose, the sample of participants consisted of 394 students who ranged in age from 10 to 13 years who answered three questionnaires on the study variables. Several statistical analyses were carried out that helped explain the causal relationships between the study variables and a predictive model hypothesized through structural equation modeling was created. The results revealed that positive emotion positively influenced academic motivation. At the same time, academic motivation was positively related to leisure habits related to French, and this was positively related to academic performance. In light of these results, the importance of attending to emotions in a foreign language class is highlighted, as well as the academic motivation of the students as it leads to adaptive behaviors and habits related to the learning of French.

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