Self-regulated learning of Natural Sciences and Mathematics future teachers: Learning strategies, self-efficacy, and socio-demographic factors

Teacher education programs should have as one of their purposes the promotion of self-regulatory skills for learning among students who aspire to be teachers so that they can take a leading role in their learning and foster these skills in their future students. Considering the importance of knowing what students in teacher education programs do to study and learn, as well as how efficacious they feel to deal with academic demands, this study is part of a larger research and aims to investigate the learning and study strategies and self-efficacy for learning beliefs of 220 students enrolled in teacher education programs in Biological Sciences, Chemistry, Physics and Mathematics of a Higher Education Institution in the state of Piauí, and examine them in relation to age, gender, licentiate area, and course semester. Brazilian translations of the Learning and Study Strategies Inventory (LASSI — Third Edition) and the Self-efficacy for Learning Form were used for data collection. Scales were administered in the classrooms both through online platforms and in paper and pencil. Nonparametric inferential statistical approaches were used to test hypotheses regarding group differences. Statistically significant differences were found in LASSI in relation to gender, licentiate area, and course semester. Overall, students in Physics dealt better with anxiety; in Mathematics showed more favorable attitudes towards learning; in Chemistry reported managing their time better; in Biological Science showed significantly lower scores on many scales than did other students. Findings from this study could help inform curricular design decisions regarding teacher education programs and inform the design of interventions to strengthen the learning and study strategies and the self-efficacy for learning beliefs of future teachers.

Inquiry-based learning. Beliefs of trainee teachers in a physics course

The teaching of physics should be supported by practical or laboratory activities that seek to develop the scientific competencies of the students who study physics, so it is necessary to propose innovative strategies, such as research-based learning, in which students answer research questions through the analysis of data, which increases the interaction between the student and the physical concepts under investigation. Therefore, the objective of the study was to analyze the beliefs of teachers in natural science training at a public university in Colombia who take the subject of physics on research-based learning, to provide information on how to guide the use of innovative strategies. The study responds to a type of quantitative research with a descriptive approach and was based on a field design. On the other hand, the results reflect slightly positive beliefs of students in initial teacher training who study physics about research-based learning as an innovative strategy, although it is recommended to expand the sample to generalize. Finally, the analysis reveals as a conclusion that the implementation of innovative methodologies such as inquiry-based learning for science teaching, especially physics, should be promoted and supported more effectively to foster motivation, skills development, and conceptual understanding. of the scientific contents.

Validation of Motivated Strategies for Learning Questionnaire Among High School Students in Afghanistan

The present study was an attempt to validate the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich & De Groot, 1990) for high school students of Afghanistan, with 81 items in Dari language. From different government and private high schools, 356 students (183 girls and 173 boys) participated in the study. SPSS Amos version 23 was used to confirm the psychometrics, using goodness of fit estimates from the data of 356 students. Out of the 15 subscales of the original MSLQ, six subscales that is Intrinsic Goal Orientation, Extrinsic Goal Orientation, Control of Learning Beliefs, Test anxiety, Effort regulation, and Help seeking got were not retained. Therefore, in the present context nine subscales of the MSLQ were found to be valid and reliable for assessing self-regulated learning strategies and using it on the children for planning educational interventions.

Learning Beliefs, Time on Platform, and Academic Performance During the COVID-19 in University STEM Students

Due to the closure of universities worldwide because of the COVID-19 pandemic, teaching methods were suddenly transformed to an emergency remote teaching (ERT) modality. Due to the practical nature of STEM courses, students cannot participate in activities in which manipulating objects is necessary for accomplishing learning objectives. In this study, we analyze the relation among STEM students learning beliefs at the beginning of ERT (T1) with their Learning Management systems (LMS) time-on-task and their final academic performance (T2) during the first semester of ERT. We used a prospective longitudinal design. 2063 students (32.3% females) from a university in Chile participated, where the academic year starts in March and finishes in December 2020. We assessed their learning and performance beliefs through an online questionnaire answered at the beginning of the academic period (T1). Then, using learning analytics, time invested in the CANVAS LMS and the academic performance achieved by students at the end of the semester (T2) were assessed. The results show that students mainly stated negative beliefs about learning opportunities during ERT (n = 1,396; 67.7%). In addition, 48.5% (n = 1,000) of students stated beliefs of “medium” academic performance for the first semester (T1). Students with lower learning beliefs at T1 spent less time in the LMS during the semester and had a lower academic performance at T2 than students who had higher learning beliefs at T1. The implications of these findings on the role of instructors and institutions of higher education are discussed.

WILLINGNESS TO COMMUNICATE AND ITS INFLUENCING FACTORS AMONG INDONESIAN PRE-SERVICE TEACHERS

Willingness to communicate (WTC) can be defined as the readiness of a language learner to enter communication situation. This study aims to identify factors affecting pre-service teachers’ WTC and to explore their perspective on the importance of WTC in relation to the study program. The study implemented both quantitative and qualitative method in order to gain deeper understanding from questionnaires and interview data. Questionnaires were used to explain interrelated relationship between variables affecting WTC among pre-service teachers. Interview data were used to report their perspective on the significance of WTC in relation to their study program. The result inferred that pre-service teachers have relatively high WTC. Motivation variable scale indicated direct positive relation to pre-service teachers’ WTC while anxiety showed a negative relationship. Language learning beliefs items were reported to be moderately agreed upon among pre-service teachers influencing their WTC. Interview result inferred that pre-service teachers mostly agreed upon the significance of enhancing WTC among learners. Implications for learning as a result from this study suggested that teachers and curriculum makers to improve teaching techniques and approaches in order to enhance learners’ WTC.

How do gender, Internet activity and learning beliefs predict sixth-grade students’ self-efficacy beliefs in and attitudes towards online inquiry?

Today’s students search, evaluate and actively use Web information in their school assignments, that is, they conduct an online inquiry. This current survey study addresses sixth-grade students’ self-efficacy beliefs in and attitudes towards online inquiry, and to what extent free-time and school-related Internet activity, gender and learning beliefs explain these. The questionnaire was administered in 10 schools to 340 sixth-graders in Finland. Exploratory and confirmatory factor analyses revealed three elements of self-efficacy beliefs: self-efficacy in Web searching, the evaluation of sources and synthesising information. Furthermore, attitudes towards online inquiry loaded into two factors: a positive and a negative attitude towards online inquiry. A structural equation model was used to analyse the effects of the explanatory variables on the factors. The results of this work suggest that gender and free-time Internet use predict most sixth-graders’ self-efficacy beliefs in and attitudes towards online inquiry.

A Brief Review on Beliefs About Language Learning Inventory

Second language learners have various learning attitudes in different settings. Beliefs are essential elements in any field that deals with human performance and learning. Beliefs assist individuals in defining and understanding the world and themselves; they help define tasks and play an essential role in determining action (White, 1999). Recently, researchers have recognized the significance of language beliefs in the second language learning process; they have also been demonstrated interest in students' perspectives on language learning and their effects on learners' motivation, foreign language anxiety, and efficacy. This review summarized students' beliefs on learning a second language by combining key elements from previous research on this topic. This paper has analyzed five previous published articles (Mori,1999; Ellis, 2008; Tanaka & Ellis, 2008; Horwitz1987) and discussed findings on learner beliefs, potential changes in learner beliefs, and factors influencing learner beliefs changes.

Analysis of the Effect of Psychological Factors on Consumer Decisions for Purchase of Tribun Manado News in Manado City

<p>This type of research is research conducted using the Multiple Linear Regression<br />method to explain the direct and indirect relationship as well as simultaneously and<br />partially psychological factors from the variables of Motivation, Perception,<br />Learning, Beliefs, and Attitudes Toward Consumer Decisions to Buy the Manado<br />Tribune newspaper in Manado City, North Sulawesi. The research object chosen<br />was the Manado Tribune Daily Newspaper with a sample of 120 respondents. Data<br />analysis techniques with the help of SPSS v.22.0 software for Windows. The results<br />showed that motivation (X1) has a significant effect on Purchasing Decisions (Y).<br />Perception (X2) has a substantial effect on Purchasing Decisions (Y), Learning<br />(X3) has a significant effect on Purchasing Decisions (Y), Belief (X4) has no<br />significant effect on Purchasing Decisions (Y) ), and Attitude (X5) has a positive<br />and significant effect on Purchasing Decisions (Y). Simultaneously all X variables<br />have a significant effect on Purchasing Decisions (Y).</p>