Consequences of Increased Self-Regulated Learning Opportunities on Student Teachers ’ Motivation and Use of Metacognitive Skills

  • Iselinge, Germany Hagen
  • Published 2012

Abstract

This intervention study focused on the relationships between primary student teachers’ self-regulated learning (SRL) opportunities, their motivation for learning and their use of metacognitive learning strategies. The participants were 3 teacher educators and 136 first-year student teachers. During one semester, teacher educators and student teachers were… (More)

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