Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development

This intervention study focused on the relationships between student teachers’ self-regulated learning (SRL) opportunities, their use of metacognitive learning strategies and their motivation for learning. Results indicate that student teachers’ use of metacognitive learning strategies increases significantly in learning environments with increased SRL opportunities. In opposite to these findings, no significant difference was shown between student teachers’ motivation for learning before and after the research period. However, student teachers’ expectancy, a component within the motivational construct, did increase significantly in the research period. Finally, minor significant positive correlations were found between the metacognitive and motivational constructs measured. In general, the level of SRL opportunities turns out to be a moderate predictor of student teachers’ use of metacognitive learning strategies and motivation for learning, both important constructs for their academic career.

► Primary student teachers’ SRL opportunities were increased in educational programs.
► Student teachers’ use of metacognitive learning strategies increased significantly.
► Student teachers’ motivation for learning was enhanced, but not to a significant level.
► Minor significant positive correlations were found between metacognition and motivation.
► Teacher educators can influence students’ motivation and use of metacognitive skills.