Motives, beliefs, and perceptions among learners affect preparatory learning strategies
Keito Shinogaya
The Journal of Educational Research, 2018, vol. 111, issue 5, 612-619
Abstract:
Preparation is an effective and necessary activity; however, most students do not prepare for future lessons. The present study addressed this problem and examined how learners' motives, beliefs, and perceptions affected their strategy use during preparation for future lessons. Participants were 219 Japanese junior high school students who responded to a questionnaire about mathematics learning. The result of a path analysis suggested that learners' intrinsic motives, extrinsic motives, and cognitive beliefs about learning positively related to their spontaneously obtaining prior knowledge and solving example problems. In addition, noncognitive beliefs positively affected perceived cost of preparation and decreased obtaining prior knowledge. Implications for educational practice, limitations of the present study, and suggestions for future research are discussed.
Date: 2018
References: Add references at CitEc
Citations:
Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2017.1349074 (text/html)
Access to full text is restricted to subscribers.
Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
HTML/Text
Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:111:y:2018:i:5:p:612-619
Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20
DOI: 10.1080/00220671.2017.1349074
Access Statistics for this article
The Journal of Educational Research is currently edited by Mary F. Heller
More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().