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

Arcoverde, Ângela Regina dos Reis; Boruchovitch, Evely; Góes, Natália Moraes; Acee, Taylor W.

doi:10.1186/s41155-021-00203-x

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Psicologia: Reflexão e Crítica

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Research • Psicol. Reflex. Crit. 35 • 2022 • https://doi.org/10.1186/s41155-021-00203-x copy

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

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

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.

Keywords:
Self-regulation of learning; Self-efficacy to learn; Teacher training; Higher education; Strategic learning; Teaching education programs

Scales	α	Mean	Sd	Min	Median	Max
Learning and Study Strategies Inventory - LASSI
N = 220
Anxiety	0.821	2.88	0.92	1.00	3.00	4.83
Attitude	0.606	4.13	0.53	2.33	4.17	5.00
Concentration	0.739	3.44	0.74	1.17	3.50	4.83
Information processing	0.723	3.64	0.68	1.33	3.67	5.00
Motivation	0.621	3.71	0.63	1.67	3.83	5.00
Selection of the main ideas	0.714	3.45	0.72	1.17	3.50	4.83
Self-testing	0.726	3.13	0.81	1.00	3.17	5.00
Test strategies	0.674	3.52	0.70	1.83	3.50	5.00
Time management	0.704	3.14	0.73	1.33	3.17	4.83
Using academic resources	0.448	3.05	0.63	1.00	3.00	4.67
TotalLASSI	0.899	3.41	0.43	2.20	3.44	4.57
Self-efficacy for Learning Form
N =220
Total self-efficacy	0.910	66.5	13.62	12.1	69.0	99.0

Learning and Study Strategies Inventory — LASSI
Gender
	Female (n = 109)			Male (n = 119)			Z	P
Scale	M	Sd	Mdn	M	Sd	Mdn
ANX	2.53	0.90	2.50	3.18	0.84	3.33	5.11	< 0.001
ATT	4.12	0.56	4.17	4.14	0.50	4.17	0.28	0.780
CON	3.42	0.74	3.50	3.46	0.73	3.50	0.21	0.834
INP	3.63	0.62	3.67	3.65	0.74	3.67	0.29	0.773
MOT	3.69	0.61	3.83	3.72	0.64	3.83	0.34	0.737
SMI	3.54	0.72	3.50	3.37	0.71	3.50	1.71	0.086
SFT	3.16	0.77	3.17	3.11	0.84	3.17	0.25	0.803
TST	3.52	0.72	3.50	3.53	0.68	3.50	0.23	0.818
TMT	3.14	0.68	3.17	3.14	0.77	3.17	0.12	0.905
UAR	3.07	0.67	3.17	3.03	0.59	3.00	0.50	0.615
Total	3.38	0.44	3.43	3.43	0.42	3.45	0.54	0.589

Self-Efficacy for Learning Form
Gender
	Female (n = 109)			Male (n = 119)			Z	p
Scale	M	Sd	Mdn	M	Sd	Mdn
Total AE	64.73	14.26	66.84	67.96	12.93	69.47	1.52	0.127

Learning and Study Strategies Inventory — LASSI
Age
	< 20 years (n = 93)			20-29 years (n = 100)			≥ 30 years (n = 25)			X ²	p
Scale	M	Sd	Mdn	M	Sd	Mdn	M	Sd	Mdn
ANX	2.89	0.91	3.00	2.85	0.97	2.92	3.01	0.87	2.83	0.38	0.825
ATT	4.16	0.52	4.17	4.12	0.54	4.17	4.07	0.53	4.00	0.90	0.637
CON	3.54	0.69	3.67	3.35	0.77	3.33	3.43	0.75	3.67	2.83	0.242
INP	3.72	0.59	3.67	3.59	0.78	3.67	3.55	0.60	3.50	1.89	0.389
MOT	3.75	0.60	3.83	3.70	0.68	3.67	3.59	0.44	3.67	2.57	0.277
SMI	3.47	0.72	3.50	3.48	0.73	3.50	3.23	0.69	3.17	2.99	0.224
SFT	3.17	0.76	3.17	3.08	0.83	3.08	3.14	0.90	3.17	0.62	0.735
TST	3.63	0.68	3.67	3.44	0.72	3.42	3.45	0.63	3.33	3.78	0.151
TMT	3.18	0.70	3.33	3.09	0.75	3.17	3.19	0.81	3.33	0.93	0.629
UAR	3.12	0.64	3.17	2.96	0.62	3.00	3.13	0.65	3.17	3.87	0.144
Total	3.46	0.41	3.53	3.36	0.46	3.38	3.38	0.39	3.37	3.57	0.168

Self-efficacy for Learning Form
Age
	< 20 years (n = 93)			2-29 years (n = 100)			≥ 30 years (n = 25)			X ²	p
Scale	M	Sd	Mdn	M	Sd	Mdn	M	Sd	Mdn
Total AE	67.8	12.5	68.9	65.0	14.4	68.2	66.2	13.6	66.3	1.20	0.549

Learning and Study Strategies Inventory — LASSI
Licentiate area
	Biological Sciences (n = 70)			Physics (n = 53)			Mathematics (n = 46)			Chemistry (n = 51)			x ²	p
Scale	M	Sd	Mdn	M	Sd	Mdn	M	Sd	Mdn	M	Sd	Mdn
ANX	2.78	0.97	2.83	3.27	0.89	3.33	2.62	0.92	2.58	2.87	0.79	2.83	14.31	0.003
ATT	4.03	0.59	4.08	4.08	0.58	4.17	4.33	0.42	4.33	4.14	0.42	4.17	8.23	0.041
CON	3.39	0.72	3.50	3.50	0.71	3.67	3.32	0.86	3.33	3.57	0.66	3.67	2.15	0.542
INP	3.75	0.65	3.67	3.60	0.73	3.67	3.66	0.73	3.67	3.50	0.62	3.50	5.22	0.156
MOT	3.73	0.56	3.83	3.64	0.65	3.67	3.77	0.62	3.75	3.69	0.69	3.83	1.13	0.770
SMI	3.45	0.75	3.50	3.35	0.69	3.33	3.46	0.76	3.50	3.53	0.68	3.67	2.20	0.531
SFT	3.21	0.79	3.17	3.15	0.88	3.17	2.95	0.75	3.00	3.16	0.80	3.17	2.42	0.489
TST	3.46	0.68	3.50	3.51	0.63	3.50	3.58	0.73	3.67	3.58	0.76	3.50	1.22	0.748
TMT	3.00	0.63	3.00	3.17	0.83	3.17	3.02	0.76	3.08	3.41	0.65	3.33	10.76	0.013
UAR	3.00	0.68	3.00	3.03	0.52	3.00	3.06	0.63	3.00	3.14	0.67	3.17	0.93	0.819
Total	3.38	0.43	3.45	3.43	0.44	3.45	3.38	0.42	3.36	3.46	0.44	3.48	1.02	0.797

Self-efficacy for Learning Form
Licentiate area
	Biological Sciences (n = 70)			Physics (n = 53)			Mathematics (n = 46)			Chemistry (n = 51)			X ²	p
Scale	M	Sd	Mdn	M	Sd	Mdn	M	Sd	Mdn	M	Sd	Mdn
Total AE	66.1	12.0	66.8	66.7	13.4	69.5	67.9	13.9	69.5	65.4	15.8	68.9	0.60	0.896

Learning and Study Strategies Inventory — LASSI
Semester of the course
	Semesters 1 and 2 (n = 131)			Semesters 3-5 (n = 48)			Semesters 6-8 (n = 41)			X²	p
Scale	M	Sd	Mdn	M	Sd	Mdn	M	Sd	Mdn
ANX	2.97	0.88	3.00	2.77	0.99	2.83	2.74	0.96	3.00	2.28	0.320
ATT	4.19	0.49	4.17	4.14	0.54	4.17	3.93	0.60	4.00	6.13	0.047
CON	3.53	0.68	3.67	3.49	0.67	3.67	3.11	0.89	3.17	8.58	0.014
INP	3.65	0.64	3.67	3.61	0.66	3.58	3.63	0.85	3.67	0.32	0.853
MOT	3.79	0.56	3.83	3.61	0.65	3.67	3.57	0.75	3.67	3.81	0.149
SMI	3.48	0.71	3.67	3.45	0.70	3.50	3.35	0.78	3.33	1.31	0.521
SFT	3.27	0.81	3.33	2.97	0.68	3.00	2.87	0.84	2.83	12.49	0.002
TST	3.61	0.67	3.67	3.48	0.67	3.50	3.30	0.76	3.17	6.49	0.039
TMT	3.22	0.72	3.33	3.13	0.69	3.17	2.91	0.75	2.83	5.40	0.067
UAR	3.15	0.63	3.17	2.94	0.58	3.00	2.87	0.66	3.00	7.10	0.029
Total	3.49	0.41	3.55	3.36	0.38	3.40	3.23	0.50	3.18	11.47	0.003

Self-efficacy for Learning Form
Semester of the course
	Semesters 1 and 2 (n = 131)			Semesters 3-5 (n = 48)			Semesters 6-8 (n = 41)			X²	^p
Scale	M	Sd	Mdn	M	Sd	Mdn	M	Sd	Mdn
Total AE	68.4	12.3	69.5	62.1	15.9	66.0	65.2	13.8	67.4	5.42	0.067

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[1] *Correspondence: evely@unicamp.br