Promoting Self-Regulated Learning Skills of Pre-Service Chemistry Teachers: Motivation Component
This study tackles self-regulated learning from the motivation component, considering that not only the ‘skills’ but also the ‘will’ dimensions are essential for the development of self-regulated learning. The aim of the study is to promote pre-service chemistry teachers’ motivation and to enhance their knowledge of motivational regulation strategies. The study was conducted in organic chemistry courses with 18 pre-service chemistry teachers. A semi-structured interview, a semi-structured diary, and an open-ended scale were employed as data collection tools to identify motivational components and motivational regulation strategies used by the pre-service teachers. The qualitative data collected were analyzed using descriptive and content analysis techniques. Results showed that the pre-service chemistry teachers had positive motivational beliefs and were more persistent about academic activities. Moreover, improvements occurred in pre-service teachers’ motivational regulation strategies. It was further found that the positive change in the pre-service chemistry teachers’ motivations diversified their learning strategies and that they began to use these strategies more frequently.
Copyright (c) 2023 Burcu Işık, Funda Ekici, Basri Atasoy
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.