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dc.contributor.authorVilppu, Henna
dc.contributor.authorLaakkonen, Eero
dc.contributor.authorLaine, Anu
dc.contributor.authorLähteenmäki, Marko
dc.contributor.authorMetsäpelto, Riitta-Leena
dc.contributor.authorMikkilä-Erdmann, Mirjamaija
dc.contributor.authorWarinowski, Anu
dc.date.accessioned2023-08-24T09:25:53Z
dc.date.available2023-08-24T09:25:53Z
dc.date.issued2023
dc.identifier.citationVilppu, H., Laakkonen, E., Laine, A., Lähteenmäki, M., Metsäpelto, R.-L., Mikkilä-Erdmann, M., & Warinowski, A. (2023). Learning strategies, self-efficacy beliefs and academic achievement of first-year preservice teachers : a person-centred approach. <i>European Journal of Psychology of Education</i>, <i>Early online</i>. <a href="https://doi.org/10.1007/s10212-023-00729-x" target="_blank">https://doi.org/10.1007/s10212-023-00729-x</a>
dc.identifier.otherCONVID_184085258
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/88675
dc.description.abstractAs teacher profession can be seen as a learning profession, it is crucial that teacher education equips future teachers with high-level skills to update and increase their proficiency and expertise throughout their career. In this aim, cognitive processing strategies and metacognitive regulation strategies as well as academic self-efficacy beliefs play a crucial role. This study examined Finnish first-year preservice teachers’ (N = 538) initial learning profiles in terms of their learning strategies and self-efficacy beliefs upon entry to teacher education. Furthermore, the association between the profiles and pre-entry factors (age, written entrance exam) as well as first-year achievement was studied. The data were gathered via questionnaire from four universities and their student registers. The person-centred approach utilising a latent profile analysis was applied to identify learning profiles among preservice teachers. Three distinct learning profiles were identified: unregulated students with low self-efficacy (37.5%), average strategists with low self-efficacy (33.1%) and self-regulated and deep learners with high self-efficacy (29.4%). The first profile performed worst in the first-year studies, whereas the last profile was characterised by the oldest students and best performers in the written entrance exam. The findings expand our understanding of the initial learning profiles of preservice teachers and thus offer valuable information for teacher educators to support teaching practices and curriculum design. Practical implications of the results are discussed.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofseriesEuropean Journal of Psychology of Education
dc.rightsCC BY 4.0
dc.subject.otherlearning profiles
dc.subject.otherlearning strategies
dc.subject.otherprocessing strategies
dc.subject.otherregulation strategies
dc.subject.otheracademic self-efficacy beliefs
dc.subject.otheracademic achievement
dc.subject.otherpreservice teachers
dc.titleLearning strategies, self-efficacy beliefs and academic achievement of first-year preservice teachers : a person-centred approach
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202308244765
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineOpettajien koulutuksen tutkimus (opetus, oppiminen, opettajuus, oppimispolut, koulutus)fi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineTeacher education research (teaching, learning, teacher, learning paths, education)en
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0256-2928
dc.relation.volumeEarly online
dc.type.versionpublishedVersion
dc.rights.copyright© The Author(s) 2023
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber342191
dc.subject.ysooppimistyylit
dc.subject.ysoopettajankoulutus
dc.subject.ysoopiskelijat
dc.subject.ysooppiminen
dc.subject.ysominäpystyvyys
dc.subject.ysooppimiskäsitykset
dc.subject.ysometakognitio
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p7416
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
jyx.subject.urihttp://www.yso.fi/onto/yso/p16486
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p39320
jyx.subject.urihttp://www.yso.fi/onto/yso/p6332
jyx.subject.urihttp://www.yso.fi/onto/yso/p19878
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1007/s10212-023-00729-x
dc.relation.funderSuomen Akatemiafi
dc.relation.funderResearch Council of Finlanden
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundinginformationOpen Access funding provided by University of Turku (UTU) including Turku University Central Hospital. This research was supported by a financial award from the University of Jyväskylä designated for a high-quality research on teacher education (KOPTUKE) and the Academy of Finland (No. 342191).
dc.type.okmA1


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