STUDENTS METACOGNITION, MOTIVATION AND SE LF-DIRECTED LEARNING - THEORETICAL BACKGROUND AND CORRELATION-ANALYSIS

The purpose of this article is to analyse the dynamic interplay of imp ortant internal conditions bf self-directed learning. A self-report me asure of student (a) self-regulation, (b) metacognitive and cognitive learning strategies, (c) emotional-motivational orientations, and (d) academic achievement was administered to 191 teacher-students. Regress ion analysis revealed that intrinsic motivation, action-oriented incen tives, and metacognitive strategies emerged as good predictors of perc eived self-regulation. The results of the correlational analyses showe d furthermore that students effort in lectures and metacognitive regul ations are strongly related. Metacognitive strategies relate positivel y to emotional-motivational orientations. Implications of the results for the pedagogical-psychological support of metacognitive competences are discussed.