Self-regulated learning strategies and achievement goals among preservice physical education teachers Conference Paper uri icon


  • Self-regulated learning is critical to student academic success as well as healthy lifestyles. Although widely conducted among students from various disciplines, self-regulated learning research seems not to have paid much attention to preservice physical education teachers. Attempting to amend this literature gap as well as inform the current status of self-regulated learning among preservice physical education (PE) teachers, this study focused on two essential components: learning strategies and motivation. Participants included 419 preservice PE teachers from five teacher preparation programmes in the USA. They responded to two questionnaires that assessed self-regulated learning strategies use and achievement goals. Each item on the questionnaires was on a seven-point Likert scale. Results showed that this group of preservice teachers use of cognitive and metacognitive strategies was at a medium level. Their mastery-approach goals demonstrated a predominant effect on general cognitive strategies and elaboration. Performance-approach and performance-avoidance goals also had a positive association with general cognitive strategies and critical thinking. Based on these results, we recommend PE teacher educators integrate self-regulated learning into instructions and focus preservice teachers on endorsing mastery-oriented goals for their learning.

published proceedings


altmetric score

  • 1.85

author list (cited authors)

  • Liu, J., Xiang, P., McBride, R. E., & Chen, H.

citation count

  • 5

complete list of authors

  • Liu, Jiling||Xiang, Ping||McBride, Ron E||Chen, Han

publication date

  • May 2020