Perception of teachers' behaviour, motivational beliefs and self-regulated learning in different adolescent age groups

Abstract

In the study we compared learning motivation, perception of learning self-efficacy and use of cognitive and metacognitive learning strategies in different age groups of adolescents. The aim of the study was also to find out if there are any differences in the perception of teachers' behaviour in classroom related to adolescents' age. We assumed that school represents an important microsystem, which influences the establishment of adolescent's learning self-regulation. Six groups of adolescents between age 13 and 18 (N=593) took part in the study. Adolescents filled in the questionnaire of motivational beliefs and self-regulated learning and the scales of teachers' behaviour. The results showed higher learning self-efficacy in younger than older adolescents, less use of learning strategies in older than younger male adolescents, lower perception of teachers' support in older than younger female adolescents and less teachers' tolerance for autonomous decision making in classroom in older than younger adolescent groups. The adolescents of different age who perceived more opportunities for autonomy in class work showed more intrinsic interest for learning.

Keywords

• motivational beliefs
• self-regulated learning
• teachers' behaviour
• adolescence