Epistemological beliefs, metacognitive awareness, self- efficacy and goal orientations as predictors of knowledge acquisition among pre-service teachers in Northern Nigeria

The aim of this study is on the relationships between epistemological beliefs, metacognitive awareness, self-efficacy, goal orientations, knowledge acquisition approaches among pre-service teachers in Northern Nigeria. Data was collected through the use of five different self-reported instruments an...

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Main Author:	Jikamshi, Mahmud Haruna
Format:	Thesis
Language:	English
Published:	2016
Subjects:	Knowledge acquisition (Expert systems) Preschool teachers - Nigeria
Online Access:	http://psasir.upm.edu.my/id/eprint/71520/1/FPP%202016%2040%20-%20IR.pdf
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id	my-upm-ir.71520
record_format	uketd_dc
spelling	my-upm-ir.715202019-10-17T02:21:42Z Epistemological beliefs, metacognitive awareness, self- efficacy and goal orientations as predictors of knowledge acquisition among pre-service teachers in Northern Nigeria 2016-09 Jikamshi, Mahmud Haruna The aim of this study is on the relationships between epistemological beliefs, metacognitive awareness, self-efficacy, goal orientations, knowledge acquisition approaches among pre-service teachers in Northern Nigeria. Data was collected through the use of five different self-reported instruments and the entire instruments used were adopted and permission was thought from the original authors. There are a total of 418 participants who are pre-service teachers, consisting of 215 males and 203 females. Multi-stage Cluster sampling technique was used to collect data and Path analysis was employed as a statistical technique for the data analysis. The analyses revealed that, majority of pre-service teachers are inclining to surface knowledge acquisition approach when compared to those who employed deep knowledge acquisition approach. And a greater number of them have naïve epistemological belies, low metacognitive awareness, low self-efficacy, low learning goal orientation and higher in performance goal orientation. Specifically, this inquiry examined the relationships between epistemological beliefs, metacognitive awareness, self-efficacy, goal orientation and knowledge acquisition approaches among pre-service teachers in Nigeria and the findings revealed significant relationships between epistemological beliefs, metacognitive awareness, self-efficacy, goal orientation (exogenous variables) and knowledge acquisition approaches (endogenous variables). The study also revealed that epistemological beliefs, metacognitive awareness, learning goal orientation significantly predict surface knowledge acquisition approachHowever, self-efficacy and performance goal orientation did not predict surface knowledge acquisition approach. Also The finding of this study revealed that learning goal orientation mediate the relationships between epistemological beliefs, metacognitive awareness, self-efficacy, and both deep and surface knowledge acquisition approaches among pre-service teachersin Nigeria. However, performance goal did not mediate with epistemological beliefs and self-efficacy. This suggests that learning goal orientation is good mediator in this relationship. This study has a significant theoretical and practical implication for educators and college lectures in understanding these relationships. And practically, thus help the educators or college lectures to select the best learning strategy for their students. Knowledge acquisition (Expert systems) Preschool teachers - Nigeria 2016-09 Thesis http://psasir.upm.edu.my/id/eprint/71520/ http://psasir.upm.edu.my/id/eprint/71520/1/FPP%202016%2040%20-%20IR.pdf text en public doctoral Universiti Putra Malaysia Knowledge acquisition (Expert systems) Preschool teachers - Nigeria
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English
topic	Knowledge acquisition (Expert systems) Preschool teachers - Nigeria
spellingShingle	Knowledge acquisition (Expert systems) Preschool teachers - Nigeria Jikamshi, Mahmud Haruna Epistemological beliefs, metacognitive awareness, self- efficacy and goal orientations as predictors of knowledge acquisition among pre-service teachers in Northern Nigeria
description	The aim of this study is on the relationships between epistemological beliefs, metacognitive awareness, self-efficacy, goal orientations, knowledge acquisition approaches among pre-service teachers in Northern Nigeria. Data was collected through the use of five different self-reported instruments and the entire instruments used were adopted and permission was thought from the original authors. There are a total of 418 participants who are pre-service teachers, consisting of 215 males and 203 females. Multi-stage Cluster sampling technique was used to collect data and Path analysis was employed as a statistical technique for the data analysis. The analyses revealed that, majority of pre-service teachers are inclining to surface knowledge acquisition approach when compared to those who employed deep knowledge acquisition approach. And a greater number of them have naïve epistemological belies, low metacognitive awareness, low self-efficacy, low learning goal orientation and higher in performance goal orientation. Specifically, this inquiry examined the relationships between epistemological beliefs, metacognitive awareness, self-efficacy, goal orientation and knowledge acquisition approaches among pre-service teachers in Nigeria and the findings revealed significant relationships between epistemological beliefs, metacognitive awareness, self-efficacy, goal orientation (exogenous variables) and knowledge acquisition approaches (endogenous variables). The study also revealed that epistemological beliefs, metacognitive awareness, learning goal orientation significantly predict surface knowledge acquisition approachHowever, self-efficacy and performance goal orientation did not predict surface knowledge acquisition approach. Also The finding of this study revealed that learning goal orientation mediate the relationships between epistemological beliefs, metacognitive awareness, self-efficacy, and both deep and surface knowledge acquisition approaches among pre-service teachersin Nigeria. However, performance goal did not mediate with epistemological beliefs and self-efficacy. This suggests that learning goal orientation is good mediator in this relationship. This study has a significant theoretical and practical implication for educators and college lectures in understanding these relationships. And practically, thus help the educators or college lectures to select the best learning strategy for their students.
format	Thesis
qualification_level	Doctorate
author	Jikamshi, Mahmud Haruna
author_facet	Jikamshi, Mahmud Haruna
author_sort	Jikamshi, Mahmud Haruna
title	Epistemological beliefs, metacognitive awareness, self- efficacy and goal orientations as predictors of knowledge acquisition among pre-service teachers in Northern Nigeria
title_short	Epistemological beliefs, metacognitive awareness, self- efficacy and goal orientations as predictors of knowledge acquisition among pre-service teachers in Northern Nigeria
title_full	Epistemological beliefs, metacognitive awareness, self- efficacy and goal orientations as predictors of knowledge acquisition among pre-service teachers in Northern Nigeria
title_fullStr	Epistemological beliefs, metacognitive awareness, self- efficacy and goal orientations as predictors of knowledge acquisition among pre-service teachers in Northern Nigeria
title_full_unstemmed	Epistemological beliefs, metacognitive awareness, self- efficacy and goal orientations as predictors of knowledge acquisition among pre-service teachers in Northern Nigeria
title_sort	epistemological beliefs, metacognitive awareness, self- efficacy and goal orientations as predictors of knowledge acquisition among pre-service teachers in northern nigeria
granting_institution	Universiti Putra Malaysia
publishDate	2016
url	http://psasir.upm.edu.my/id/eprint/71520/1/FPP%202016%2040%20-%20IR.pdf
_version_	1747813019715371008

Epistemological beliefs, metacognitive awareness, self- efficacy and goal orientations as predictors of knowledge acquisition among pre-service teachers in Northern Nigeria

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