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Profiles of learners based on their cognitive and metacognitive learning strategy use: occurrence and relations with gender, intrinsic motivation, and perceived autonomy support

Author

Listed:
  • Diana Kwarikunda

    (Universität Potsdam)

  • Ulrich Schiefele

    (Universität Potsdam)

  • Charles Magoba Muwonge

    (Mbarara University of Science and Technology)

  • Joseph Ssenyonga

    (Mbarara University of Science and Technology
    Universität Konstanz)

Abstract

For life-long learning, an effective learning strategy repertoire is particularly important during acquisition of knowledge in lower secondary school—an educational level characterized with transition into more autonomous learning environments with increased complex academic demands. Using latent profile analysis, we explored the occurrence of different secondary school learner profiles depending on their various combinations of cognitive and metacognitive learning strategy use, as well as their differences in perceived autonomy support, intrinsic motivation, and gender. Data were collected from 576 ninth grade students in Uganda using self-report questionnaires. Four learner profiles were identified: competent strategy user, struggling user, surface-level learner, and deep-level learner profiles. Gender differences were noted in students’ use of elaboration and organization strategies to learn Physics, in favor of girls. In terms of profile memberships, significant differences in gender, intrinsic motivation and perceived autonomy support were also noted. Girls were 2.4–2.7 times more likely than boys to be members of the competent strategy user and surface-level learner profiles. Additionally, higher levels of intrinsic motivation predicted an increased likelihood membership into the deep-level learner profile, while higher levels of perceived teacher autonomy predicted an increased likelihood membership into the competent strategy user profile as compared to other profiles. Further, implications of the findings were discussed.

Suggested Citation

  • Diana Kwarikunda & Ulrich Schiefele & Charles Magoba Muwonge & Joseph Ssenyonga, 2022. "Profiles of learners based on their cognitive and metacognitive learning strategy use: occurrence and relations with gender, intrinsic motivation, and perceived autonomy support," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-12, December.
  • Handle: RePEc:pal:palcom:v:9:y:2022:i:1:d:10.1057_s41599-022-01322-1
    DOI: 10.1057/s41599-022-01322-1
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    References listed on IDEAS

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    2. Yves Karlen, 2016. "Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(3), pages 253-265, May.
    3. Stanley Sclove, 1987. "Application of model-selection criteria to some problems in multivariate analysis," Psychometrika, Springer;The Psychometric Society, vol. 52(3), pages 333-343, September.
    4. Amélie Rogiers & Emmelien Merchie & Hilde Van Keer, 2019. "Learner profiles in secondary education: Occurrence and relationship with performance and student characteristics," The Journal of Educational Research, Taylor & Francis Journals, vol. 112(3), pages 385-396, May.
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    Cited by:

    1. Riyan Hidayat & Hermandra & Sharon Tie Ding Ying, 2023. "The sub-dimensions of metacognition and their influence on modeling competency," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-12, December.

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