Mind-map task planning raises pre-service teachers' intrinsic goal orientation and self-efficacy more than direct task completion¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group had higher intrinsic goal orientation and self-efficacy post-test scores than the control group. → Tanriseven 2014

Evidence¶

Tanriseven 2014¶

Tanriseven, I. (2014). A Tool That Can Be Effective in the Self-regulated Learning of Pre-service Teachers: The Mind Map. Australian Journal of Teacher Education, 39(1). http://dx.doi.org/10.14221/ajte.2014v39n1.1

q2 · i? · causal · r2

Conclusion section of the quasi-experiment (n=30 per group), consistent with the independent sample t-test on MSLQ motivational belief scales reported in Table 2; the article reports the difference as meaningful without printing an effect size.

"Based on the study results, it can be said that the experimental group had higher intrinsic goal-orientation and self-efficacy scores than the control group."

Discussion¶

Learner Variables¶

• Achievement Goal Orientation — outcome: instruction changes it

Related Claims¶

• Within the mind-map planning group, pre-to-post gains are significant on most self-regulation strategies and motivational beliefs, including a significant test-anxiety decrease — related
• Task planning with mind maps raises post-test self-regulation strategy scores of pre-service teachers relative to a control group, except for rehearsal — related
• Within the public-school experimental group, internal goal orientation and self-efficacy increased from pre-test to post-test — related
• Experimental and control groups were equivalent at pre-test on all motivation dimensions except test anxiety — related