Australian Journal of Teacher Education - Vol 39 - Issue 1 - Article 5 - A Tool That Can Be Effective in the Self-regulated Learning of Pre-service Teachers: The Mind Map

Oct 15, 2026

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The study analyses how task planning with mind maps affects self-regulation strategies and motivational beliefs of pre-service teachers. A quasi-experimental pre-test/post-test design used a control group and an experimental group. Sixty pre-service teachers from a second-year elementary school department course planned tasks individually with mind maps in the experimental condition. Both groups completed the Motivated Strategies for Learning Questionnaire, with additional open-ended responses from the experimental group, showing meaningful self-regulated learning differences in favour of mind-map planning.

LanguageEnglish

CategoryExam

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Introduction

Self-regulation and academic performance

Motivational beliefs within SRL

Teachers’ role in promoting SRL

Australian Journal of Teacher Education | Volume 39 | Issue 1 | Article 5 | | --- | --- | 2014 A Tool That Can Be Effective in the Self-regulated Learning of Pre-service Teachers: The Mind Map Isil Tanriseven Mersin University, Mersin, Turkey, [isiltanriseven77@gmail.com](isiltanriseven77@gmail.com) Recommended Citation 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](http://dx.doi.org/10.14221/ajte.2014v39n1.1) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol39/iss1/5](http://ro.ecu.edu.au/ajte/vol39/iss1/5) Australian Journal of Teacher Education A Tool That Can Be Effective in the Self-regulated Learning of Pre-service Teachers: The Mind Map Isil Tanriseven Mersin University Turkey Abstract: The aim of this study is to analyse the effect of task planning with mind maps on the self-regulation strategies and motivational beliefs of pre-service teachers. A quasi-experimental design, with a pre-test and post-test control group, was applied in the research. The research group comprised of 60 pre-service teachers taking “Teaching Principle and Methods”, in the second year at the Faculty of Education Elementary School Department at Mersin University, Turkey. Students in the experimental group planned their tasks individually by means of a mind map, whereas students in the control group directly realized their task. Before and after the experiment, both groups completed the “Motivated Strategies for Learning Questionnaire”, while students in the experimental group also completed the open-ended questionnaire. The research results indicated that there was a meaningful difference between the self-regulated learning of both groups, in favour of the experimental group. Pre-service teachers comprising the experimental group stated that planning by means of mind map had positive effects on the use of self-regulation strategies and their motivation. Introduction Within the context of Turkish education, self-regulation is considered important aspect of a student’s academic performance and success in classroom settings. Pintrich (2000: 453) defined self-regulation as “an active and constructive process whereby learners set goals for their learning and then attempt to monitor, regulate and control their cognition, motivation and behaviour, guided and constrained by their goals and the contextual features in the environment”. In his model based on Social Cognitive Theory, Pintrich (1999; 2000) asserted that the organisation of learning processes materialises through self-regulation strategies and motivational beliefs. Self-regulation strategies include; the opportunity provided for individuals to organise their learning processes; rehearsal used for activating knowledge in working memory; elaboration providing for the association of the newly learned with preliminary learning; organisation enabling the selection of knowledge by correlating between knowledge; metacognitive strategies for critical thinking and control of cognition; the time and study environment which students may use for organising their own surroundings and study environment; and effort management strategies (Pintrich, 1999; Pintrich, Smith, Garcia & McKeachie, 1991; Wolters, Pintrich & Karabenick, 2003) . Motivational beliefs, forming the second dimension of self-regulated learning, include the goals of the learner, their beliefs in the importance of the task to be performed, the beliefs of the learner in their performance skill with respect to a task, and the emotional reactions towards the task (Pintrich & De Groot, 1990) . In this context, it is stated that individuals with developed self-regulation skills hold the properties of taking responsibility for their own Vol 39, 1, January 2014 65 Australian Journal of Te

FAQs

What is the main purpose of the study?

The study aims to analyse the effect of task planning with mind maps on pre-service teachers’ self-regulation strategies and motivational beliefs.

How was the research designed?

A quasi-experimental design with pre-test and post-test control group was used, comparing an experimental group with a mind-map planning approach against a control group that implemented tasks directly.

What were the measured outcomes and key findings?

Both groups completed the Motivated Strategies for Learning Questionnaire, and the experimental group also completed an open-ended questionnaire. Results indicated a meaningful difference in self-regulated learning in favour of the experimental group, with positive effects on strategy use and motivation.

Oct 15, 2026

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