The research investigated relationships amongst beliefs about the self-regulation of learning (SRL), study strategies and academic performance in 366 pre-service teachers. A Beliefs about Learning and Teaching (BALT) Questionnaire was used to examine beliefs that were both consistent and inconsistent with SRL. The final model emerging from the structural equation analysis showed that beliefs consistent with SRL were positive predictors of the self-reported use of cognitive and metacognitive strategies, while beliefs inconsistent with SRL were negative predictors. The use of cognitive and metacognitive strategies was in turn a positive predictor of the pre-service teachers’ academic performance. About 50% of the teachers simultaneously agreed with statements indicating beliefs consistent and inconsistent with SRL. We argue that the co-existence of beliefs consistent and inconsistent with SRL undermines the use of cognitive and metacognitive strategies in pre-service teachers, with negative effects on their academic performance. It is suggested that interventions to support teachers to promote metacognition and SRL can be more effective if they address preservice teachers’ beliefs that are not consistent with SRL and especially beliefs in transmissive teaching.

该研究调查了366名职前教师关于学习自我调节（SRL），学习策略和学业成绩的信念之间的关系。“关于学与教的信念”（BALT）问卷用于检查与SRL既一致又不一致的信念。结构方程分析得出的最终模型表明，与SRL一致的信念是自我报告的认知和元认知策略使用的积极预测因素，而与SRL不一致的信念则是负面预测因素。认知和元认知策略的使用反过来又是职前教师学习成绩的积极预测指标。约有50％的教师同时同意陈述，表明信念与SRL一致和不一致。我们认为，与SRL一致和不一致的信念的共存破坏了职前教师对认知和元认知策略的使用，从而对其学习成绩产生负面影响。建议采取干预措施，支持教师促进元认知和SRL，如果他们解决了岗前教师与SRL不一致的信念，特别是在透射教学中的信念，则可以更有效。