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Journal article
Investigating the Impact of the Learning Context for Pre-service Teachers’ Motivation
Psychology research (Libertyville, Ill.), Vol.6(12), pp.712-726
12/28/2016
Abstract
This quantitative study investigated pre-service teachers’ motivation in a teacher education program and was guided by the well-established framework of Self-Determination Theory (Deci & Ryan, 1985). The study examined three research questions: (1) To what degree are German pre-service teachers motivated to learn in their teacher education program?; (2) Can their motivation be predicted by their perceived learning context?; and if so, (3) Is the perceived learning context still a significant predictor after controlling for participants’ extroversion? 109 pre-service teachers enrolled at a German university voluntarily participated. Data were collected by a questionnaire assessing pre-service teachers’ motivation to learn in their program, their perceived learning environment, as well as their extroversion. The analyses revealed that pre-service teachers are autonomously motivated, which considerably depends on the perceived learning context. Moreover, the perceived learning context is still a significant predictor of pre-service teachers’ motivation after controlling for extroversion. The findings provide some practical implications suggesting how to instruct pre-service teachers at universities.
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Details
- Title
- Investigating the Impact of the Learning Context for Pre-service Teachers’ Motivation
- Publication Details
- Psychology research (Libertyville, Ill.), Vol.6(12), pp.712-726
- Resource Type
- Journal article
- Publisher
- David Publishing Co., Inc.
- Identifiers
- 99380178094206600
- Academic Unit
- School of Education
- Language
- English