Izvorni znanstveni članak
Academic Motivation in the Context of Self-Determination Theory in Initial Teacher Education
Morana Koludrović
; Faculty of Humanities and Social Sciences, University of Split
Ina Reić Ercegovac
; Faculty of Humanities and Social Sciences, University of Split
Sažetak
In the context of self-determination theory it is possible to distinguish several qualitatively different aspects of motivation that have an impact on academic achievement, self-efficacy assessment and satisfaction. Starting with the assumption that intrinsic motivation is crucial for the quality of formal education of prospective teachers, the aim of this study was to examine various aspects of academic motivation of future preschool teachers, primary school teachers, and secondary school teachers. The study included 566 students who filled out the Academic Motivation Scale (Vallerand et al., 1992) which measures seven different aspects of motivation according to the self-determination continuum (Gagne & Deci, 2005). By means of exploratory factor analysis five factors that correspond to intrinsic motivation, introjected regulation, identified regulation, external regulation, and amotivation were extracted. Participants, in general, achieved the highest score on the scale of extrinsic identified regulation, while the lowest score was obtained, as expected, on the amotivation scale. Analysis of the intrinsic motivation results showed significantly higher values at the graduate level compared to the undergraduate level, while the opposite pattern was observed for external motivation. For other types of motivation there were no significant differences with regard to the study level.
Ključne riječi
academic motivation; initial teacher education; self-determination
Hrčak ID:
137681
URI
Datum izdavanja:
25.2.2015.
Posjeta: 4.320 *