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The meaning of motivation has been much discussed and theorized in educational psychology. According to the Keller (2006), motivation is measured by the amount of effort the student makes in order to achieve the instructional goal. In addition to this, Sing (2011) clarified motivation is one of the most important prerequisites for learning also persistence of motivation is a key for achievement (Ushioda 2015). Persistence of motivation is as important as having motivation (Constantin, Holman and Hojbota 2011). Motivational persistence as core component of the strength of goal striving (Constantin 2008). Teaching is a profession that requires motivational persistence. Motivational persistence level of prospective teachers and development of it are important in their education term. In this research motivational persistence levels of future teachers are examined according to the different variables. In this research descriptive model was used aiming to bring about the different variables effect on the motivational persistence. In 2015-2016 Education Year Spring Term in NEU Education and Art & Design Faculty 250 different students in different departments participated in this research. Motivational persistence scale was developed by Constantin et al. (2011) and adapted to Turkish by Saricam et al. (2015). And also in research these techniques are used to analyze data’s; frequency, percentage average, standard deviation and t test. The data’s gathered as a result of measurements during research was done in computer by SPSS program. We concluded that students’ motivational persistence level score mean is good level. Motivational persistence score mean of girls, art of design students, 23-24 age group are the highest were relatively higher than other groups.

Research for Motivational Persistence Levels of Prospective Teachers in Terms of Age, Gender and Teaching Branch Variables