Open AccessA structural equation model of pre‐service teachers' perceptions of future goals and current course‐related motivation
Author(s) -
Lee Jumi,
Turner Jeannine E.,
Thomson Margareta Maria
Publication year - 2015
Publication title -
japanese psychological research
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.392
H-Index - 30
eISSN - 1468-5884
pISSN - 0021-5368
DOI - 10.1111/jpr.12082
Subject(s) - psychology , perception , structural equation modeling , value (mathematics) , intrinsic motivation , mathematics education , service (business) , pedagogy , social psychology , marketing , machine learning , neuroscience , computer science , business , statistics , mathematics
Abstract This study examined relationships between pre‐service teachers' perceptions of future goals and motivation to complete current tasks required in teacher education courses. Using 351 pre‐service teachers' survey responses from two southern universities in the USA , a full‐structural modeling was conducted. Results showed pre‐service teachers' perceived endogenous instrumentality (value of the current course “content” to attain future goals) had a direct effect on their intrinsic motivation, and their perceived exogenous instrumentality (value of the current “grade” to attain future goals) had a direct effect on their extrinsic motivation. This research suggests students' understanding of a relationship between their course content and future goal encourages their motivation to learn for enjoyment. Furthermore, students' understanding of a relationship between the course grade of the current course and their future goal encourages their motivation to get a high course grade, not necessarily because they enjoyed the course content. This study contributes to understanding pre‐service teachers' cognitive/motivational characteristics and to developing appropriate learning environments of teacher education that align with pre‐service teachers' learning characteristics to promote their effective learning.