Pregled bibliografske jedinice broj: 465837
Academic self-concept, basic needs and motivation for teaching as correlates of intrinsic motivation for learning in student teachers
Academic self-concept, basic needs and motivation for teaching as correlates of intrinsic motivation for learning in student teachers // EARLI 2009 Fostering communities of learners, Digital Book of Abstracts
Amsterdam, 2009. (poster, nije recenziran, sažetak, ostalo)
CROSBI ID: 465837 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Academic self-concept, basic needs and motivation for teaching as correlates of intrinsic motivation for learning in student teachers
Autori
Marušić, Iris ; Pavin Ivanec, Tea ; Vizek Vidović, Vlasta
Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, ostalo
Izvornik
EARLI 2009 Fostering communities of learners, Digital Book of Abstracts
/ - Amsterdam, 2009
Skup
13th Biennial Conference - EARLI Fostering Communities of Learners
Mjesto i datum
Amsterdam, Nizozemska, 25.08.2009. - 29.08.2009
Vrsta sudjelovanja
Poster
Vrsta recenzije
Nije recenziran
Ključne riječi
student teachers; intrinsic motivation for learning; basic psychological needs; acdemic self-concept
Sažetak
The research reported here is a part of the larger study on professional role development of student teachers during their pre-service education. The aim of the study was to explore the role of academic self-concept, basic psychological needs, motivation for teaching and self-efficacy for learning and performance as potential determinants of intrinsic motivation for learning in first-year student teachers. Results indicate that intrinsic motivation for learning significantly correlates with academic, verbal and problem-solving self-concept, self-efficacy for learning and performance, with needs for autonomy and relatedness and with identified and intrinsic motivation to teach. Regression analysis reveals that intrinsic motivation for learning was significantly predicted by academic self-concept, self-efficacy for learning and basic need for relatedness. Students who enrolled teacher studies as their first choice reported higher intrinsic motivation for learning and teaching compared to their peers who selected teaching as their second-choice career. In sum, our study reveals conceptually meaningful relations between various components of self-concept and motivation in student teachers that could influence both their academic success and future performance in teacher profession.
Izvorni jezik
Engleski
Znanstvena područja
Psihologija
POVEZANOST RADA
Projekti:
100-1001677-0880 - Profesionalni razvoj učitelja tijekom inicijalnog obrazovanja i pripravništva (Vizek Vidović, Vlasta, MZOS ) ( CroRIS)
Ustanove:
Institut za društvena istraživanja , Zagreb
