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Motivation for choosing teacher education: Associations with teachers’ achievement goals and instructional practices
ARTICLE

, Department of Psychology, Christian-Albrechts-University of Kiel, Germany ; , Leibniz Institute for Science and Mathematics Education, Germany ; , Department of Psychology, Christian-Albrechts-University of Kiel, Germany

International Journal of Educational Research Volume 61, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

This study investigated the association between the motivation for choosing teacher education, teachers’ instructional practices, and teachers’ achievement goals. In Study 1, the associations between the motivation for choosing teacher education and student teachers’ achievement goals were examined (N=291). In Study 2, additional indirect effects on instructional practices were investigated for a sample of 206 in-service teachers. Structural equation modeling revealed that intrinsic factors of the motivation for choosing teacher education were related to ability-approach goals and to comprehensive learning and discipline. Extrinsic factors were related to ability-avoidance goals and work avoidance, as well as to social orientation and comprehensive learning. Thus, the results revealed that the motivation for choosing teacher education affects actual teaching behavior and is mediated by teachers’ achievement goals.

Citation

Paulick, I., Retelsdorf, J. & Möller, J. (2013). Motivation for choosing teacher education: Associations with teachers’ achievement goals and instructional practices. International Journal of Educational Research, 61(1), 60-70. Elsevier Ltd. Retrieved December 13, 2019 from .

This record was imported from International Journal of Educational Research on January 31, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2013.04.001

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