NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1127135
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0261-9768
Approaches to Learning of First-Year and Fifth-Year Student Teachers: Are There Any Differences?
Marušic, Iris; Jugovic, Ivana; Loncaric, Darko
European Journal of Teacher Education, v40 n1 p62-75 2017
The motivation, skills and professional identity of future teachers develop during their initial teacher education. The aim of this research is to assess the differences between first-year and fifth-year student teachers on a number of personality and motivational variables that are indicative of their approaches to learning, using a cross-sectional design. The participants were 217 first-year and 109 fifth-year student teachers from three Croatian universities. The questionnaire measured personality dispositions, self-descriptions, achievement goals, motivation, learning strategies and perceived autonomy support in learning. The results showed that final-year student teachers displayed more conscientiousness and self-efficacy, and less avoidant goal orientations, extrinsic motivation and surface learning compared to first-year student teachers, indicating final-year students' more adaptive and proactive approach to learning. The observed differences could be a result of maturation processes and/or the effects of teacher studies that support the development of more adaptive patterns of learning and self-beliefs.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Croatia
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire; Self Description Questionnaire
Grant or Contract Numbers: N/A