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ERIC Number: EJ1138528
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1359-866X
The Role of Pre-Service Teachers' Perceived Instrumentality, Goal Commitment, and Motivation in Their Self-Regulation Strategies for Learning in Teacher Education Courses
Lee, Jumi; Turner, Jeannine
Asia-Pacific Journal of Teacher Education, v45 n3 p213-228 2017
This study investigated the influence of pre-service teachers' (n = 142) perceived endogenous/exogenous instrumentality, goal commitment, and intrinsic/extrinsic motivation on their use of self-regulation strategies (effort regulation, management of time and study environment) for their teacher-education courses. Data were drawn from a customised survey and were statistically analysed using hierarchical multiple regressions. Results demonstrated that pre-service teachers' endogenous instrumentality was a significant contributor for explaining their use of self-regulation strategies. To facilitate pre-service teachers' use of self-regulation strategies for learning, our findings suggest that, in addition to having intrinsic motivation for learning in their teacher-education courses, they need to have appropriate understandings of how their current course content connects to their future goals to be teachers in order to promote their use of strategies for self-regulation and learning.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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 - Assessments and Surveys: Motivated Strategies for Learning Questionnaire