Academic Engagement in Preservice Teachers: Motivational Variables for a Chilean sample
(2019) Revista Latinoamericana de Psicología — Vol. 51, n° 3 (2019)
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- Abstract
- This study aimed to investigate motivational processes among pre-service teachers. In particular, what motivational variables change during training as well as when this change occurs. Participants were pre-service teachers enrolled in a primary pedagogical program (N= 785) from seven public and private Chilean universities. Results show a systematic decline in students' expectations that they would stay within the school system after completing the study program as well as a decline intellectual curiosity and academic reading motivation, variables not directly related to the profession itself (motivation to become a teacher and motivation for teaching). Likewise, these changes occur, most significantly, during the transition between the 1st and 2nd year of the program. Implications of these findings for the training of future teachers are discussed.
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Valenzuela Carreno, J. m., Muñoz Valenzuela, C., Frenay, M., Devos, C., Marfull-Jensen, M., Precht, A., Silva-Peña, I., & Oliva, M.-A. (2019). Academic Engagement in Preservice Teachers: Motivational Variables for a Chilean sample. Revista Latinoamericana de Psicología, 51(3). https://doi.org/10.14349/rlp.2019.v51.n3.5 (Original work published 2019)