This quantitative study investigated pre-service teachers' motivation in a teacher education program and was guided by the well-established framework of Self-Determination Theory (Deci & Ryan, 1985). The study examined three research questions: (1) To what degree are German pre-service teachers motivated to learn in their teacher education program?; (2) Can their motivation be predicted by their perceived learning context?; and if so, (3) Is the perceived learning context still a significant predictor after c…
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