Motivation and attitude of preservice elementary teachers toward mathematics : is rural revevant?

Perry, Christine A.

doi:10.18297/etd/1118

Cited by 1 publication

(2 citation statements)

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“…Previously, Butler (2007) reported that there was not a significant relation between teaching competence and teachers' goal orientations. Learning goal orientations and performanceavoidance goal orientation of primary school pre-service teachers were stronger than their performanceapproach orientations (Perry, 2007). In this study, similar to academic self-efficacy, significant relations between goal orientations and teacher efficacy were reported except for performance-approach orientation.…”

Section: Discussionsupporting

confidence: 50%

“…In the current study, fifteen percent of the variance of academic achievement (GPA) of pre-service teachers was explained by learning goal orientations, academic self-efficacy and teacher sense of efficacy for instructional strategies. In formal education, due to the accumulation of the knowledge on professional issues (Beghetto, 2007) academic and teacher self-efficacy enhance and pre-service teachers adopt learning goals compare to performance goals (Perry, 2007).…”

Section: Discussionmentioning

confidence: 99%

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Relations Between Goal Orientations, Academic And Teacher Self Efficacy In Predicting Achievement

Kaya¹

2017

The European Proceedings of Social and Behavioural Sciences

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The fundamental aims of education are learning and achievement. In education, students are expected to learn the academic content and demonstrate an acceptable level of performance. In this respect, motivation is a crucial factor on academic performance and learning of students. Recent theories on academic motivation are based on cognitive aspects compared to drive or reinforcement based earlier explanations. The aim of the study was to investigate the relationships between goal orientations, academic self-efficacy, and teacher sense of efficacy and the predictive roles of these variables on preservice teachers' academic achievement. The participants of the study were 636 pre-service teachers from the Elementary Mathematics Education, Social Science Education, Primary Education and Foreign Language Education Departments at Istanbul University. The sample was composed of 352 males and 275 females. Eleven participants provided no gender information. In the data collection phase, 2X2 Goal Orientations Scale (Akın, 2006), Academic Self-efficacy Scale (Owen & Froman, 1988) and Teacher Self-efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001) were used. In the quantitative analysis, significant relations were identified between the goal orientations, academic self-efficacy and teacher self-efficacy of pre-service teachers. The regression analysis demonstrated that pre-service teachers goal orientations, academic self-efficacy and teacher sense of efficacy had predictive roles on their academic achievement.

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Section: Discussionsupporting

confidence: 50%

Section: Discussionmentioning

confidence: 99%