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1998, vol. 31, iss. 1-2, pp. 115-136
article language: Serbian
document type: unclassified
published on: 02/06/2007
Students' motivation for teaching courses
aUniversity of Kragujevac, Teacher Training Faculty, Užice
bUniversity of Kragujevac, Technical Faculty, Čačak


This paper shows the results of investigation of level and the structure of students' motivation for mastering teaching courses. We have applied the Scale of motivation for teaching courses prepared on the basis of Pintrich and De' Groot's scale of students' motivational beliefs and McIver's et al scale of changes in the students' efforts. The investigation included 2341 pupils, 84 teachers learning and teaching 14 subjects in 6th, 7th, and 8th grade of elementary and in 1st, 2nd, 3rd and 4th grade of secondary school classes. The results show the significant differences in the total students' motivation for the teaching courses and the differences in the level of the individual motivational aspects: intrinsic value of teaching course, self-efficacy, relaxation at the test, engagement, perception of abilities (self- esteem). We have compared the motivation variables between students having different achievement measured by school grades, between girls and boys, elementary and secondary school students, between teachers with different degree and kind of education and the duration of work experience. All differences found were significant. We have isolated two motivational factors: 1st factor U intrinsic motivation determined by the evaluation of self-efficacy, the perception of abilities for the subject, intrinsic value of the subject and the engagement in it; 2nd factor U level of tension is mainly saturated by the variable test anxiety/relaxation and than by the measures of the school (un)achievement and (un)engagement. The conclusion is that the level and the structure of motivation for the teaching courses are connected both with individual students' characteristics and with characteristics of the teachers and the school.


motivation for teaching courses; intrinsic value of teaching courses; self-efficacy; test anxiety/relaxation; engagement and effort


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