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Studies have shown that preservice teachers often
value the practical aspects of their program of
study, such as field experience, more highly than
courses which present theories. This book compares
80 preservice teachers' academic motivation in a
theoretical course, a field experience, and a
Liberal Studies course by examining three
motivational constructs, namely goal orientation,
task value, and self-efficacy. Data were collected
by means of four questionnaires and an interview
with eight subjects. Descriptive statistics were
collected and statistical tests were conducted first
at the level of individual courses, and then were
compared across the courses to find out if these
three motivational constructs varied as a function
of subject area. The relationship between subjects'
teaching beliefs and their beliefs about those
courses was also investigated. Results indicated
that subjects' goal orientation basically remained
the same across the courses, their perceived self-
efficacy was significantly higher in the field
experience, and their perceptions of task value of
the three courses varied.
value the practical aspects of their program of
study, such as field experience, more highly than
courses which present theories. This book compares
80 preservice teachers' academic motivation in a
theoretical course, a field experience, and a
Liberal Studies course by examining three
motivational constructs, namely goal orientation,
task value, and self-efficacy. Data were collected
by means of four questionnaires and an interview
with eight subjects. Descriptive statistics were
collected and statistical tests were conducted first
at the level of individual courses, and then were
compared across the courses to find out if these
three motivational constructs varied as a function
of subject area. The relationship between subjects'
teaching beliefs and their beliefs about those
courses was also investigated. Results indicated
that subjects' goal orientation basically remained
the same across the courses, their perceived self-
efficacy was significantly higher in the field
experience, and their perceptions of task value of
the three courses varied.