The role of pre-service teachers’ perceived instrumentality, goal commitment, and motivation in their self-regulation strategies for learning in teacher education courses

ABSTRACT

This study investigated the influence of pre-service teachers’ (n = 142) perceived endogenous/exogenous instrumentality, goal commitment, and intrinsic/extrinsic motivation on their use of self-regulation strategies (effort regulation, management of time and study environment) for their teacher-education courses. Data were drawn from a customised survey and were statistically analysed using hierarchical multiple regressions. Results demonstrated that pre-service teachers’ endogenous instrumentality was a significant contributor for explaining their use of self-regulation strategies. To facilitate pre-service teachers’ use of self-regulation strategies for learning, our findings suggest that, in addition to having intrinsic motivation for learning in their teacher-education courses, they need to have appropriate understandings of how their current course content connects to their future goals to be teachers in order to promote their use of strategies for self-regulation and learning.

KEYWORDS:

• Perceived instrumentality
• goal commitment
• motivation
• self-regulation strategies
• pre-service teacher education

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Jumi Lee

Jumi Lee is an Assistant Professor in the division of liberal arts at Mokpo National Maritime University, South Korea. Her research topics are student motivation and self-regulation.

Jeannine Turner

Jeannine E. Turner is an Associate Professor in the Educational Psychology and Learning Systems Department at Florida State University. Her research focuses on students’ and teachers’ motivations, emotions, and learning.