Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/110807
Type of publication: journal article
Author(s): Poteliūnienė, Sniegina
Title: Pirmo kurso būsimųjų sporto pedagogų akademinė motyvacija ir pasitenkinimas studijomis
Other Title: First-year pre-service physical education teachers’ academic motivation and their satisfaction with academic studies
Is part of: Pedagogika, 2018, t. 129, nr. 1, p. 234–249
Date: 2018
Keywords: Būsimieji sporto pedagogai;Akademinė motyvacij;Pasitenkinimas studijomis;Apsisprendimo motyvacijos teorija;Pre-service physical education teachers;Academic motivation;Satisfaction with academic studies;Self-determination theory
Abstract: Motyvacijos kokybė yra susijusi su akademiniais pasiekimais, todėl straipsnyje aptariama pirmakursių, būsimųjų kūno kultūros mokytojų, akademinė motyvacija remiantis apsisprendimo motyvacijos teorija ir analizuojami pirmakursių studentų pasitenkinimo studi-jomis tyrimų rezultatai. Atlikto kiekybinio tyrimo rezultatai atskleidžia studentų apsisprendimą pasirinkti sporto pedagogo profesiją ir šio apsisprendimo sąsajas su jų suvokiamais lūkesčiais ir studijų kokybe. Atlikto kiekybinio tyrimo rezultatai yra reikšmingi įvertinant akademinės aplinkos poveikį studentų apsisprendimo pasirinkti šią profesiją motyvacijai.
It is important to analyse the motives that encourage students to choose academic studies as this points out to how engaged with their field of studies and how well prepared for their future profession they will be. The learning experience of university students, their satisfaction or dissatisfaction with academic studies can encourage students either to become more strongly committed to their profession or to revise their career goals. The aim of the present research was to determine the academic motivation of the first year pre-service physical education teachers and how this relates to their satisfaction with academic studies. In order to assess the students’ intrinsic, extrinsic motivation and amotivation the Academic Motivation Scale (AMS) (Vallerand et al., 1992) was used. The Course Experience Questionnaire (Ramsden, 1991), which consists of 5 sub-scales: Good teaching, Clarity of goals and standards, Appropriate workload, Appropriate assessment, Development of generic skills, was used in order to determine the students’ satisfaction with their studies. There were surveyed 84 first year full-time students of physical education study programmes in the field of education and development from the four Lithuanian universities.It was established that, while choosing a career and getting ready for the professional activity, for pre-service physical education teachers both intrinsic and extrinsic motives are common and the level of amotivation is low. The highest score was given by the first year students for the teaching strategies that motivate students to learn (Good teaching). The lowest scores in the student satisfaction with academic studies were recorded in their evaluation of Appropriate Work l oa d and Appropriate Assessment. The research revealed that both intrinsic and extrinsic academic motivation of students have a statistically reliable connection of mean strength with Quality of teaching, Clarity of goals and standards, as well as Development of generic skills, whereas amotivation – with Appropriate workload and Appropriate Assessment sub-scales.The results of the present quantitative research are significant in assessing the impact of academic environment on the students’ motivation to pursue the chosen profession.
Internet: https://doi.org/10.15823/p.2018.16
https://hdl.handle.net/20.500.12259/110807
Appears in Collections:Pedagogika / Pedagogy 2018 t. 129, nr. 1

Files in This Item:
Show full item record
Export via OAI-PMH Interface in XML Formats
Export to Other Non-XML Formats


CORE Recommender

Page view(s)

4
checked on Jun 6, 2021

Download(s)

16
checked on Jun 6, 2021

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.