Intrinsic Outcomes for Future Teachers
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| Title: | Intrinsic Outcomes for Future Teachers |
|---|---|
| Language: | English |
| Authors: | Eva Kane, Shannon Dadd, Michael McCormick, Avington Medeiros, Joseph Johnson, Dana Evans |
| Source: | Journal of Research in Education. 2025 33(1):80-117. |
| Availability: | Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org |
| Peer Reviewed: | Y |
| Page Count: | 38 |
| Publication Date: | 2025 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Motivation, Undergraduate Students, Preservice Teachers, Academic Achievement, Academic Persistence, Learner Engagement, Learning Strategies, Metacognition, Self Management |
| Assessment and Survey Identifiers: | Motivated Strategies for Learning Questionnaire |
| ISSN: | 1083-6470 |
| Abstract: | This quantitative study seeks to explore intrinsic motivation amongst students in post-secondary education. The sample includes 55 undergraduate students currently enrolled in a college of education teaching methods course. The researchers sought to explore the correlation between intrinsic motivation and key variables such as academic achievement, persistence and engagement. To measure the correlation, participants were given portions of The Motivated Strategies for Learning Questionnaire (MSLQ). Pearson's correlation coefficient was utilized to analyze the questionnaire data, measuring the extent to which intrinsic motivation was related to postsecondary academic performance, persistence, and engagement. The results indicate that undergraduate students' engagement with cognitive learning strategies are influenced more by intrinsic motivation, with evidence of the impact of motivation toward student efforts in learning activities. The results of the study inform college professors in undergraduate programs regarding motivation and task completion in post-secondary education courses. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1469355 |
| Database: | ERIC |
| Abstract: | This quantitative study seeks to explore intrinsic motivation amongst students in post-secondary education. The sample includes 55 undergraduate students currently enrolled in a college of education teaching methods course. The researchers sought to explore the correlation between intrinsic motivation and key variables such as academic achievement, persistence and engagement. To measure the correlation, participants were given portions of The Motivated Strategies for Learning Questionnaire (MSLQ). Pearson's correlation coefficient was utilized to analyze the questionnaire data, measuring the extent to which intrinsic motivation was related to postsecondary academic performance, persistence, and engagement. The results indicate that undergraduate students' engagement with cognitive learning strategies are influenced more by intrinsic motivation, with evidence of the impact of motivation toward student efforts in learning activities. The results of the study inform college professors in undergraduate programs regarding motivation and task completion in post-secondary education courses. |
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| ISSN: | 1083-6470 |
