A Latent Class Analysis of Teacher Candidates' Goal Orientation, Perception of Classroom Structure, Motivation, and Self-Regulation

Autor/in	Bembenutty, Hefer
Titel	A Latent Class Analysis of Teacher Candidates' Goal Orientation, Perception of Classroom Structure, Motivation, and Self-Regulation
Quelle	(2010), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Education Courses; Goal Orientation; Student Motivation; Preservice Teacher Education; Learning Motivation; Self Management; Student Attitudes; Classroom Environment; Preservice Teachers; Teacher Attitudes; Classroom Techniques; Urban Universities; Secondary School Teachers; Surveys; Correlation; Educational Psychology; New York; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Fortbildungskurs; Zielorientierung; Zielvorstellung; Schulische Motivation; Lehramtsstudiengang; Lehrerausbildung; Motivation for studies; Lernmotivation; Selbstmanagement; Schülerverhalten; Klassenklima; Unterrichtsklima; Lehrerverhalten; Klassenführung; Survey; Umfrage; Befragung; Korrelation; Erziehungspsychologie; Pädagogische Psychologie
Abstract	The purpose of this study was to examine whether teacher candidates with mastery- and performance-approach orientations would perceived their education courses as depicting a goal structure consistent with their personal orientations, use of self-regulatory strategies, and motivation for learning. A latent class analysis procedure was used to identify teacher candidates' goal orientations. The results of this study suggested that teacher candidates' perception of class structure, motivational beliefs, and self-regulation of learning differ as a function of their personal goal orientations. Evidently, with regard to teacher candidates all academic goals are not created equal. There are clear differences between the four groups of teacher candidates, identified by the latent class analysis. (Contains 3 tables and 3 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10