Motivational and cognitive variables in pre-service teachers: differences between Physical Education and STEM, Social-Linguistic and Artistic areas
DOI:
https://doi.org/10.47553/rifop.v99i38.2.100620Abstract
Previous research has focused on the motivational and cognitive resources with which pre-service teachers during their initial teacher education programme. However, little research has focused on the motivational and cognitive resources with which pre-service teachers start their initial training process, taking into account the subject area they come from. The design of this research was descriptive and transversal, and the aim of the present study was to compare the motivational and cognitive values (i.e., academic motivation, resilience, academic engagement, and teaching intention) of Physical Education preservice teachers with the rest of subject areas (STEM, Social-Linguistic and Arts) at the beginning of the teacher education programme. A total of 757 university students in initial teacher education (48.3% female; 51.0% male; 0.7% other) (24.8% Physical Education; 30.5% Social-Linguistic; 23.2% STEM; 21.4% Artistic) participated (Mage=25.56, SD=4.92). Academic motivation, academic engagement, resilience and intention to choose teaching scales were used. The results of the ANOVA test with multiple comparison contrasts show significant differences between Physical Education and STEM pre-service teachers in intrinsic motivation to accomplish, integrated regulation, external regulation and amotivation. Significant differences were also found in resilience for Physical Education between Social-Linguistic and Arts pre-service teachers. Therefore, this research highlights the interest in teachers and researchers in the analysis of motivational and cognitive processes at the beginning of the educational process, as well as its usefulness in the identification of the pedagogical measures needed to face the formative period successfully.
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