Compromiso académico en futuros profesores: Variables motivacionales en una muestra chilena

Translated title of the contribution: Academic engagement in preservice teachers: Motivational variables for a chilean sample

Jorge Valenzuela, CARLA VIVIANA MUÑOZ VALENZUELA, Mariane Frenay, Christelle Devos, Marisol Marfull-Jensen, Andrea Precht, Ilich Silva-Peña, María Angélica Oliva

Research output: Contribution to journalArticlepeer-review

Abstract

This quantitative study examines how pre-service teachers’ personal motivations are related to engagement. Subjects were pre-service teachers (n=764) enrolled in nine Chilean universities. Multiple linear regression analysis and path analysis were conducted. Controlling for demographic and academic variables, we show a motivational variables model that significantly predicts engagement. Results indicate strong, positive relationships between engagement and expectancy/value components of motivation for professional training, task value of motivation for academic reading, and intellectual curiosity. Although weaker predictors of engagement, motivation to become a teacher and motivation to teach were still statistically significant and mediated other variables. Overall, the model shows good fit. The results of the present study call for, at least within the Chilean context, the careful consideration that “motivation to become a teacher” or “motivation to teach” may not be enough to explain the teacher training engagement.

Translated title of the contributionAcademic engagement in preservice teachers: Motivational variables for a chilean sample
Original languageSpanish
Pages (from-to)181-190
Number of pages10
JournalRevista Latinoamericana de Psicologia
Volume51
Issue number3
DOIs
StatePublished - 1 Jul 2019
Externally publishedYes

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