Student teachers' approaches to learning in relation to their motivation and their perceived competence
Faculty of Social Sciences. Instructional and Educational Sciences
Biennial Conference of International Study Association on Teachers and Teaching XIB, Rovaniemi, Finland, 1-4 July 2009
This paper investigates student teachers approaches to learning from a self-determination point of view. Study 1 shows that both perceived competence for learning in teacher education and autonomous motivation for learning predict deep approaches, monitoring and organised studying, and effort management significantly positively. Since previous research indicates that both perceived competence and autonomous motivation can be increased by teachers autonomy support, it is examined in Study 2 whether student teachers approaches to learning can be influenced by their perceptions of teachers autonomy support. Results point out that perceptions of teachers autonomy support predict deep approaches, monitoring and organised studying, and effort management significantly positively.