Strategies for Regulating the Motivation of Future Teachers, Demographic and Academic Variables: An Exploratory Study

Pellisson, Sofia; Boruchovitch, Evely

doi:10.1590/2175-35392024-265144-T

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Psicologia Escolar e Educacional

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PAPER • Psicol. Esc. Educ. 28 • 2024 • https://doi.org/10.1590/2175-35392024-265144-T copy

Strategies for Regulating the Motivation of Future Teachers, Demographic and Academic Variables: An Exploratory Study

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Motivation regulation strategies are important because they influence the motivation level to begin and complete a task. This research sought to examine whether future teachers report using strategies to regulate their motivation, whether there are relations among these strategies and the participants’ demographic and academic life characteristics, and which characteristics of the sample predict the report of using these strategies. Participants were 295 students of different licentiate courses from a public university who responded to a characterization questionnaire and a scale of motivation regulation strategies. Data were analyzed quantitatively using descriptive and inferential statistics. Statistically significant differences were found among motivation regulation strategies reported and students’ gender, age, course semester and area of knowledge of the course. It is suggested that these variables be considered in intervention actions to promote the use of motivation regulation strategies among future teachers.

Keywords:
self-regulation; motivation; teacher education

	Average	S.D.	Minimum	Median	Maximum
Factors
1 - Regulation of Value	5.10	0.95	2.00	5.17	7.00
2 - Regulation of Performance Goals goals	5.00	1.31	1.40	5.00	7.00
3 - Self-consequating	4.09	1.77	1.00	4.20	7.00
4 - Environmental Structuring	4.73	1.07	1.50	4.75	7.00
5 - Regulation of Situational Interest	2.96	1.15	1.00	2.80	6.60
6 - Regulation of Mastery Goals	3.90	1.30	1.00	3.80	7.70
Most reported item by factor
Regulation of value - item 3	5.27	1.23	1.00	5.00	7.00
Regulation of performance goals - item 11	5.22	1.34	1.00	5.00	7.00
Self-consequating - item 14	4.31	1.88	1.00	5.00	7.00
Environmental Structuring - item 20	5.23	1.25	1.00	5.00	7.00
Regulation of sit. interest - item 25	3.92	1.51	1.00	4.00	7.00
Regulation of mastery goals - item 27	4.15	1.66	1.00	4.00	7.00
Least reported item by factor
Regulation of value - item 5	4.89	1.46	1.00	5.00	7.00
Regulation of performance goals - item 10	4.61	1.60	1.00	5.00	7.00
Self-consequating - item 15	3.84	1.88	1.00	4.00	7.00
Environmental Structuring - item 18	4.43	1.39	1.00	4.00	7.00
Regulation of sit. interest - item 21	1.95	1.32	1.00	1.00	7.00
Regulation of mastery goals - item 30	3.64	1.61	1.00	4.00	7.00

Factors	Gender				Areas of knowledge
	Male n=104; Fem n=191				Humanities n=116; Exact Sciences n=102; Biological n=77
	Masc	Fem	Z	p*	Humanities	Exact Sciences	Biological	X²	p**
Factor 1	4.96	5.18	1.72	0.085	5.13	5.00	5.19	1.97	0.373
Factor 2	4.59	5.22	4.09	0.001	5.20	4.83	4.91	4.32	0.116
Factor 3	3.76	4.28	2.43	0.015	4.34	3.75	4.18	6.44	0.040
Factor 4	4.83	4.67	1.21	0.226	4.73	4.78	4.65	0.39	0.822
Factor 5	2.98	2.95	0.17	0.865	3.10	2.92	2.79	4.22	0.121
Factor 6	3.78	3.96	1.17	0.243	3.97	3.96	3.71	1.60	0.450
Factors	Age					Course Semester
	<20 n=58; 20-29 n=213; >=30 n=24					1-3 n=73; 4-7 n=132; 8-10 n=90
	<20	20-29	>=30	X²	p**	1-3	4-7	8-10	X²	p**
Factor 1	5.17	5.09	5.08	0.40	0.818	5.15	5.15	4.99	1.15	0.563
Factor 2	5.27	4.96	4.70	3.88	0.143	5.24	5.11	4.64	9.33	0.009
Factor 3	4.18	4.13	3.56	2.17	0.338	4.30	4.18	3.80	3.69	0.158
Factor 4	4.72	4.66	5.30	8.71	0.013	4.68	4.70	4.80	0.99	0.609
Factor 5	3.14	2.92	2.84	3.08	0.215	3.10	2.88	2.96	3.19	0.203
Factor 6	3.92	3.82	4.49	7.79	0.020	3.96	3.98	3.72	2.08	0.354

	Factor 1 Regulation of value	Factor 2 Regulation of performance goals	Factor 3 Self-consequating	Factor 4 Environmental Structuring	Factor 5 Regulation of situational interest	Factor 6 Regulation of Mastery Goals
Age	r= -0.07059	-0.18943	-0.15286	0.06334	-0.13363	0.03025
Age	p= 0.2267	0.0011	0.0085	0.2782	0.0217	0.6048
Course Semester	r= -0.07628	-0.21152	-0.15203	0.03973	-0.09287	-0.10527
Course Semester	p= 0.1914	0.0003	0.0089	0.4966	0.1114	0.0710

		Factor 2 - RegulationPerformance goals			Factor 3 - Self-consequating			Factor 5 - Regulation of Situational Interest
Selected variables	Categories	β (EP)*	Value-p	R² Partial	β (EP)*	Value-p	R² Partial	β (EP)*	Value-p	R² Partial
Gender	Male (ref.)	---			---
Gender	Female	39.18 (10.04)	<0.001	0.0569	22.44 (10.28)	0.030	0.0156
Age	Continuous variable (ages)	-0.17 (0.06)	0.004	0.0268	-0.14 (0.06)	0.017	0.0234	-0.13 (0.06)	0.022	0.0179

Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE) Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE), Rua Mirassol, 46 - Vila Mariana , CEP 04044-010 São Paulo - SP - Brasil , Fone/Fax (11) 96900-6678 - São Paulo - SP - Brazil
E-mail: revista@abrapee.psc.br

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[TFN6] Note. N=295