The Influence of Preservice Teachers’ Perceived Instrumentality on Their Self-Regulation in Teacher Education Courses

• In Event: Poster Session 8
  In Poster Session: Goals, Beliefs, Attitudes, and Metacognitive States

Abstract

This study investigated how pre-service teachers’ perceived instrumentality, goal commitment, motivational goal orientation were related to their self-regulation.
Future time perspective theory has provided a theoretical framework of this study. FTP highlights the significance of future goals for motivation and learning. Perceived instrumentality is defined as “an individual’s understanding of the instrumental value of a present behavior” (Husman & Lens, 1999, p. 116) related to future outcomes.
A total of 142 pre-service teachers in teacher education courses participated in. Four scales measured students’ endogenous/exogenous instrumentality; goal commitment; intrinsic/extrinsic motivation; and effort regulation/time and study environment management.
This study found pre-service teachers' endogenous instrumentality was the best predictor of their self-regulation.

Authors

• Jumi Lee, The Florida State University

• Jeannine E. Turner, Florida State University