Preservice Teachers’ Value Regulation During Field Experiences

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Emerging Perspectives on Self-Regulated Learning (Table 11)

Abstract

The current study aimed to extend a motivation regulation literature, which has measured value regulation with unidimensional self-report scales, by examining pre-service teachers’ (PSTs) use of value regulation strategies taking a multidimensional approach. Interviews with fourteen PSTs explored the utility, intrinsic and attainment value regulation strategies they use to stay motivated in response to motivation obstacles confronted during their field experiences. We conducted cross-case analyses based on frequencies and thematic analysis focusing on value regulation. Findings revealed that PSTs reminded themselves of the task features that align with their identity (attainment value regulation), pique their interest (interest value regulation), and correspond with their goals (utility value regulation) primarily when they experienced difficulties in perceiving usefulness and inherent satisfaction during fieldwork.

Authors

• Hyeree Cho, Purdue University

• Toni Kempler Rogat, Purdue University