Motivation Regulation Profiles in Preservice Teachers: Implications for Teacher Preparation and Field Practice

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Abstract

This study explored how preservice teachers (PSTs) regulate their motivation during common field‑based challenges and how these strategies support knowledge‑building—the integration of coursework with practical teaching experience. Seventy‑five PSTs completed scenario‑based surveys depicting challenges to confidence, interest, and perceived relevance. Cluster analyses identified higher‑ and lower‑strategy‑use profiles, showing variability in PSTs’ strategic repertoires. Utility value regulation was the most common approach, though usage patterns shifted slightly by challenge type. Regression analyses revealed that mastery self‑talk consistently predicted knowledge‑building, with interest regulation and self‑consequating effective in certain contexts. Findings suggest that teacher preparation programs should provide explicit instruction in diverse motivation regulation strategies, strengthen PSTs’ intrinsic value connections, and prepare them to match strategies to the specific demands of teaching challenges.

Author

• Hyeree Cho, Purdue University