Preservice Teachers' Perceived Instrumentality and Extensive Knowledge Integration: The Mediating Role of Intrinsic Motivation and Self-Regulation

• In Event: 49.089 - Poster Session 9
  In Poster Session: 49.089-5 - Self-Regulation in Diverse Contexts

Abstract

This study investigated the unique contribution of perceived instrumentality, intrinsic motivation, metacognitive self-regulation, and cognitive learning strategies to predict extensive knowledge integration. A total of 197 pre-service teachers’ ratings on perceived instrumentality, intrinsic motivation, metacognitive self-regulation, and cognitive learning strategies were collected at Time 1 to be predictors of their extensive knowledge integration collected at Time 2. A hierarchical multiple regression analysis indicated, with the full model, 19% of the variance on pre-service teachers’ extensive knowledge integration was explained with 9% of the variance explained by pre-service teachers’ cognitive learning-strategy variables. Results suggested pre-service teachers’ intrinsic motivation, metacognitive self-regulation, and deep cognitive learning strategies might have mediating roles in the relationship between pre-service teachers’ endogenous instrumentality and extensive knowledge integration.

Authors

• Jumi Lee, The Florida State University

• Jeannine E. Turner, Florida State University