Bulletin of Practical Psychology of Education
2024. Vol. 21, no. 3, 14–21
doi:10.17759/bppe.2024210302
ISSN: 2658-3100 (online)
Features of Educational and Professional Motivation of Students — Future Teachers with Different Locus of Control
Abstract
The article presents the results of a study of the educational and professional motivation of future teachers with different locus of control. The study involved first-year students of the Pedagogical Education direction (n=80) aged 17 to 21 years (M=18.6; SD=0.83). The following methods were used: “Motivation of studying at a university” (T.I. Ilyina), “Test questionnaire of subjective localization of control” (SLK) (S.R. Pantileev, V.V. Stolin). As a result of the study, it was determined that the locus of control is an important factor determining the educational and professional motivation of first-year students: students with an internal locus of control have a higher level of motivation than students with an external locus of control. Statistically significant differences were revealed in the motives of “gaining knowledge” and “mastering a profession” among students with different locus of control. The indicators of the "graduation" motive do not statistically differ between external and international students. The authors propose recommendations for improving the educational and professional motivation of first-year students in accordance with the peculiarities of their locus of control.
General Information
Keywords: educational and professional motivation, locus of control, modern students, responsibility, motivation
Journal rubric: Professional Training of Specialists to Work with Different Categories of Children
Article type: scientific article
DOI: https://doi.org/10.17759/bppe.2024210302
Received: 03.04.2024
Accepted:
For citation: Vostokova J.I., Dvornikova I.N. Features of Educational and Professional Motivation of Students — Future Teachers with Different Locus of Control [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Practical Psychology of Education, 2024. Vol. 21, no. 3, pp. 14–21. DOI: 10.17759/bppe.2024210302. (In Russ., аbstr. in Engl.)
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