Effect of Motivation on the In-depth Study Processes Among Student Teachers

Abstract

The objective of the research is to analyze the association between motivation and motivation’s profiles with the learning approaches (superficial and deep) and some sociodemographic variables. Participated 201 students from a public university, belonging to four studies in Pedagogy that completed the Scale of Academic Motivation (EMA), Study Processes (R-CPE-2F); and a sociodemographic survey ad doc. A cross-sectional associative-comparative strategy was used. The results indicated the existence of positive relations between the Amotivation and the superficial study processes. Differences were found according to sex in the Amotivation, External and Identified Regulation, and in the Approach and Superficial Strategy, being the highest means in men. Two motivational profiles were determined, one with low scores on intrinsic and extrinsic motivation, and the second with high scores on Achievement Motivation and Introjected Regulation. Differences were found in the Deep Learning Approach, the highest means being in the Cluster 2. Multiple regression analyzes showed that Intrinsic Motivation (MI) to Stimulating Experiences and Achievement, predict 41% of the variability in the Deep Approach; and Amotivation and MI to Knowledge predict 28% for Superficial Approach.