Motivational intensity as the mediator of orientation and attitudinal with the achievement of chinese language among the preservice teachers

Abstract

This research is about the importance of the expected achievement of preservice Chinese language teachers based on their orientation, attitude, and motivation in teaching education programs. The cluster sampling and random sampling methods were implemented to select the samples from 16 Institute of Teacher Education Malaysia (IPGM). A total of 389 respondents were selected in the study and the data was analysed by using Smart PLS 3.0 software. This study applied a two-stage analysis in a reflective-formative way to analysis the multidimensional constructs on the learning situation. The findings showed a significant positive relationship of teachers' integration orientation, instrumental orientation, and attitudes towards learning situations with their Chinese language achievements. The motivation of intensity acted as a mediator factor and showed a partial positive effect in the relationship between integration orientation, instrumental orientation and attitudes towards learning situation with Chinese language achievement. It is due to relationship between motivation and positive attitude as well as the orientation of integration has shaped the integration motivation in the socio-learning model. Thus, the results of the study can be used as a reference source of multivariate relationship study between the orientation, attitudes, motivation, and achievement of future refractive-formative research.