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Intrinsic Outcomes for Future Teachers

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Bibliographic Details
Title: Intrinsic Outcomes for Future Teachers
Language: English
Authors: Eva Kane, Shannon Dadd, Michael McCormick, Avington Medeiros, Joseph Johnson, Dana Evans
Source: Journal of Research in Education. 2025 33(1):80-117.
Availability: Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Peer Reviewed: Y
Page Count: 38
Publication Date: 2025
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Motivation, Undergraduate Students, Preservice Teachers, Academic Achievement, Academic Persistence, Learner Engagement, Learning Strategies, Metacognition, Self Management
Assessment and Survey Identifiers: Motivated Strategies for Learning Questionnaire
ISSN: 1083-6470
Abstract: This quantitative study seeks to explore intrinsic motivation amongst students in post-secondary education. The sample includes 55 undergraduate students currently enrolled in a college of education teaching methods course. The researchers sought to explore the correlation between intrinsic motivation and key variables such as academic achievement, persistence and engagement. To measure the correlation, participants were given portions of The Motivated Strategies for Learning Questionnaire (MSLQ). Pearson's correlation coefficient was utilized to analyze the questionnaire data, measuring the extent to which intrinsic motivation was related to postsecondary academic performance, persistence, and engagement. The results indicate that undergraduate students' engagement with cognitive learning strategies are influenced more by intrinsic motivation, with evidence of the impact of motivation toward student efforts in learning activities. The results of the study inform college professors in undergraduate programs regarding motivation and task completion in post-secondary education courses.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1469355
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Intrinsic Outcomes for Future Teachers
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  Data: <searchLink fieldCode="AR" term="%22Eva+Kane%22">Eva Kane</searchLink><br /><searchLink fieldCode="AR" term="%22Shannon+Dadd%22">Shannon Dadd</searchLink><br /><searchLink fieldCode="AR" term="%22Michael+McCormick%22">Michael McCormick</searchLink><br /><searchLink fieldCode="AR" term="%22Avington+Medeiros%22">Avington Medeiros</searchLink><br /><searchLink fieldCode="AR" term="%22Joseph+Johnson%22">Joseph Johnson</searchLink><br /><searchLink fieldCode="AR" term="%22Dana+Evans%22">Dana Evans</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Education%22"><i>Journal of Research in Education</i></searchLink>. 2025 33(1):80-117.
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  Data: Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
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  Data: 38
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  Data: 2025
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  Data: Teachers
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Motivated+Strategies+for+Learning+Questionnaire%22">Motivated Strategies for Learning Questionnaire</searchLink>
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  Data: 1083-6470
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This quantitative study seeks to explore intrinsic motivation amongst students in post-secondary education. The sample includes 55 undergraduate students currently enrolled in a college of education teaching methods course. The researchers sought to explore the correlation between intrinsic motivation and key variables such as academic achievement, persistence and engagement. To measure the correlation, participants were given portions of The Motivated Strategies for Learning Questionnaire (MSLQ). Pearson's correlation coefficient was utilized to analyze the questionnaire data, measuring the extent to which intrinsic motivation was related to postsecondary academic performance, persistence, and engagement. The results indicate that undergraduate students' engagement with cognitive learning strategies are influenced more by intrinsic motivation, with evidence of the impact of motivation toward student efforts in learning activities. The results of the study inform college professors in undergraduate programs regarding motivation and task completion in post-secondary education courses.
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  Data: 2025
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1469355
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 38
        StartPage: 80
    Subjects:
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Motivated Strategies for Learning Questionnaire
        Type: general
    Titles:
      – TitleFull: Intrinsic Outcomes for Future Teachers
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            NameFull: Eva Kane
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            NameFull: Shannon Dadd
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              Y: 2025
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