Relations Between Student Teachers' Basic Needs Fulfillment, Study Motivation, And Ability Beliefs

Abstract

Based on the theoretical perspective of Self-Determination Theory, this study examined how of basic need fulfillment (relatedness/competence/autonomy) on student teachers’ academic motivation and ability beliefs during teacher education studies are related. Data were collected from 107 student teachers who completed questionnaires to evaluate their basic need fulfillment, as well as academic motivation and ability beliefs while studying in teacher education program. The data analysis indicated, that for university students, fulfillment of some needs in support of academic motivation, may be more important than others. Namely, fulfillment of student teachers’ competence and autonomy needs were associated with intrinsic academic motivation more strongly whereas relatedness was associated only weakly. Neither gender, study form (part-time or full- time) nor “working as a teacher” aspect played a role in respondents’ satisfaction of psychological basic needs, on their ratings of academic motivation or ability beliefs. From these findings, it can be concluded that fulfillment of psychological basic needs, especially needs for autonomy and competence positively support student teachers’ intrinsic motivation. The fulfillment of autonomy and competence needs was also positively correlated with student teachers’ incremental ability beliefs. If the study environment offers feelings of choice and agency, allows feedback which appreciates the effort and supports the feeling of effectiveness we will foster student teachers’ healthy psychological development and academic motivation to study and thus increase opportunities that after graduating they will enter the teaching profession.