Abstract
A quasi-experimental study explored the impact of authentic learning exercises on preservice teachers' motivational beliefs and intentions to integrate technology, as well as the ability of those beliefs to predict intentions. A questionnaire was used to assess 104 preservice teachers' expectancy-value related motivational beliefs, namely intrinsic and extrinsic goal orientations, task value, self-efficacy, and control of learning. Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly self-efficacy and intrinsic goal-orientation. Also, motivational beliefs predicted intentions to integrate, with task value predicting significantly.
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