Goal-orientation and teacher motivation among teacher applicants and student teachers
By Lars-Erik Malmberg. 2006
132 citations recorded by the source corpus.
Subfields: Education, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/6c4619a4f1b4975822891fcf4e855c27879ae66e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Martin Rothland
- Johannes Alexander König
- Annbritt Palo
- Lena Manderstedt
- Stefan Lundström
- K. Jackson
- M. Casey
- M. Spittle
In Experimental and Cognitive Psychology
- Johannes Alexander König
- Annbritt Palo
- Martin Rothland
- Lena Manderstedt
- Stefan Lundström
- M. Spittle
- U. Bergmark
In Social Psychology
- Johannes Alexander König
- Annbritt Palo
- Martin Rothland
- Lena Manderstedt
- Stefan Lundström
- M. Spittle
- U. Bergmark
Citations in the corpus
- Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice (2018, background): “On the other hand, students with extrinsic motivation as primary reason for entering teacher education, may run the risk of dropping out and experience ill-health during the teacher education (Malmberg 2006).”
- Motivations for choosing teaching as a career: effects on general pedagogical knowledge during initial teacher education (2012, background): “It is plausible to assume that motivations for teaching would have a direct influence on learning and achievement motivation (cf. Malmberg, 2006).”
- Applying self-determination theory to understand the motivation for becoming a physical education teacher (2009, background): “Malmberg (2006) found relationships between (i) mastery goals and intrinsic motivation and (ii) avoidance goals and extrinsic motivation among teacher applicants and student teachers specializing in handicrafts, home economic, primary school teaching and special education teaching in Finland.”