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Appears in:
Pages: 3109-3113
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.1694

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

MOTIVATION FOR ACHIEVEMENTS OF STUDENTS - FUTURE TEACHERS OF EARLY SCHOOL EDUCATION

B. Muchacka

Pedagogical University in Cracow (POLAND)
The term 'motivation' is understood differently in alternative concepts and psychological approaches. In some, attention is paid to cognitive needs as a kind of motivational mechanism (Obuchowski, 1967, Reykowski, 1985, Reber, 2000), personality improvement (White, 1959), sense of competence (Deci, Ryan 1985, 2000), moving within a certain direction or avoidance (Gerrig, Zimbardo, 2011). People motivated by internal factors experience interest, curiosity and joy, feel competent and have a sense of self-management (Tokarz, 1999). The person has a natural tendency to act, spontaneously looking for new things and challenges, expanding and using their own resources to get to know and learn. This is done naturally, which is necessary for cognitive and social development. External motivation in the theory of Deci and Ryan (1985) means orientation on control. If a person adopts such an orientation then his behavior is controlled by the environment, which means that the person selectively choose this information and interprets it as controlling. The person works because he feels the pressure from outside, the obligation to complete the task for a specific date (Tokarz, 1999). In the concept of E. Deci and R. Ryan, amotivation was distinguished - when behavior is not regulated intentionally (Deci, Vallerand, Pelletier, Ryan, 1991). Motivation is very important in the future work of the teacher because it requires him to make independent decisions, guide others, anticipate, plan and organize time, and manage human resources.

The purpose of the study was to examining the motivation for the achievements future teachers of early school education. LMI's Inventory of Achievement Inventory by Heinz Schuler, George C. Thornton, Andreas Frintrup, and the Polish adaptation of Waldemar Klinkosz and Andrzej E. Sękowski were used in the research. Entiretly, 240 students (after specialties which prepare them to become teachers of early school education ) graduating from universities were examined.

Preliminary results of research for the spheres of Confidence, Ambition and Self-Control allowed to determine the types of motivation for achievements of students-future teachers. The presented research may lead to further research and empirical verification of conditions for the development of motivation to learn and its functions in the personality structure. Research indicates the practical value of internal and external motivation.
@InProceedings{MUCHACKA2018MOT,
author = {Muchacka, B.},
title = {MOTIVATION FOR ACHIEVEMENTS OF STUDENTS - FUTURE TEACHERS OF EARLY SCHOOL EDUCATION},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.1694},
url = {http://dx.doi.org/10.21125/iceri.2018.1694},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {3109-3113}}
TY - CONF
AU - B. Muchacka
TI - MOTIVATION FOR ACHIEVEMENTS OF STUDENTS - FUTURE TEACHERS OF EARLY SCHOOL EDUCATION
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.1694
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 3109
EP - 3113
ER -
B. Muchacka (2018) MOTIVATION FOR ACHIEVEMENTS OF STUDENTS - FUTURE TEACHERS OF EARLY SCHOOL EDUCATION, ICERI2018 Proceedings, pp. 3109-3113.
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