Academic Engagement in Preservice Teachers: Motivational Variables for a Chilean sample

Abstract

espanolResumen Este estudio cuantitativo examina la relacion entre diversas variables motivacionales y el compromiso academico en futuros docentes. Los participantes correspondieron a futuros profesores (n=764) de nueve universidades chilenas. Se realizaron analisis de regresion lineal multiple y analisis de ruta. Se controlaron las variables demograficas y academicas y se propuso un modelo causal con variables motivacionales que predicen significativamente el compromiso academico. Los resultados muestran una relacion fuerte y positiva entre el compromiso y los componentes de expectativa / valor de la motivacion para la formacion profesional, el valor de la tarea para la lectura academica y la curiosidad intelectual. Aunque las variables motivacion para llegar a ser profesor y la motivacion por ensenar resultaron predictores debiles del compromiso, fueron estadisticamente significativas y mediaron otras variables motivacionales. En general, el modelo muestra un buen ajuste. En conclusion, los resultados del presente estudio alertan de que, al menos dentro del contexto chileno, la consideracion de las variables "motivacion para convertirse en maestro" o "motivacion por ensenar" pueden no ser suficientes para explicar el compromiso academico durante la formacion inicial de los docentes. EnglishAbstract This quantitative study examines how pre-service teachers' personal motivations are related to engagement. Subjects were pre-service teachers (n=764) enrolled in nine Chilean universities. Multiple linear regression analysis and path analysis were conducted. Controlling for demographic and academic variables, we show a motivational variables model that significantly predicts engagement. Results indicate strong, positive relationships between engagement and expectancy/value components of motivation for professional training, task value of motivation for academic reading, and intellectual curiosity. Although weaker predictors of engagement, motivation to become a teacher and motivation to teach were still statistically significant and mediated other variables. Overall, the model shows good fit. The results of the present study call for, at least within the Chilean context, the careful consideration that "motivation to become a teacher" or "motivation to teach" may not be enough to explain the teacher training engagement.