Relationships between College Students' Different Future Career Goals and Their Perceived Instrumentality, Motivation, and Self-Regulation in Required Courses for Pre-service Teacher Education

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the extent to which 144 college students' different career future goals were related to different levels of their endogenous/exogenous instrumentality, intrinsic/extrinsic motivation, and self-regulation in teacher-education courses. Regarding the students' future goals, students were categorized into three different future goal groups: (1) definitely planning on pursuing a career in teaching; (2) planning on pursuing a career related to education but not actually teaching; and (3) pursuing a teaching credential as a back-up plan. Results indicated that students who were committed to becoming a teacher provided significantly higher ratings concerning their perceived endogenous and exogenous instrumentalities than students who wanted to go into other teaching related fields or who saw teaching as a back-up plan. The different students’ ratings for endogenous and exogenous instrumentalities, depending on their different future goals, suggested that aspiring teachers saw the teacher education courses as a means to achieve their future goals more than students who were not interested in teaching as a future career.

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