I examined ways pre-service teachers' motivational and cognitive variables (i.e., endogenous/exogenous instrumentality, intrinsic/extrinsic motivational goal orientation, metacognitive self-regulation, and cognitive learning strategies) contributed to explaining their use of extensive knowledge integration strategies within teacher education courses. Future time perspective (FTP) theory was used as a framework to study pre-service teachers' future goals to become teachers and the effect that future goals have on students' initiation and maintenance of their motivation and learning. A total of 197 college students in teacher education courses participated in this research. To obtain answers for specific research questions, data were analyzed through multiple regression analysis and path analysis. The multiple regression result of this research indicated that students' ratings on use of elaboration strategies (β = .27, p < .01) and critical thinking strategies (β = .25, p < .01) made statistically significant contributions to the prediction of students' ratings on their use of extensive knowledge integration strategies. Additionally, results from the hierarchical regression analysis showed that, the final model indicated that prediction of students' extensive knowledge integration significantly improved; R2 = .19, change in R2 = .10, F(3, 188) = 7.49, p < .01. The path analysis demonstrated that three variables had direct effects on students' use of knowledge integration strategies; specifically, their use of critical thinking strategies (β = .25, p < .01), elaboration strategies (β = .29, p < .01), and rehearsal strategies (β = -.17, p < .05). The total effects on students' extensive knowledge integration with statistically significant p values (p< .05) were endogenous instrumentality (β = .10), rehearsal strategies (β = -.17), intrinsic motivation (β = .19), metacognitive self-regulation (β = .22), critical thinking strategies (β = .25), and elaboration strategies (β = .29). Results suggested that understanding of the relationship between current academic tasks and their future goals, intrinsic motivational goal orientation, metacognitive self-regulation, and use of deep learning strategies were necessary for pre-service teachers' effective learning that could promote the development of their teaching expertise. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2013. / July 24, 2013. / Expertise, Extensive Knowledge Integration, Perceived Instrumentality, Pre-service Teachers, Self-Regulation, Teacher Education / Includes bibliographical references. / Jeannine Turner, Professor Directing Dissertation; Sherry Southerland, University Representative; Alysia Roehrig, Committee Member; Yanyun Yang, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_185127 |
| Contributors | Lee, Jumi (authoraut), Turner, Jeannine (professor directing dissertation), Southerland, Sherry (university representative), Roehrig, Alysia (committee member), Yang, Yanyun (committee member), Department of Educational Psychology and Learning Systems (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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