The role of academic motivation in predicting preservice EFL teachers’ achievement
Abstract
This study sought to investigate the possible relationship between academic motivation and academic achievement among preservice English as a Foreign Language (EFL) teachers. A total of 200 university students enrolled in an EFL teacher education program at a major state university voluntarily participated in the study. Data were collected using the Academic Motivation Scale (AMS) and the self-reported grade-point average (GPA). The results revealed that types of Extrinsic Motivation (External Regulation, Identified Regulation and Introjected Regulation) correlated significantly and positively with academic achievement of the participants. Likewise, Intrinsic Motivation to Know and Intrinsic Motivation to Accomplish correlated positively with the participants’ academic achievement. The only negative correlation of the study was expectedly between amotivation and academic achievement. The findings of regression analyses also indicated that academic motivation accounted for 10% of the variance in academic achievement of the participants.
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