The Effect of Kindergarten Teaching Practice on Teaching practice Work stress and Internal Motivation of Pre-service Child Teachers

The subject of this paper is theoretical and empirical research of students' motivation, teaching focus and students' and teachers' roles in the teaching process of higher education. The research presented in the paper was conducted on a sample of two pedagogical faculties: the Preschool Teacher Training College in Kikinda in Serbia and the Faculty of Pedagogy in Pitesti, Romania during the 2019/2020 school year. The findings show that students' motivation to learn is moderately high, and that internal motivation is more prevalent than external. Most of the students state that they take the role of participants in teaching process, and that their teachers take the role of a source of knowledge. The teaching focus, based on the students' answers, is predominantly focused on the content of teaching. These results indicate a solid but not satisfactory picture of pedagogical practice. It is necessary to shift the focus of teaching to students, to develop a democratic climate ng in which teacher represents support of the learning process (the role of catalyst of the learning process), and to develop students' initiative, independence and responsibility in learning, which strengthens the role of active, independent participants. To this statement also contributes the finding that the teaching focus on the sample in Romania was far more focused on students than in Serbia, and that the internal motivation of students in Romania was far higher than the internal motivation of students in Serbia. Moreover, a relatively more favorable pedagogical picture of the faculties in Romania, in line with the statistically significant differences in relation to Serbia, is in line with the general picture of a country with a better socio-economic position and management (as an EU member). Therefore, the results of this study are in many ways interesting and relevant, and as such can be important to theorists and practitioners from a psycho-pedagogical, but also from the point of view of management in education.

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Smokers’ (Dis)satisfaction, Persuasive Constraint, and Influence of Expert and Non-Expert Sources

Swiss Journal of Psychology ◽

10.1024/1421-0185.65.1.7 ◽

2006 ◽

Vol 65 (1) ◽

pp. 7-14 ◽

Cited By ~ 1

Author(s):

Juan M. Falomir-Pichastor ◽

Gabriel Mugny ◽

Federica Invernizzi

Keyword(s):

Intention To Quit ◽

Motivation To Change ◽

Internal Motivation ◽

Quit Smoking ◽

External Constraint ◽

Source Study ◽

Expert Sources

The present research tested the hypothesis that an internal motivation to change is elaborated as an external constraint and is less predictive of change when the source is expert than when it is non-expert. In two studies, smokers were categorized as either dissatisfied or moderately satisfied according to their degree of dissatisfaction with their image as smokers (i.e., internal motivation to change). They were then exposed to an antismoking argument attributed either to an expert or to a non-expert source. Compared to moderately satisfied smokers, dissatisfied smokers perceived the source as making less effort to convince them (Study 1, N = 43), and as being less disrespectful (Study 2, N = 81), but this pattern was significant only for the non-expert source. Study 2 also showed that experts had more influence on intention to quit smoking among moderately satisfied smokers, whereas non-experts had more influence among dissatisfied smokers.

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I Want to Be Like You

Social Psychology ◽

10.1027/1864-9335/a000090 ◽

2012 ◽

Vol 43 (3) ◽

pp. 115-126 ◽

Cited By ~ 4

Author(s):

Christina Matschke ◽

Kai Sassenberg

Keyword(s):

Social Identity ◽

Identity Development ◽

Self Regulation ◽

Active Role ◽

Social Identification ◽

Social Self ◽

Approach And Avoidance ◽

Internal Motivation ◽

Avoidance Strategies ◽

Social Identity Development

Entering a new group provides the potential of forming a new social identity. Starting from self-regulation models, we propose that goals (e.g., internal motivation to enter the group), strategies (e.g., approach and avoidance strategies), and events (e.g., the group’s response) affect the development of the social self. In two studies we manipulated the group’s response (acceptance vs. rejection) and assessed internal motivation as well as approach and avoidance strategies. It was expected, and we found, that when newcomers are accepted, their use of approach strategies (but not avoidance strategies) facilitates social identification. In line with self-completion theory, for highly internally motivated individuals approach strategies facilitated social identification even upon rejection. The results underline the active role of newcomers in their social identity development.

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