摘要：The study examines various aspects of student teachers' initial motivation for educational psychology course and the motivation's effect on student teachers' engagement in a specific academic activity and on the final course achievement.At the beginning of the academic year 2004/2005 undergraduate student teachers filled in the Motivated Strategies for Learning Questionnaire (MSLQ,Pintrich et al.,1991),the part which assesses students' motivational orientations.During the academic year students prepared and then presented to their colleagues their seminar work in groups.After each presentation,members of the group assessed the quality of their individual preparation,analyzed the quality of group work and assessed their part of the seminar presentation.Students' achievement was measured by an exam after completing the entire educational psychology course.The results showed that those students who had found the educational psychology course interesting and useful,and who had participated in the course because of extrinsic reasons prepared seminar work better and assessed their seminar presentation with higher marks than those with low motivation for the course.Students' engagement in individual study and self-assessment of seminar presentation were related to the final course grade.In addition,students' perception of the course as interesting and useful (task value) independently predicted final course grade,over and above the account of previous academic achievement.
其他摘要：V raziskavi smo preučevali različne vidike motivacije študentov pedagoških smeri za predmet Psihologija za učitelje.Prav tako so nas zanimali učinki začetne motivacije za predmet na kvaliteto dela študentov pri seminarju in na končno oceno.V začetku študijskega leta 2004/2005 so študentje pedagoških smeri na Filozofski fakulteti izpolnjevali Vprašalnik motivacijskih strategij (MSLQ,Pintrich idr.,1991),in sicer del vprašalnika,ki se nanaša na motivacijske usmerjenosti študentov.Med študijskim letom so študentje pripravljali seminarsko nalogo v skupinah in jo nato tudi skupinsko predstavili ostalim kolegom.Po predstavitvi je vsak član skupine ocenil kvaliteto individualne priprave in skupinskega dela na nalogi ter svojo predstavitev.Znanje študentov smo ugotavljali ob zaključku študijskega leta z izpitom.Rezultati so pokazali,da so študentje,ki so v večji meri poročali o predmetu kot zanimivem in uporabnem,ter študentje,pri katerih je bil višje izražen vidik zunanje motivacije za predmet,bolje pripravili seminarsko delo in tudi bolje ocenili svojo seminarsko predstavitev kot študentje,ki so poročali o nizki motivaciji za predmet.S končno oceno pri predmetu je bila povezana individualna priprava na nalogo ter samoocena kvalitete predstavitve seminarske naloge.Prav tako je zaznana vrednost predmeta kot zanimivega in uporabnega neodvisno napovedovala končno oceno pri predmetu ob nadzoru prejšnjega povprečnega študijskega uspeha.
