摘要：The research reported here is a part of the larger study on professional role development of student teachers during their pre-service education. The aim of the study was to explore the role of academic self-concept, basic psychological needs, motivation for teaching and self-efficacy for learning and performance as potential determinants of intrinsic motivation for learning in first-year student teachers. Results indicate that intrinsic motivation for learning significantly correlates with academic, verbal and problem-solving self-concept, self-efficacy for learning and performance, with needs for autonomy and relatedness and with identified and intrinsic motivation to teach. Regression analysis reveals that intrinsic motivation for learning was significantly predicted by academic self-concept, self-efficacy for learning and basic need for relatedness. Students who enrolled teacher studies as their first choice reported higher intrinsic motivation for learning and teaching compared to their peers who selected teaching as their second-choice career. In sum, our study reveals conceptually meaningful relations between various components of self-concept and motivation in student teachers that could influence both their academic success and future performance in teacher profession.
关键词：motivation for teaching; motivation for learning; academic self-concept; basic psychological needs
