Explaining Motivational Antecedents of Citizenship Behavior among Preservice Teachers

Education Sciences

Knut-Andreas Christophersen²  Eyvind Elstad³  Trond Solhaug⁴  Are Turmo¹ 

[1] The Norwegian Centre for Science Education, University of Oslo, P.O. Box 1106, Blindern, 0317 Oslo, Norway; E-Mail:;Department of Political Science, University of Oslo, P.O. Box 1097, Blindern, 0317 Oslo, Norway; E-Mail:;Department of Teacher Education and School Research, University of Oslo, P.O. Box 1099 Blindern, 0317 Oslo, Norway;Programme for Teacher Education, Norwegian University of Science and Technology, 7491 Trondheim, Norway; E-Mail:

关键词: preservice teachers;    teacher education;    citizenship behavior;    practicum;    motivation;    self-efficacy;   

DOI  :  10.3390/educsci5020126

来源: mdpi

【 摘 要 】

A typical preservice teacher will experience demanding teaching situations during practicum. In such situations, interpersonal support from fellow students may be an important factor if experiences gained during teaching practice are to make a constructive contribution to personal growth for the teacher. Human support from other preservice teachers can bridge a gap that can be filled only to a limited extent by practice supervisors, who also have a role in assessing the students’ practice periods. The phenomenon of preservice teachers helping their co-students—even though, strictly speaking, they have no formal responsibility in this area—is called citizenship behavior here. Structural equation modeling of questionnaire data collected among Norwegian preservice teachers shows that performance approach motivation is the factor most strongly associated with citizenship behavior. Intrinsic motivation is also a significant factor, both as a direct and an indirect effect, via study absorption. The self-efficacy of preservice teachers in teaching situations also has a robust association with citizenship behavior, while experiences involving pupil engagement problems in teaching situations have a negative effect on self-efficacy. Pupil engagement problems also have an adverse impact on absorption.

【 授权许可】

CC BY   
© 2015 by the authors; licensee MDPI, Basel, Switzerland.