Modelling the pre-service teachers motivation in technical-vocational education

Abstract

Understanding the factors that influence student motivation is essential for supporting academic development, particularly among pre-service teachers. This study investigates the underlying mechanisms that shape student motivation by proposing a structural model incorporating self-regulation, control of learning, and task value as key predictors. Using a sample of 150 responses, partial least squares structural equation modeling (PLS-SEM) was employed to examine the relationships among the variables. The analysis revealed that task value significantly predicts student motivation, indicating that students who perceive academic tasks as meaningful and worthwhile are more motivated to engage in learning. Control of learning was also found to be a significant but weaker predictor, suggesting that a sense of agency contributes to motivation, albeit to a lesser extent. In contrast, self-regulation did not show a significant effect on student motivation within this model. These findings provide theoretical insights into the role of cognitive and motivational factors in shaping pre-service teachers’ academic engagement. From a practical perspective, the results underscore the importance of designing educational experiences that enhance the perceived value of learning tasks and support students’ sense of control over their learning process. Such interventions may foster stronger motivation regardless of individual differences in self-regulation.