Australian Journal of Teacher Education - Vol. 38 - Issue 3 - Article 5 - Self-Efficacy and Participation in Choosing the Teaching Profession as Predictors of Academic Motivation among Arab Student's Girls

Oct 15, 2026

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Study examining how learning motivation among teacher trainees relates to self-efficacy and students' participation in choosing teaching as a profession. The work tests two core assumptions: higher self-efficacy associates with stronger academic motivation across its elements, and greater participation in selecting the teaching profession associates with higher academic motivation. The sample includes 181 female students drawn randomly across academic years and specializations. Results support most assumptions, showing clear links among motivation components and participation in academic choice.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction

Motivation and student success

Academic self-efficacy as an explanatory factor

Participation in choosing the teaching profession

Adolescence context for Arab student teachers

Theoretical Background

Australian Journal of Teacher Education | Volume 38 | Issue 3 | Article 5 | | --- | --- | | 2013
Self-Efficacy and Participation in Choosing the Teaching Profession as Predictors of Academic Motivation among Arab Student's Girls
QutaibaAliAgbaria
Al-Qasmie College, Baqa El-Gharbia, [qutaiba100psych@yahoo.com](qutaiba100psych@yahoo.com) | | Recommended Citation Agbaria, Qutaiba Ali (2013) "Self-Efficacy and Participation in Choosing the Teaching Profession as Predictors of Academic Motivation among Arab Student's Girls,"Australian Journal of Teacher Education: Vol. 38: Iss. 3, Article 5. Available at: [http://ro.ecu.edu.au/ajte/vol38/iss3/5](http://ro.ecu.edu.au/ajte/vol38/iss3/5) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol38/iss3/5](http://ro.ecu.edu.au/ajte/vol38/iss3/5) Australian Journal of Teacher Education Self-Efficacy and Participation in Choosing the Teaching Profession as Predictors of Academic Motivation among Arab Student's Girls Qutaiba Ali Agbaria Al-Qasmie College Baqa El-Gharbia Abstract: The purpose of this study is to examine the link between learning motivation among teaching trainees and self-efficacy and the rate of participation in choosing the profession of teaching. The main assumptions: There will be a clear positive link between the rate of self-efficacy of students and academic motivation, with its various elements. There will be a clear positive link between the rate of participation in choosing the profession (teaching) and academic motivation. The sample included 181 female students. The sample was random relative to students of each academic year and specialization. The findings of the study corroborated most of the assumptions, and we found clear links between motivation and its variety of elements and participation in the process of choosing the academic institution. Introduction In recent years awareness has been growing that motivation is important for student success, and affects the attitudes they take towards their studies, how they cope with pressure and adapt, and how satisfied they are with their studies. This interest has given rise to a great deal of research that aimed to shed light on various theories of motivation and its components, in order to gain an understanding of the concept and so to make it possible to enhance motivation among students (Rounds & Tracy, 1990; Spokane, 1994) . Of late we have noted a drop in the motivation of students at the college, as expressed in complaints, low grades, lack of studiousness, irregular attendance, not handing in papers and exercises on time, boredom and dissatisfaction. This could have serious implications for the school system and for the students' eventual contribution as teachers. The first question in the present study thus seeks to examine how students' academic self-efficacy can contribute to explaining academic motivation. Another central question concerns the extent to which students' participation in choosing the teaching profession can explain their motivational behaviour. This question is important in light of the support it gains from previous studies that showed that choosing a profession that fulfills the individual's needs and personal inclinations leads to greater personal welfare, as expressed in satisfaction at work, motivation, persistence and achievements, and vice versa (Rounds & Tracy, 1990; Spokane, 1994) . Research into the extent to which students participated in choosing the teaching profession may shed light on the matter, and may help provide explanations, insights as well as recommendations for policy makers at teacher training institutions. What is unique about the present study is that it is carried out at an Arab teacher training college in an Arab city, whose student body consists mainly of conservative girls. This background, in addition to the special characteristics of adolescence, may constitute another impetus for un

FAQs

What is the purpose of the study?

To examine the relationship between learning motivation among teaching trainees and self-efficacy, and how participation in choosing the teaching profession predicts academic motivation.

What assumptions does the study test?

The study assumes a clear positive link between students' self-efficacy and academic motivation, and a clear positive link between students' participation in choosing teaching and academic motivation.

How was the sample composed and what did the findings show?

The sample included 181 female students selected randomly across academic years and specializations; findings supported most assumptions, showing clear links between motivation components and participation in choosing the academic institution.

Oct 15, 2026

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