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The theoretical framework distinguishes a micro level, testing how variables such as autonomy support, relatedness, competence, language fluency, program evaluation, and attitudes relate to autonomous versus controlled motivation within each college type, and a macro level assessing the college type’s impact across these variables. Quantitative methods inform intermediate findings intended to support policy and supervisory guidance.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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perspective does the study use to analyze teachers’ motivation to learn?","Question",{"text":63,"@type":64},"The study uses self-determination theory (SDT) to examine Arab pre-service teachers’ motivation to learn, focusing on autonomous and controlled motivation.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the theoretical model structure the analysis?",{"text":68,"@type":64},"It uses two levels: a micro level that tests effects of specific variables within each college type separately, and a macro level that evaluates how college type shapes the relationships between variables and the two motivation types.",{"name":70,"@type":61,"acceptedAnswer":71},"What role does the Hebrew language play for Arab students in Israel?",{"text":72,"@type":64},"Hebrew is learned as a second language and is a major barrier to higher education, since students have limited use of Hebrew beyond the classroom, making it difficult to excel in speaking, understanding, reading, and academic 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Jarjoura􀀍  \nThis ongoing research attempts to get insights on the Arab pre-service teachers’motivation to learn from a self-determination theory (SDT) perspective, and shed light on what is happening within the confines of the Arab colleges and mixed colleges pedagogically and socially. The theoretical model consists of two levels: a. a micro level in which the effect of each of the following variables on students’ autonomous and controlled motivation was examined in each college type separately: sociodemographic characteristics, Hebrew fluency, students ’ choices of college type and Special Education Department (CCSE), autonomy support, relatedness, competence, program evaluation and attitudes toward teaching, and b. a macro level in which the effect of the college type on the relationship between all the above variables and the two types of motivation was examined. The present paper combines both the micro and macro-levels in order to provide a thorough analysis the determinants of students’motivation and examine issues that have not received enough attention. For this purpose, quantitative approach was used. Finally, the present study’s intermediate results could assist in designing effective policy guidelines to the pedagogical supervisors and policy makers.  \nKeywords: Arab colleges, Arab minority, autonomous motivation, mixed colleges, self-determination theory (SDT)  \nIntroduction  \nThe Arab Minority in Israel  \nThe Arab minority in Israel differs from the Jewish majority in religion, language, culture, history, nationality, areas of residence and lifestyle. The Arab in Israel maintained their language and culture, as 90% of them live in geographically separate cities and villages. Those who live in mixed cities in Israel are generally located in separate neighborhoods (Haidar, 2005) .  \nThe Arab society is characterized as collective, traditional, patriarchal and authoritarian (Dwairy, 1998; 2001) . Men are the most important source of authority in the family and play the role of the key decision makers in the family (Al-Haj, 2002) . A collective society is a traditional and homogeneous society, characterized by interdependent relationships between people. The extended family is the core of the Arab social group (Hofstede & McCare, 2004) shaping the life of the individual, and directing his behavior and values through fixed norms. These norms emphasize the hierarchy and social harmony that is expressed under the control of men and their superiority on women.  \n􀀍 Lecturer, Oranim Academic College, Israel.  \n[https://doi.org/10.30958/aje.2-4-5](https://doi.org/10.30958/aje.2-4-5) doi=10.30958/aje.2-4-5  \nHowever, it should be noted here that these characteristics are changing in the Arab society (Abu-Baker & Dwairy, 2003; Al-Haj, 1989; Haj-Yahia, Bargal, & Guterman, 2000) .  \nThe Arab family provides security and support in times of personal, social or family distress. Thus, the personal successes and failures of the family’s members are not considered as their strictly personal affairs but they are regarded as the whole family’s concerns. The Arab family plays a protective role, shielding its members against \"external risks\" and usually provides for their needs. Thus, an individual’s self-image, self-esteem, excellence and success, confidence and identity are traits valued on the grounds of their connections with the family. Threats of a disruption in the provision of family support could permanently damage an individual’s self-confidence, cause him or her anxiety and harm the ability to cope with the demands of life (HajYahia, 1995) .  \nStructural and cultural factors embedded in Israeli society contributed to the process of individualization of the Palestinian society in Israel. Nowadays, the Palestinian society in Israel is in a continuous process of reshaping its values and searching for modern as well as original ways","cbCaioOvFDuytxzn","https://ap.wps.com/l/cbCaioOvFDuytxzn","pdf",1000781,24,"English","# Introduction\n## The Arab Minority in Israel\n## The Hebrew Language among Arabs\n## The Arab Students","[{\"question\":\"What perspective does the study use to analyze teachers’ motivation to learn?\",\"answer\":\"The study uses self-determination theory (SDT) to examine Arab pre-service teachers’ motivation to learn, focusing on autonomous and controlled motivation.\"},{\"question\":\"How does the theoretical model structure the analysis?\",\"answer\":\"It uses two levels: a micro level that tests effects of specific variables within each college type separately, and a macro level that evaluates how college type shapes the relationships between variables and the two motivation types.\"},{\"question\":\"What role does the Hebrew language play for Arab students in Israel?\",\"answer\":\"Hebrew is learned as a second language and is a major barrier to higher education, since students have limited use of Hebrew beyond the classroom, making it difficult to excel in speaking, understanding, reading, and academic writing.\"}]","Enhancing Motivation to Learn among Arab Preservice Teachers in Arab and Mixed Colleges | PDF",1792075067]