AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
the scale was translated into Slovak language and subsequently
translated by different translators into English. Based on several
validations (Tomšik & Verešová, 2015; Tomšik, 2016, Tomšik,
2016) of the internal consistency and validity of the model, the
final, fourth re-edition of the SMVUP model was developed for
the teacher trainee students. This model consists of three scales
that are saturated with the following factors, based on
Confirmatory Factor Analysis: Intrinsic motivation: interest,
self-perception of teaching capabilities, work potential, previous
experience; Extrinsic motivation: benefits, income, social status,
significant others; Altruistic motivation: prosocial behavior,
work with children, work with youth. Each of the subscale
consists of four items. The score of the respondents can range
from 4 points as a minimum score to 20 points as a maximum
attainable score. The higher score represents a higher level of
motivation factor. Items of the range are in the form of assertions
that the respondent answer on a 5-point Likert's type scale.
Academic achievement GPA – a measure of a student's
academic performance, calculated by dividing the total number
of grade points received by the total number attempted. The
GPA score is reversed and can range on a scale from 1 to 3
(lower score represents better academic performance).
2.3 Statistical analyses
For the description of the research data and detecting
associations between variables statistic programs SPSS
(Statistical Package for Social Science ver. 20) and STATA 13
were used. MCAR test (Little's Missing Completely at Random
test) was used to verify the missing data. After assuring that the
data in the file is missing randomly, the Missing Value Analysis
(Expectation-Maximization method) was applied to replace the
missing data. To verify the normality of the research data the
D’Agostino’s K2 test was used. Null hypotheses have been
rejected (p < .05). A multivariate regression model (GLM) was
used to determine the relationships between motivation for
choosing teaching as a profession and academic achievement.
Results of Levene's Test of Equality of Error Variances were
non-significant (p > .05).
3 Results
Table 2 indicates the intensity data of the constituent motivation
factors. From observing the average values of the constituent
variables, the most frequent motives for choosing a teaching
profession are intrinsic and altruistic motives: Self-perception of
teaching capabilities (M = 14.78, SD = 3.210), Work potential
(M = 14.67, SD = 3.389), Working with children (M = 14.62,
SD = 4.504), Prosocial behavior (M = M = 14.47, SD = 3.155)
Interest (M = 13.25, SD = 4.418) and Working with youth (M =
12.47, SD = 4.264). Mediate or lower score was achieved in
extrinsic motives for choosing teaching as a profession: Benefits
(M = 11.89, SD = 3.535), Significant others (M = 10.90, SD =
4.727), Income (M = 10.38, SD = 3.786) and Social status (M =
9.91, SD = 3.586), as well as in Fallback career (M = 8.80, SD =
4.143) variable and Previous experience (M = 11.20, SD =
4.888). Average academic achievement of the teacher trainee
students was M = 1.59 with SD = .488 on scale 1 to 3.
Table 2: Descriptive statistics of research variables: motives for choosing teaching as a profession and academic achievement.
Variable
N
M
SD
SEM
MIN
MAX
SK
KU
Academic achievement
●
375
1.59
.488
.025
1
3
.311
-.610
Interest
402
13.25
4.418
.220
4
20
.007
-.971
Self-perception of teaching capabilities
402
14.78
3.210
.160
4
20
-.266
.008
Work potential
402
14.64
3.389
.169
4
20
-.207
-.386
Previous experience
402
11.02
4.888
.244
4
20
.166
-1.076
Social status
402
9.91
3.586
.179
4
19
-.079
-.869
Benefits
402
11.89
3.535
.176
4
20
.046
-.272
Income
402
10.38
3.786
.189
4
20
-.019
-.835
Significant others
402
10.90
4.727
.236
4
20
.047
-1.087
Working with children
402
14.62
4.504
.225
4
20
-.365
-.882
Working with youth
402
12.47
4.264
.213
4
20
-.135
-.656
Prosocial behavior
402
14.47
3.155
.157
4
20
-.057
-.396
Fallback career
402
8.80
4.143
.207
4
20
.401
-.958
Intrinsic motivation TOT
402
53.70
11.299
.564
19
80
.102
-.132
Altruistic motivation TOT
402
41.78
8.753
.437
16
74
.124
.396
Extrinsic motivation TOT
402
43.08
10.390
.518
19
70
-.069
-.561
Notes. N = number; M = mean; SD = standard deviation; SEM = standard error of mean; SK = skewness; KU = kurtosis,
●
= score is
reverse.
Table 3 shows the results of multivariate tests (GLM analysis).
The analysis shows that the model consists of the motives for
choosing teaching as a profession, academic achievement,
gender and secondary school type, and it is statistically
significant in terms of prediction. However, the analysis
confirms that motivation for choosing teaching as a profession is
a significant predictor of academic achievement (F (1, 325) =
2.307, p < .01), while gender (F (1, 325) = 2.658, p < .01) and
secondary school type (F (1, 325) = 2.087, p < .001) play
significant roles as intermediary factors. The model consists of
motives for choosing teaching as a profession, academic
achievement and study programme is not statistically significant
in terms of prediction (F (1, 325) = .539, p > .05).
Table 3: Multivariate tests.
Effect
V
F
Hypothesis df
Error df
p
η
2
Academic achievement
.081
2.307
12
313.000
.008
.081
Gender
.092
2.658
12
313.000
.002
.092
Study program
.060
.539
36
945.000
.988
.020
Secondary school
.221
2.087
36
945.000
.000
.074
Notes. V = Pillai's Trace value, F = ANOVA, df = degrees of freedom, p = p-
value, level of significance, η
2
= Partial Eta Squared
coefficient; Computed using alpha = .05.
- 301 -