AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
Table 4 shows tests of between-subjects effects. Only a few
motives were detected as a significant prediction of academic
achievement among teacher trainee students: Social status (F (1,
325) = 13.039, p < .001), Benefits (F (1, 325) = 6.162, p < .05)
and Income (F (1, 325) = 8.267, p < .01). These motives are in a
negative correlation (p < .01**) with academic achievement,
which means that weaker extrinsic motivation leads to higher
academic achievement. Nevertheless, gender is a significant
predictor of motivation for choosing teaching as a profession. An
effect of a specific component on academic achievement has a
different level in terms of variance. While assuming gender as an
intermediary factor, statistically significant differences have
been found in following variables: Social status (F (1, 325) =
8.008, p < .05), Benefits (F (1, 325) = 4.614, p < .05), Income (F
(1, 325) = 14.664, p < .001), Significant others (F (1, 325) =
4.449, p < .05), and Fallback career (F (1, 325) = 7.385, p < .01).
In all the mentioned variables, men score significantly higher
compared to women, based on the t-test comparison analysis (p
< .001). The previous secondary school type has shown as a
significant intermediary factor between studied types of
motivation for choosing teaching as a profession and academic
achievement, specifically: Previous experience (F (1, 325) =
6.154, p < .001), Income (F (1, 325) = 8.008, p < .001), Working
with children (F (1, 325) = 2.628, p < .05). Based on Post Hoc
LSD analysis, students from Secondary school of education (M
= 16.14, SD = 3.440) scored significantly higher in variable
Previous experience compared with students from Grammar
Schools (M = 10.31, SD = 4.547), Vocational schools (M =
10.78, SD = 5.159) and Art schools (M = 9.69, SD = 3.197).
Similar, result was achieved in variable Working with children:
Secondary school of education (M = 17.66, SD = 3.905),
Grammar School (M = 14.135, SD = 4.327), Vocational school
(M = 14.55, SD = 4.727) and Art school (M = 14.62, SD =
4.115). Interestingly, students from Secondary school of
education scored higher in extrinsic motivation variable Income
(M = 12.36, SD = 3.406), compared with students from
Grammar School (M = 10.25, SD = 3.860), Vocational schools
(M = 10.13, SD = 3.362) and Art schools (M = 9.17, SD =
3.142). All differences were significant at level p < 0.001. As
has been show in Multivariate tests analysis, study program do
not play significant role as an intermediary factor between
studied types of motivation for choosing teaching as a profession
and academic achievement (p > .05).
Table 4: Tests of Between-Subjects Effects.
Source
Type III
Sum of
Squares
df
Mean
Square
F
p
η
2
C
o
rr
ec
te
d
M
o
d
el
Interest
1190.555
a
25
47.622
2.657
.000
.170
Self-perception of teaching capabilities
862.681
b
25
34.507
4.009
.000
.236
Work potential
470.957
c
25
18.838
1.720
.019
.117
Previous experience
1639.224
d
25
65.569
2.959
.000
.186
Social status
1109.996
e
25
44.400
4.185
.000
.244
Benefits
437.943
f
25
17.518
1.343
.130
.094
Income
873.683
g
25
34.947
2.601
.000
.167
Significant others
1065.740
h
25
42.630
2.031
.003
.135
Working with children
1888.766
i
25
75.551
4.483
.000
.257
Working with youth
775.968
j
25
31.039
1.756
.015
.119
Prosocial behavior
432.918
k
25
17.317
1.812
.011
.123
Fallback career
1535.199
l
25
61.408
4.390
.000
.253
A
cad
em
ic ac
h
ie
v
em
en
t
Interest
52.288
1
52.288
2.917
.089
.009
Self-perception of teaching capabilities
14.790
1
14.790
1.718
.191
.005
Work potential
2.030
1
2.030
.185
.667
.001
Previous experience
20.048
1
20.048
.905
.342
.003
Social status
138.329
1
138.329
13.039
.000
.039
Benefits
80.386
1
80.386
6.162
.014
.019
Income
111.087
1
111.087
8.267
.004
.025
Significant others
17.360
1
17.360
.827
.364
.003
Working with children
.013
1
.013
.001
.978
.000
Working with youth
2.347
1
2.347
.133
.716
.000
Prosocial behavior
4.273
1
4.273
.447
.504
.001
Fallback career
31.109
1
31.109
2.224
.137
.007
G
en
d
er
Interest
6.340
1
6.340
.354
.552
.001
Self-perception of teaching capabilities
24.822
1
24.822
2.884
.090
.009
Work potential
15.078
1
15.078
1.377
.241
.004
Previous experience
3.632
1
3.632
.164
.686
.001
Social status
84.952
1
84.952
8.008
.005
.024
Benefits
60.194
1
60.194
4.614
.032
.014
Income
197.055
1
197.055
14.664
.000
.043
Significant others
93.384
1
93.384
4.449
.036
.014
Working with children
59.015
1
59.015
3.502
.062
.011
Working with youth
21.035
1
21.035
1.190
.276
.004
Prosocial behavior
1.573
1
1.573
.165
.685
.001
Fallback career
103.304
1
103.304
7.385
.007
.022
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