Motivation Profiles in the Selection of Courses of Study among Students Training to Become Elementary School Teachers

The authors inquire into the question whether, by following a person-centered approach and through a latent-profile-analysis (LPA), motivation profiles regarding the choice of courses of study among future elementary school teachers at the beginning of their studies can be discerned. Six scales were used to record motivation for a specific selection of study programs (cf. Pohlmann & Moller, 2010). On the basis of data collected among N = 209 elementary school teachers, three profiles could be identified which differ as to their affirmation of intrinsic and extrinsic components of the motivation for selecting a course of studies leading to a degree in education. Students of these three profiles can be characterized as user-oriented-pragmatic, motivationally balanced, and primarily pedagogically motivated students enrolled in study programs for elementary school teachers. The subsequent comparison of groups reveals further differences among these profiles regarding other motivational-affective and personality-related characteristics. Thus, the willingness to learn, for instance, or the satisfaction with the selected course of studies as well as conscientiousness were most pronounced among motivationally balanced students.