ACADEMIC MOTIVATIONS OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS

This study examines the academic motivation, in a Turkish context, of Turkish pre-service English teachers to contribute field research. Students (n=287) completed the Academic Motivation Scale (AMS) and a demographic questionnaire. Data were analyzed using descriptive statistics, a one-way ANOVA, independent sample t-test, and Pearson product moment correlation. In this research, first and fourth year students were found be more motivated than second and third year students and third year students were the least motivated group. Both genders had similar motivational levels and the intrinsic motivation was an indicator of academic performance.