Motivation for Choosing Teacher Education Questionnaire

Based on the expectation-value model an instrument to measure motivations for choosing teacher education (FEMOLA) was developed and validated on three samples of teacher students. In Study 1 (measure point 1, N = 291) the factorial structure of the FEMOLA was investigated. Thereby it was possible to differentiate between the aspects of the value component ("educational interest", "subject-specific interest", "utility"), the expectation component ("ability beliefs", "low difficulty of the study"), and "social influences". By means of confirmatory factor analyses the factorial structure of the FEMOLA could be verified at another measure point ( N = 139) as well as in two other samples (Study 2: N = 156; Study 3: N = 310). Analyses of the reliability of the six subscales revealed sufficient internal consistency regarding all studies. A solution with an intrinsic and an extrinsic second order factor fits the data likewise. Correlations with variables closely and distantly related to the measured constructs as well as school track-specific comparisons show the convergent and divergent validity of the questionnaire.