Mathematikspezifische Motivation im Lehramtsstudium – Operationalisierung und Bedeutung für Studienprozesse

Many preservice mathematics teachers report motivation problems in their first year of study that are likely associated with unfavorable study processes. To better understand this phenomenon, we consider existing differentiations of career-specific and subject-specific motivation within the framework of the Expectancy-Value-Cost Theory. We first investigate whether student teachers’ career- and subject-related value beliefs can be operationalized in a mathematics-specific way and what meaning they have for different teacher education programs. Based on preliminary work and current studies on various objects of motivation, a questionnaire was developed for this purpose. In a study with 270 mathematics students of (higher) secondary and primary education, the questionnaire shows a good fit between the theoretical model and empirical data. In particular, intrinsic values related to the subject appear to be relevant for study satisfaction, drop-out intention, and participation (regarding the use of proofs and copying homework). Theoretical and practical implications for the significance of specific motivational situations in mathematics teacher training and targeted interventions are discussed.