The Relationship Between Student Teachers’ Career Choice Motives and Stress-Inducing Thoughts: A Tentative Cross-Cultural Model

Teresa Tillmann, Sabine Weiß, Jonas Scharfenberg, Ewald Kiel, Manuela Keller-Schneider and Meeri Hellsten

SAGE Open, 2020, vol. 10, issue 2, 2158244020927016

Abstract: The present study compares student teachers’ career choice motives and their relationship with stress-inducing thoughts across five European countries. A previously established factorial structure for career choice motives embedded within self-determination theory was supported. The factors consist of intrinsic motives, such as interest in educational work with children, and extrinsic motives, such as financial security. Furthermore, differences in the importance of these factors in choosing the teaching profession across countries were found. Results further revealed evidence for a link between extrinsic motives and stress-inducing cognitions. Conclusions and implications for teaching practice are discussed.

Keywords: career choice motives; self-determination theory; dysfunctional cognitions; international comparison; cluster analysis (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:10:y:2020:i:2:p:2158244020927016

DOI: 10.1177/2158244020927016

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