The purpose of this study was to identify problems and motivation sources and strategies of decision-making of the students' attending preschool education teacher department, was to determine the relationship between learning motivation and strategies of decision-making, academic achievement of students, was to determine whether strategies of decision-making and academic achievement of students predicts learning motivation. The study group was composed by 360 students attending in Faculty of Vocational Education and Faculty of Education in Selçuk University. The data were collected using the Motivation Source and Problems candidate Teacher Occupation Questionnaire, and The Questionnaire of Decision Strategies. Students' until attending semester accumulative grades are taken as a criteria for academic achievement Analysis of data was used descriptive statistics, Pearson product-moment correlation coefficients and multiple regression analysis. The results of the study indicated that students would prefer more strategy of reasonable decision making. Also students' cognitive and lifelong learning goals motivation is very high, intrinsic and extrinsic motivation is high and negative factors for learning motivation is low. The results of the seen that strategies of decision-making and academic achievement of the students significantly predicted sub dimensions of motivation source and problems candidate teacher occupation. There was a negative relationship between academic achievement, strategy of reasonable decision-making, and strategy of independent decision-making and negative factors for learning motivation. There was a negative relationship between strategy of impulsive decision-making and cognitive and lifelong learning goals motivation, intrinsic motivation. There was a positive relationship between strategy of reasonable decision-making and cognitive and lifelong learning goals motivation. Also, there was a positive relationship between strategy of impulsive decision-making, strategy of indecisive decision making and negative factors for learning motivation.
Pre-School Teacher Candidates, Learning Motivation, Strategies of Decision-Making, Teacher Education.
The process of establishing identity contains many trials and decisions in many fields of life including love, profession and general philosophy of life. Although the processes of trials and decisions in those fields begin in the puberty period, they are fully crystallized in the emerging adultness period. In this period individuals focus on their conceits in terms of what they want to do, where they want to go and who they want to be with (Arnett, 2007). The temporary researches in the nature of trial in the puberty period in professional and study life are perceived as more serious identity trials in the emerging adultness period (Arnett, 2000). While the emerging adults search for job opportunities and education opportunities which shall prepare them for profession (Arnett, 2004), they search about the issues which are important in terms of their identity at the same time (Atak, 2011; Atak & Çok, 2010). Owing to trying different job and different education alternatives they learn better about themselves and take a further step toward clarifying what sort of a future they want. In this period the decisions taken on issues including selection of job, professional life and university affect the health, careers, psychological wellbeing as well as social acceptance of the individuals for their lifetime (Baiocco, Laghi, & D'Alessio, 2009; Man, Harmon, & Power, 1989).
How individuals make decisions is as much important as the decisions of individuals about their lives. Decision making processes are significant psychological structures that allows for examination and that enables one to discover the connection between thinking and action (Kiener, 2006). Decision making is defined as the process of selecting one in the case any individual has two or more alternatives about his/her targets. …