ABSTRACT

Teachers are motivated by extrinsic, intrinsic, and altruistic values, but little is known about what might convince other students to become educators. Conducted in two stages, the present study uses a survey to show education majors and non-education majors have different impressions of how careers in education satisfy intrinsic, extrinsic, and altruistic motivations. Then, a randomized experiment shows that prompts concerning extrinsic, intrinsic, and altruistic values increased the interest in teaching among non-education majors. But important differences appeared along lines of gender and academic achievement. Female participants responded positively to intrinsic values but males responded to extrinsic values. High achieving students responded more to altruistic prompts.

摘要

教师受到外在、内在和利他主义价值观的激励，但人们对什么可能说服其他学生成为教育者知之甚少。本研究分两个阶段进行，通过一项调查显示，教育专业和非教育专业的学生对教育职业如何满足内在、外在和利他动机的印象不同。然后，一项随机实验表明，有关外在、内在和利他价值观的提示增加了非教育专业学生的教学兴趣。但在性别和学业成就方面出现了重要差异。女性参与者对内在价值做出积极反应，而男性则对外在价值做出反应。成绩优异的学生对利他性提示的反应更多。