This study employs cluster analysis to investigate the impact of different motivation categories on engagement behaviors and perceived learning among college students concurrently enrolled in both their major and a teacher education program in Taiwan. Through stratified proportional sampling, data were collected via questionnaires from 321 participants out of a total population of 649 college students. The resulting 270 valid questionnaires yielded an 84% response rate. Hierarchical cluster analysis, utilizing Ward's method, identified three distinct motivational clusters. The "Perfunctory Teacher Motivation" cluster (n=81) exhibited a lack of self-driven motivation, seemingly engaging in the teacher education program perfunctorily to meet external expectations. The "High Teacher Motivation" cluster (n=118) demonstrated balanced internal and external motivational factors, while the "Self-driven Teacher Motivation" cluster (n=71) displayed high intrinsic and altruistic motivation but lower scores on extrinsic and intrajected motivation. Multivariate Analysis of Variance (MANOVA) was employed to explore potential variations in engagement behaviors and perceived learning across these clusters. Students in the "High Teacher Motivation" and "Self-driven Teacher Motivation" categories displayed significantly higher levels of active participation, interaction with instructors, and cognitive effort compared to those in the "Perfunctory Teacher Motivation" category. In terms of perceived learning, the former two clusters consistently outperformed the latter in various dimensions, including understanding learner development, building positive learning environments, and adhering to professional ethics. This study contributes valuable insights into the nuanced relationships between motivation, engagement behaviors, and perceived learning outcomes in the context of dual-major college students pursuing teacher education.

Authors:
Tzu-Ling Hsieh, University of Taipei, Taiwan

About the Presenter(s)
Dr Tzu-Ling Hsieh is a University Associate Professor/Senior Lecturer at the Institute of Educational and Administration and Evaluation, University of Taipei in Taiwan

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