Būsimųjų mokytojų mokymosi motyvų, savtvertės bei savijautos mokantis sąsajos
Relations between learning motives of future teachers, their self-evaluation and psychological inner feeling while studying at the university

Summary/Abstract: Higher education in Lithuania is becoming a part of life of a majority of young people. The growth in mass of the higher education, when more and more members of society begin to satisfy their educational needs, encourages a student to be looked at as a subject, learning independently. Motivation of learning alleviates the adaptation of an individual in a changeable society, enhances his / her possibilities for self-realization. Within this context of learning paradigm an initial motivation of future teacher's learning is necessary. The majority of muture teacher's do not have inner motivation to work a pedagogical work, they do not want to be teachers. The article emphasizes the necessity to relate the professionality of a future teacher not only with knowledge of a subject, but also with peculiarities of his / her personality and influence of those peculiarities on the maturing personality of a person educated. The investigation had been carried out in Vilnius Pedagogical University, in the faculties of pedagogy - psychology and Lithuanian philology. 340 investigatives participated in the research. 181 (53,23 %) investigatives were students of Lithuanian philology. 159 (46,76 %) - students of psychology. During the ąuantitative research Beresnevičienė's (1995) techniąue (the scale of self-evaluation semantic differential and psychological inner statė in the process of learning) was used. The aim of the research is to explore the interconnection between learning motives of future teachers, their self-esteem and psychological inner feeling in the learning process. The data of the research have shown that there is a relation between learning motives of future teachers, their self-esteem and psychological inner feeling while studying at the university. High estimation of their mental abilities helps future teachers believe in success in further studies. Docile future educators who are able to get on well with their contemporaries and other individuals and their groups have more wish to edify themselves as personalities. It follows that educators prepared by the university are also motivated to learn by personai prospects. Future educators who realize the use of studying, who have the feeling that studying for them is pleasant and interesting, try harder to find and fully apply learning abilities lying in them. The motive of attaining prestige becomes less important for diligent future teachers who feel that studying at the university is pleasant and interesting. The results of the research show that there is a positive connection betvveen future teachers' self-esteem and their psychological inner feeling at the university.

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