Search results for: Van Bergen Penny

This study aimed to determine whether past research experience and pre-existing motivation style influence pre-service teachers’ perceptions of research. This study demonstrates that pre-service teachers generally display a positive attitude towards research, although these attitudes depend on their perceived research experience and also on their motivational styles. Furthermore, the authors found that students who believe they possess research experience are more likely, compared to students who believe they do not possess such experience, to value research and support the university’s attempts to promote research at the undergraduate level.