Search results for: Loncaric Darko

This article aims to explore the differences between first-year and fifth-year student teachers on a number of personality and motivational variables that are indicative of their approaches to learning. The findings reveal that first-year and final-year student teachers differ on a number of variables relevant for their academic performance during teacher studies. The authors found that final-year student teachers displayed more conscientiousness, self-efficacy for learning and performance and had higher academic and problem-solving self-concepts than first-year student teachers.