Learning motivation, involvement in the study process and formation of supervisor professional identity for supervision students in Latvia
2020
Zakrizevska-Belogrudova, M., RISEBA Univ. of Applied Sciences, Riga (Latvia) | Sevcenkova, A., RISEBA Univ. of Applied Sciences, Riga (Latvia)
RISEBA University of Applied Sciences, Latvia The research purpose was to study the formation of a supervisor’s professional identity in context of study motivation and involvement in the learning process. In total, 54 students who were at that time acquiring supervisor profession were surveyed. The participants of the study took part in surveys listed below: Questionnaire on demographic data (created by the authors); Questionnaire on motivation types and involvement, MES-UC (Motivation Engagement Scale − University/College); Questionnaire for supervisors (modified after Professional Identity Scale in Counselling (PISC)). Summarizing the results of the study, the authors conclude that there is a statistically significant correlation between motivation, involvement in the learning process and professional identity of supervisors. The results show that there is a statistically significant negative correlation between the negative motivation scale “Anxietyˮ and the supervisor's professional identity scale “Knowledge about the professionˮ. Also, results show that the 2nd year students have a statistically significant correlation between the positive engagement scales “Task (study) managementˮ, “Persistenceˮ and the supervisor’s professional identity Scale “Philosophy of the Profession, Supervisor Competence and Rolesˮ. In addition, the results show that there is correlation between the negative involvement scale “Disengagementˮ and the supervisor's professional identity scale “Engagement in professional societies and activitiesˮ. Since the results of the obtained data from the study show a relatively unconvincing connection that motivation and involvement in the learning process is a determining factor in the identification and development of the supervisor's professional identity, so the authors recommend continuing the study with a larger sample size (for example, at the Baltic level) or to develop a longitudinal study on the basis of the existing study to identify the internal (personal) and external factors that influence the awareness and formation of the supervisor's professional identity during the study process at the university.
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