DIMENSIUNI AUTOREGLATORII ALE MOTIVAȚIEI ACADEMICE ÎN RÂNDUL STUDENȚILOR CARE URMEAZĂ PROGRAMUL PEDAGOGIA ÎNVĂȚĂMÂNTULUI PRIMAR ȘI PREȘCOLAR

Self-regulation of learning and motivation is one of the most importantrequirements in the academic domain. This factor contributes to the effectiveness of the learningprocess and to the increase of academic performance. The purpose of this quantitative study was toinvestigate the types of self-regulation of academic motivation among university students attendingthe program Pedagogy of Primary and Pre-school Education. The participants were 80 universitystudents (all female) who were enrolled in the program Pedagogy of Primary and Pre-schoolEducation. The standardized questionnaire included 21 items that operationalized four selfregulatory dimensions of academic motivation, i.e. intrinsic regulation, identified regulation,external regulation and amotivation. The participants’age revealed significant effects on the scoresin intrinsic regulation and amotivation. Implications of these findings for the development of teachingcareer are analysed