SELF-AWARENESS OF PAST LEARNING AND DEVELOPMENT AS MOTIVATION FOR CONTINUED LEARNING: THE APPLICATION OF A GENERAL MODEL TO SPECIFIC CATEGORIES OF LITERACY LEARNING FOR PRESERVICE READING TEACHERS

Pre- and post-course surveys of responses to course objectives in seven literacy education categories for 166 undergraduate reading education preservice teachers enrolled in a reading methods/reading practicum block revealed a direct relationship between pre-course motivation and end-of-course motivation for continued learning for six of the categories and an inverse relationship between perceived learning during the course and end-ofcourse motivation for continued learning for all categories. Further analyses revealed perceived topic importance positively related to pre-course motivation for all categories, while the relationship between perceived learning during the course and perceived topic importance, pre-course motivation, and perceived prior learning varied by literacy education category.