Relationship between Learning Motivation and Academic Emotions of Pre-service Early Childhood Teachers

Pre-service learning differs from classroom learning, an investigation is necessary to determine whether this logic is applicable to Pre-service early childhood teachers. Accordingly, we adopted a random sampling method for conducting a questionnaire survey, and 322 valid questionnaires were retrieved. Causal path analysis was conducted using learning motivation as the independent variable and positive and negative academic emotions as the dependent variables. The results show that learning motivation has no effect on positive academic emotions, although it has a positive effect on negative academic emotions. The academic emotions experienced in Pre-service learning differ from the emotions experienced in classroom learning. Our findings indicate that before commencing teaching practice, Pre-service early childhood teachers may have overly optimistic attitudes regarding teaching training, and they may have strong aspirations to become qualified teachers through studying. However, this overly optimistic self-cognition could cause them to experience anxiety in real teaching situations.