Abstract: This study investigates the motivation levels of third-year student teachers and examines the correlations between academic performance, desire to pursue a teaching career, practicum satisfaction, and academic motivation within the Self-Determination Theory (SDT) framework. The 28-question Academic Motivation Scale (college version) survey was used to collect the data from 167 student teachers in a TESL program at a university. The findings reveal a moderate level of motivation, with external rewards having a stronger influence than internal satisfaction. Additionally, there is a positive correlation between academic performance and increased academic motivation following the practicum. High satisfaction with practicum support, particularly from homeroom and English teachers, is linked to an increased desire to become a teacher. However, the assumption that satisfactory practicum experiences universally enhance motivation might not apply to students with lower academic performance
Key Word: Academic performance, Academic motivation scale, Practicum, Self-determination theory, SDI
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