Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers

Several variables associated with motivation toward science learning in preservice elementary teachers, such as relevance to personal goals and self-efficacy, are important factors preparation. The main objective is analyze the relationships of these motivational emotions boredom enjoyment, engagement learning. Data were obtained a self-report questionnaire completed by 871 teachers analyzed using structural equation model (SEM) methodology. first step determined adequacy measurement and, second step, SEM showed that for significantly predicted variance enjoyment 27% 52%, respectively. explained 67% engagement. Relevance self-efficacy emotional variables. Emotional mediated impact science-learning fundamental role observed.