Abstract

BackgroundIn this study, we analyse the process of academic reading demotivation in elementary preservice teachers. Academic reading motivation is conceptualised from the Expectancy-Value Theory, with the respective eponymous dimensions as well as interest, attainment, utility, and cost as subcomponents for task value. MethodsThese motivational variables were measured by the Escala Motivacional por la Lectura Academica (Academic Reading Motivation Scale). Analysis focused on confirming the demotivation process organised by four different educational motivation profile types (clusters), as well as by cohorts. Participants were a total of 785 elementary preservice teachers from seven Chilean universities, both public and private, from six regions of Chile, enrolled in the first, third and last years of their programme. This population was tested, with a subsample (n = 295) retested the following year. ResultsResults show a concentration of negative motivational changes in the "school motivation" group, as well as changes during the first years of the programme. The more affected dimensions are utility and cost. There is no evidence for changes in feeling of competence for academic reading (expectancy). ConclusionsWe conclude the importance of focusing efforts on avoiding these negative motivational changes in students that demonstrate three key characteristics: they want to become primary teachers, they are engaged in their studies, and finally, they want to work in the school system. HighlightsWhat is already known about this topic Academic reading is fundamental for professional training. There is evidence of motivational changes during teacher training. What this paper adds Shows evidence of demotivation in academic reading during teaching training. Identifies when these changes occur. Identifies the dimensions of academic reading motivation that change significantly. Identifies the profiles of students who are most affected by these changes. Implications for theory, policy or practice Alert about the lack of motivation for academic reading in the pedagogy students because of the impact this may have on the quality of future teachers. Suggests paying special attention to students with a vocation for school teaching.