INFLUENCE OF POSITIVE AFFECT, SELF-EFFICACY, AND SATISFACTION ON STUDENTS’ ENTHUSIASM DURING SUPERVISED CURRICULAR INTERNSHIP
DOI:
https://doi.org/10.31639/rbpfp.v15i34.712Keywords:
Teacher Training, Emotions, Teaching and LearningAbstract
This study investigated the interaction between positive affective experiences, self-efficacy beliefs, and student satisfaction to explain their level of enthusiasm after supervised curricular internship. The sample consisted of 63 undergraduate students majoring in Biological Sciences. The results revealed positive and significant correlations between positive affect and self-efficacy, job satisfaction, and student enthusiasm. Furthermore, self-efficacy was positively related to job satisfaction and enthusiasm. However, the correlation between job satisfaction and enthusiasm was not statistically significant. Previous studies highlight the importance of positive affect, self-efficacy, and satisfaction in the context of supervised curricular internship for student well-being and performance. Promoting positive affective experiences during the internship can enhance students’ self-efficacy, satisfaction, and enthusiasm, preparing them for a teaching career. The results suggest the importance of creating a supportive and emotionally positive internship environment.
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